All Fready 3 Lesson Plans

All Ready Lesson Plan
Unit 1, Lesson 1 and 2
Lesson/ Lesson Activities Procedures Notes

Week/ Stages & Materials
Class
1.Look at the picture p.8 1.
1. Ask Ss to read the speech bubbles. Then ask: Who are they? p.8
Lesson 1 I know 2. Have you ever been in a What is happening? Where are they? Audioscript
Week 1 situation like this one? How did you2.
2. Ask Ss to share their experience with the class on p.182
Class 1 feel? 3.
3. Play the CD. Ask: Who are they? Why is Mrs. Macdonald calling?
Student Book
3. Listen to the conversation Is he happy? Why or why not? Play the CD again and Ss have to
Track 2 circle T or F as they listen to It. Ask Ss to share and compare their
answers. T monitors
4. 4. Play the CD. Ask: How is Mrs. Macdonald feeling now? What is the class by
I build 4. Listen and answer the questions. the problem now? Explain you are going to play the conversation walking
Track 3 again and they have to listen for the answers to the questions. around the
5. Ss work in pairs and read the conversation. When most of the Ss class
have finished, ask a few comprehension questions: Where does the
5. Read the conversation and conversation take place? What is the situation? What is the
underline the sentences that
receptionists attitude? Then ask Ss to read again and to underline
express condition
the sentences that express condition. Ask volunteers to perform the
conversation.
6. Look at the sentences and circle 6. Ask Ss to read the sentences and identify the clauses by circling p.9
Lesson 1 I think the if clause and underline the the if clause and underlining the result clause. Draw Ss
Class 2 result clause. 7. Make sure the Ss understand the sentences and clarify if attention to
7. Match the example to the necessary. Then ask them to match the example sentences to the
the verb
explanation explanation.
8.Read the sentences and answer 8. Ask Ss to read each of the sentences individually. Then read tense used
the questions each of the sentences and questions out loud and have Ss give the and the
9. Choose a word from the box that answers in unison. modals used
corresponds 9. Ask Ss to choose a word from the box that corresponds to the p. 10
10. Complete the sentences using meaning of each sentence. When they finish, have them share and
words from the box compare answers with a classmate.
10. Ask Ss to carefully select a word from the box to complete each
Reader: I Am Now More Aware of the sentences, individually. To check answers, ask for volunteers
Pages 7-19 to read each of the sentences out loud.
Photocopiable D.R. Macmillan Publishers, S.A. de C.V. 2013. Only for teaching purposes.
11.Match the columns 11. Ask Ss to match the columns to complete the sentences. Check
Lesson 1 12. Listen and complete the answers by having volunteers read the complete sentence out loud. p. 10
Class 3 conversation. 12. Ask Ss to describe the situation. Ask: Who are they? Where are
Track 04 they? Play the CD Ask What solutions were offered? Who offered
I 13. Act out the conversation these solutions? Play the CD again in order to complete the
practice 14. Read and offer solutions sentences.
15. Read the conversation and 13. Ask Ss to find a partner and act out the conversation. p.11
Complete the organizer 14. Ask Ss to work in pairs and think of possible solutions for each
situation. Have them write their suggestions in the spaces provided.
Ss share their suggestions with the rest of the class.
15. Go over the situations and consequences

Class
16. Read and answer questions 16. Ask Ss to read the conversation. Check by having different Ss T walks
Lesson1 share their answers. around the
Week 2 17. Number the events p.12 17. Tell Ss to work in pairs and number the events. Check answers. class and
I can 18. Explain to Ss that they have to complete the sentences using monitor Ss
Class 4 18. Complete the sentences p.12 information from the conversation in Activity 16. Glossary on
19. Read the story and write p.19 19. Ask Ss to read the story individually and silently. p. 156 of
20. Write sentences 20. Ask Ss to write sentences based on the story in activity 19. their Student
Book
Lesson2 Stages Activities Procedures Notes &
Materials
Lesson 2 I know 1. Look at the pictures 1. In pairs discuss the meaning of the words in the bubbles. p.14
Week 2 2. Label the pictures in Activity 1 2. Go over the words in the box with the Ss. Make sure they all Glossary to
Class 5 Reader: I Am Now More Aware understand them. Then ask them to label the pictures in activity 1. identify the
Pages 7-19 Ask Ss to open their Readers on page 7. Elicit from them what they meaning of
think the story will be about. Ask Ss to read the first page and so on. unknown
words
I build 3. Listen to the voicemail. Track 05 3. Play the CD. Ask comprehension question: Whats the p.14
Lesson 2 magazines name? Why did Karen call? Where is Karen from? Ss
Week2 answer the questions according to the conversation.
Class 6 4. Listen and complete. Track 06 4. Ask Ss to follow the conversation in their book, without trying to p.15
complete it. Play the CD again and ask them to complete the
conversation using the words from the box. Walk around
5.Circle the best option 5. Draw Ss attention to the sentences and ask them to circle the the class,
option they think best completes each of the sentences. monitor and
6.Underline the comparative 6. Elicit from Ss the use and form of the comparative and help Ss if
superlative adjectives. Then ask them to read the sentences and necessary
underline the comparative adjectives and circle the superlative
7.Look at the comments adjectives.
7. Elicit the meaning of complain from Ss. Then ask Ss to read the p.16
comments and decide if they praise or complain and to write P or C.
Ask them to share and compare their answers.

Class
I 8. Circle the best option 8. Draw Ss attention to the reflection box and ask them to circle the p.16
Lesson2 practice best option to complete the rules.
Week 3 9. Look at the conversation 9. Ask Ss to go over the conversation in Activity 4 to answer the
Class 7 questions. p.17
10. Ask Ss to listen first, without trying to complete the conversation
10.Listen to the conversation and to simply follow it in their books. Play the CD. Ask a few
Track07 comprehension questions to make sure that Ss follow the
conversations. p.17
11. In pairs act out the conversation 11. Ask Ss to work in pairs and act out the conversation. T monitors
12. Choose the best option 12. Ask Ss to read the sentences and choose the best option to the class
complete them.
Lesson 2 13.Read the complaints and 13. Ask Ss to read the complaints and complete them. Check p.17
Week3 complete answers.
Class 8 I can 14.Change the sentences 14. Make sure Ss understand how to transform the main sentences
into a comparative and superlative form. p.18
15. Are these problems common..? 15. Have Ss look at the pictures and guess what the problem is in
each one. Ask Ss to suggest ideas to solve the problems. Ask for
volunteers to play the roles of A and B in each conversation.
16.Write a conversation 16. Explain to Ss that they have to complete the conversation by
writing a complaint related to that problem of the director of a health p.19
institution.
17.Act out the conversation 17. In pairs, ask Ss to practice the conversation, taking turns being
the director and the patient.
Stages Activities Procedures for: Telephone Complaint Voicemail Notes &

Product 1 Materials
Week 3 I get 1.Work in groups 1. Explain they are going to make a telephone complaint to an P.20
Class 9 ready 2. Write the names of the people institution of their choice and leave a voicemail with it. Ask them to
work in groups of three. Allow time for Ss to discuss and decide. Walk around
3.Decide on the types of services 2. Ask them to write the names of all the people in their group. the class and
4.Find as much related vocabulary 3. Ask Ss to think all the different services offered at the institution monitor
5. What materials do you need? and to think about which one they want to relate their complaint to.
4. Ask Ss to think of all the vocabulary they will need to express
their complaint. Have them make a list and refer to their
dictionaries.
5. Ask Ss to decide what materials they will need in order to
compose a telephone complaint voicemail. Have them make a list.
Product Lesson Activities Procedures Notes

Stages & Materials
I do 6. Invent a situation based on the 6. Explain to Ss that they have to invent a situation using the p.20-21
Week 4 institution chosen. questions as cues. Ask them to try to answer all of them and to Walk around
Class 10 7. Work in groups make notes about the answers. the class
8. Write ideas 7. Draw Ss attention to the table in their Student Books and to monitor and
the kind of information they should include in their introduction help Ss if
and body of their complaint. Also have them refer to the Useful necessary
Expressions box and choose any examples they consider
appropriate for their complaint.
8. Remind Ss that when making a complaint, it is also important p.21
to suggest possible solutions to the problem or situation.
All ready to 9. Practice reading your voicemail 9. Ask Ss to practice reading their voicemail complaint in their
share groups and to decide who will record it. Ss can record their
complaints using a recorder or computer. Have Ss play them
back to the whole class. Ask them to think of other possible
I learn solutions for each of the complaints.
Ask Ss what they can do now that they couldnt do at the

beginning of the learning environment. Then have them answer
the I learn box on page 21. Give positive feedback for their effort
and progress.
Week 4 Self 1. 1. Go page 166 1. To self-asses go to page 166 and complete the checklist on
Class 11 evaluation page 6.
Wee 4 Formal 1. 1. Formal assessment 1. Ss do their formal assessment from page 154 in the Teachers
Class 12 Assessment Guide.
School: Grade: Group:
Teacher:
Unit Title: Week Dates:
Lesson/
SocialLesson
PracticeActivities
of the Language: Read andProcedures
Learning Environment 2: Notes
Product 2: Emotionary
Wee Stages
understand different types of literary texts Literary and Ludic & Materials
k/
distinctive of English speaking countries.
ClassSpecific Competency: Read suspense Achievement (s): Can use various strategies to
literature and describe
I know moods
1. What is the difference between comprehend
1. Ask narratives,
Ss what is the difference infer
between central
horror sensestories.
and suspense and main p.22 ideas
Lesson3 horror stories and suspense stories? from details, formulate and answer questions in
Reinforce the concepts that horror stories focus on terror and fear while order to infer
Lesson3
information, compose opinions regarding
in suspense stories the reader is not sure about what will happen.
emotional states
and organize paragraphs in order to create texts.
Week 5 2. Read the extracts 2. Draw Ss attention to the different illustrations and elicit from them
Knowing about the Language:
Class 13 what they see in each one. Ask them: Can you guess what the stories are Refer Ss to the
elements of a narrative; word repertoire; connectors; adjectives: comparative and superlative;
about? Ss are going to read extracts takenhomophones,
from different stories Glossary on
and that types
pronouns: reflexive (myself, ourselves) relative; conditionals, colophon, of
3.Read the extracts againand lower-casetheyletters.
have to label each of the extracts with the correct title. p.157 to
sentences, upper clarify the
Doing with the Language: 3. Draw Ss attention to the table in their Student Books and ask them to
CONTENTS
I build meaning of
4.Match itssuspense
Explore extract to its narratives.
purpose read the extracts
Understand again to complete
general sense, it. Checkideas,
main answers.and some details words of a
suspense narrative: Read and re-read 4. Explain narratives, use to
to Ss that they have diverse
read the comprehension
extracts and match them strategies,
to infer
main ideas, distinguish elements theirinpurpose.
narrative: narrator,
Then ask characters
them to share and compareand events
answers withinfer
a characters
emotional states from explicitclassmate. information, recognize purpose of a narrative, organize
paragraphs to form texts.
Lesson3 5.Read thethrough
Being extracts again
the language: 5. Ask Ss to reread the extracts from Activity 1 and answer the questions. p.23-24
Week 5 I think Share and compare
Foster respect towards other opinions, stimulatetheirand
answers with a classmate.
aesthetic Alternative
pleasure in literature, develop
Class 14 empathy towards
6.Complete the organizerdifferent moods.
6. Ask Ss to read the main ideas in the boxes and to complete the graphic activity p.38
organizer correctly. Check answers. Teachers
7. Decide which extracts in Activity 2 7. Ask for volunteers to read the different details and have the rest of the Guide.
these supporting details come from. class say the title of the extract the details correspond to out loud and in
unison. Give them some time to write the titles.
Lesson 3 8. Circle the adjectives in the passage 8. Elicit from Ss the use of adjectives and their comparative and p.24-25
Week 5 superlative forms. Then draw Ss attention to the passages in their Books
Class 15 I think 9. Circle the words that link two ideas and tell they have to circle the adjectives and underline the comparatives.
9. Elicit from Ss what connectors are. Ask them to read the sentences and Teachers
10. Complete the sentence using circle all the linking words they can find. Check answers orally. Guide p.38-39
words from the box. 10. Draw Ss attention to the words in the box. Then ask Ss to complete the
sentences by using words from the box. Check answers as a whole class
activity by having volunteers read the complete sentences out loud.
Lesson I 11.Read the paragraph and 11. Draw Ss attention to the illustrations. Elicit from p.25-27
3 practi answer them what they can see in each of them and what
Week ce they think the paragraphs are about, based on the Teachers
6 illustrations. Then ask for Ss to read each of the Guide p
Class 12.Match the sentences paragraphs. After each reading, ask for answers. 39-40
16 13What scares you? 12. Draw Ss attention to the table and explain that Walk
they have to match the words using connectors to around the
form a sentence. Class and
I can 13. Ss work in pairs and ask each other what they are monitor
scared of and why they think it scares them. Share
14. Read the paragraph and their answers with the rest of the class. Refer Ss to
answer the questions 14. Elicit from Ss what they see and what they think the
the paragraphs are about based on the pictures. Then Glossary
ask Ss to read each paragraph individually and in p.157.
silently.
Lesson Lesson Activities Procedures Notes &
4 stages Materials
Lesson I 1.How do horror or suspense 1. Write the words: horror and suspense on the board. p.28
4 know stories or movies make you Ask: What is the first thing that comes to your mind
Week feel when you hear the word horror? Have different Ss Reader:
6 Reader: the Ghost participate. Then ask the same question for the word the
Class suspense. Write the answers on the board. Ask them Ghost
17 if they felt any of the words they mentioned. Ask Ss to p.20-32
take out their Readers to page 20 and draw their
attention to the title of the story. Ask them what kind
of story they think it is and what kind of audience it is Teachers
intended for. Ask Ss to get into pairs and have them Guide p.41
2. Read the extract. Circle T take turns reading the pages of the story.
or F 2. Draw Ss attention to the statements and explain
they have to circle T or F. Check answers orally. p.28-29
3.Read the extract in 3. Ask Ss to read the extract in Activity 2 and focus on
activity 2 Arthurs emotional reactions. Explain they have to
match the parts of the story with Arthurs emotional
reactions.
Lesson I 4.Look at the sentences 4. Read the questions out loud and elicit the answers p.29-30
4 think 5.Read the rule and from Ss.
Week complete 5. Ask Ss to read the rule, ask for Ss to explain it in
6 6.Circle the emotions and their own words. Then draw their attention to the Teachers
Class underline table and ask them to complete it following the Guide
18 7.Label the pictures pattern. p.42-43
8. Work in pairs and explain 6. Ask them how they express happiness, hanger,
the words you know fear, sadness, etc. Then draw their attention to the
sentences and ask them to circle the emotions and
underline the actions that express emotions. Glossary
7. Ask Ss to work in pairs and take turns describing on p.157
the pictures. Then ask them to label the pictures with
the correct emotion.
8. Ask Ss to work in pairs and take turns explaining
the meaning of the words they know.

Class
Lesson 4 9. Complete the organizer 9. Explain that they have to complete the graphic organizer, using the p. 30
Week 7 words from Activity 8 that express each of the feelings in it. Check
Class19 answers orally. p.31
10. Complete the sentences with 10. Tell Ss they have to complete the sentences with their own opinions.
I practice Ask Ss to share their opinions with the class. Walk around
11.Which emotions from Activity 9 11. Have Ss go back to Activity 9 and choose at least five emotions they the class and
would include in their suspense story. Ask them to write those words monitor Ss
12.Circle the correct reflexive noun down in the space provided.
12. Elicit from Ss the use and form of reflexive pronouns. Then ask them
to read the sentences and circle the correct pronoun to complete them. Teachers
13. Number the paragraphs to Then check answers. Guide p.44
make a story 13. Ask Ss to work in pairs. Have them read the paragraphs and number
them in the appropriate order to make a story. Ask a few comprehension p.32
questions when most of the Ss have finished.
Lesson4 14.Read the story in Activity 13 14. Ask Ss to go back to the story in Activity 13 and read it again in the p.32- 33
Week 7 I can 15.Answer the questions appropriate order. In pairs discuss what they liked and didnt like about it. Teachers
Class 20 16.Describe each boys emotions Share their impressions with the rest of the Ss. Guide p.45
17.Write an ending to the story 15. Ask Ss to answer the questions based on the story in Activity 13. Monitor the
16. Ask Ss to complete the chart by describing each boys emotional states work
in the story. Check answers orally.
17. Work in pairs and discuss a possible ending for the story.
Product 2 Stages Activities Procedures for: Emotionary Notes
Week 7 I get ready 1.Choose a suspense story 1. Ss select from various sources a suspense narrative. Explain what an p.34
Class 21 Emotionary is. Go to Ts Guide page 46. Teachers
I plan 2. Read the selected narrative in silence. Ask them to underline all the Guide p.46
2.Read the story in silence words they can find that express emotions. Refer Ss on
3. What materials do you need? 3. Ask Ss to think of the materials they will need to create their p.176
Emotionary and to make a list in the space provided.
Product Stages Activities Procedures for: Emotionary Notes&

2 Materials
Week 8 4.Read the story again and complete 4. Draw Ss attention to the graphic organizer and explain they have to fill p.34- 35
Class 22 I do the organizer it in with the emotions they highlighted in their stories in the previous Refer Ss to the
5. Circle the basic emotions you class. Check answers. Worksheets
found in your story and relate them
5. Ask Ss to circle the basic emotions they found in their stories. Then ask section on p.
to the feelings in the box.
them to relate them to the feelings in the box. 176
6. Organize a classroom assembly to
read and present the Emotionary. 6. Suggest Ss to display their emotionaries on the classroom walls, so that
the rest of the group can walk around the classroom reading them. Then Teachers
you can ask for Ss to present their emotionaries to the rest of the class, Guide p.47
introducing the story they chose and explaining when and how the
feelings described were present in the story. Ask Ss to look at the Useful
Expressions box in their Student Books before coming to the front to Continuous
present their own Emotionary. and Global
Assessment
Chart p. 48
Ask Ss what they can do now that they couldnt do at the beginning of the
learning environment and listen to their responses. Then have them
answer the I learn box and take note.
Week 8 1.Self- test Ask Ss to go to page 167 in their Student Books. Sbooks p.167
Class 23 Self-Test
Week8 Formal 1.Apply the formal assessment Ss do their formal assessment from page 155 in the Teachers Guide. Teachers
Class 24 Assessment Guide p.155
Teacher:
Social Practice of the Language: Learning Environment 1: Product 1: Instruction

Understand and write instructions. Formation and Academic Album
Specific
Week/ Competency:
Stages Interpret and write Achievement (s): Can understand and interpret order and & Materials
instructions
Class for a simple experiment sequences of instruction elements to carry out an
Lesson 1 1 .Do you like science? Why or why experiment,
1. Ask Ss to workwrite
in pairsand classify
and then discusssimple and
if they like the complex sentences
science subjects p.38
Week 9 not? in order
in their to and
grade create instruction
give arguments sequences,
for their answers: Do remove, add,
you like science in Walk around
Class 25 I Know 2.Are you good at sciences? Why or change,
third grade?and/or
Why do rearrange
/ dont you likeinformation
science? Ask Ssto editatan
to look theinstruction
picture the class and
why not? How do you think you could manual.
in their Student Books on page 38 and describe it: What is he doing? find out Ss
Knowing
improve inabout the Language: Where is he?
this area? answers
Text components: word repertoire;2.adverbs: Ask Ss theseofquestions
sequence and give themfirstly,
(after, plenty of time tofrequency
next), answer. Let Ss(twice,
Reader:
often, Science
never): Can Be
verb Fun p. 33-42
tenses: simple answer
present; voluntarily and listen tophrases
prepositional all of their (instead
classmates. of, at least), Reader
recognize verbs forms: imperative, gerund and infinitive, patterns of textual arrangement. Answer Key on
Ask SS to open their Readers to page 33 and to read the title of the text.
Have Ss flip through the chapter and look at the pictures to predict what p.171 of the
Doing with the Language:
the text will be about. Ask Ss to read Chapter 3 individually and have them Teachers
CONTENTS
underline the words they dont understand. Then Ssinterpret

read the text again Guide
Select and explore sets of instructions to perform a simple experiment, instructions,
and discuss what the text is about. Ss go to page 43 in their Readers and
write instructions, and edit sets of instructions.
look at the comprehension questions. Check understanding and ask them
to work in pairs and answer the questions. Check answers.
Being through the language:
Construct and consolidate knowledge about our surroundings, promote creative and proactive
attitudes in collaborative work.
Lesson 1 I build 3.Look at this extract and answer 3. Ask Ss to open their Student Books to page 38 to examine the p.38-39
Week 9 the questions. distribution and function of text and graphic components. Ask Ss to look
Class 26 at the extract on the same page. Ask them to read the title and name the Glossary on p.
I think 4. Label the parts of this extract with type of publication. Elicit information from different Ss. Ask Ss to work in 158
the words in the box. groups of three or four to do the experiment. Ask Ss to read the extract
5.Read these instructions for an and answer the questions.
experiment and answer the questions 4. Ask Ss to read the words from the box and label the parts of the
6. Read these sentences. Underline the extract. Have Ss work individually. Once they have finished, have
infinitive and circle the gerunds. volunteers say their answers out loud.
5. Have Ss read the title of the experiment. Ask them to explain the
experiment. Let Ss read the instructions for an experiment and answer p.40
the questions. Check answers. Walk around
6. Write on the board the following: Reading is the activity my sister likes the classroom
the most. I dont like to read novels. Ask Ss to identify the infinitive, and
the gerund. If not, explain. Ask Ss to read the sentences in their books and
do the exercise.
Lesson1 I practice 7. Read the examples and circle.. 7. Ask Ss to write four sentences in their notebooks; two using the gerund p.40-42
Week 9 8. Look at the pictures . and two using the infinitive. Check their work. Then ask them to open
Class 27 9.Complete the sentences their book to page 40, read the examples in the Reflection box, analyze Teachers
10. Write the instructions from Activity them and circle the best option. Guide p.53
9 8. Ask Ss to look at each of the pictures and describe them, then number
11.Coircle the correct verb forms the pictures in the correct order.
9. Ss complete the sentences with words from the box. Walk around
10. Ask Ss to read the sentences in Activity 9 again and write them under the classroom
the correct illustration in Activity 8.
11. Ss read each of the sentences and choose the correct verb. To check
answers, tell Ss to read the whole paragraph again with the answers they
chose. Correct any mistake.

Week/ & Materials
Class Stages
Lesson 1 12.Look at the pictures and number 12. As Ss to look at the pictures and predict what the experiment is about. p. 42-43
Week 10 I can them in the correct order Point to each of the pictures and revise vocabulary. Ask them to identify
Class 28 the order of the pictures. Elicit answers from different Ss. Then ask them Audioscript on
to work individually. Have them look at the pictures and number them in p.184 Sbooks
13. Listen to the TV show and check the correct order. Compare and discuss their answers.
your answers. Track 08 13. Verify the arrangement of the sequences in the sentences, play the CD Teachers
and have them check their answers. Play the CD more than once. Check Guide p. 54
answers.
14. Play the CD and have Ss take notes. Play the CD more than once. Then
14. Work in pairs. Look back at the ask Ss to organize their notes. After that, help Ss use the words in the box
pictures in Activity 12 and write and their notes to write instructions. Then have them to look at the
instructions. pictures from Activity 12 and write the instructions for the experiments in
their books. Check answers.
Lesson 2
Lesson2 I Know 1. Can you think of any really cool jobs 1. Work in groups of three, have Ss take turns to discuss the question. p.44-445
Week10 that use science? Share their answers.
Class29 2. How do you think science can help 2. Ask Ss how branches of science can help to solve environmental Glossary on p.
I build the environment? problems. Elicit their ideas and write them on the board. 158
3. Read the instructions and complete 3. Ask Ss to read the list of materials. Tell them to underline the words
the title. they dont know. Ask them to look at the pictures, read the instructions, TGuide p.56
4.Read the instructions in Activity 3 and complete the title.
again and answer those questions 4. Write on the board the following words: whipping cream, seal, tightly,
freezing, frozen, drop, melt. Elicit the meaning of these words from
different Ss. Ask some Ss to go to the board and write some examples.
Lesson 2 5. Look at the illustrations and 5. Ask Ss to describe the formats, have Ss look at the illustrations and p.46-47
Week 10 I think instructions and answer the questions. answer the questions.
Class 30 6. Listen to the TV program again and 6. Play the CD and ask Ss to match the sentences. Check their answers. Audioscript on
match the sentences. Track 08 7. Explain Ss that they are going to write the sentences from Activity 6 in p. 184 SBooks
7.Write the sentences from Activity6 in the correct column (simple or complex sentences). Ask Ss to answer the
the correct column exercise individually. Then ask Ss to share their answers with a partner.
8. Circle the best option. 8. Ask Ss to read the sentences and to circle the best option.
Class
Lesson 2 I practice 9.Combine the two simple sentences 9. Ask Ss to read the sentences from this activity. Have Ss write a complex p.47-48
Week 11 10.Write ordinal numbers sentence choosing only one linking word. Check for any mistake.
Class 31 11. Draw a picture to illustrate each 10. Elicit the ordinal numbers from the Ss, have Ss write ordinal numbers TGuide p.58-
step from Activity 10. to order the instructions. 59
11. After Ss draw the pictures, tell Ss to write instructions under the
illustrations.
Lesson 2 I 12. Read the experiment and write the 12. Ss read the experiment. Tell Ss look at the pictures and read the p. 49
Week 11 can missing information from the box. sentences in the box. Have Ss complete the instructions with the missing Reader:
Class 32 13. Compare your answers with a information from the box. Check answers. Science Can
partner and make any necessary 13. Have Ss compare their answers with a partner. Then ask some Ss to Be Fun! p. 33-
changes. write the answers on the board. 42
Monitor and
Ask Ss to take out their Readers and open it to page 33. Ask Ss to read make sure
silently to page 42. Then discuss with the class each of the experiments, everybody
divide the group in pairs. Have Ss choose one of the experiments and do it participates.
with their partner.
Product 1 Stages Activities Procedures for: Instruction Album Notes &

materials
Week 11 I get 1.Work in groups. Make a list of fun 1. Divide the class in groups of three. Explain to the Ss they are going to p.50
Class 33 ready science experiment. make a list of fun science experiments that they have done or heard
I plan 2.Choose your experiment about. They can refer to school books in the schools library to complete Go around the
the list. classroom and
3.Make a plan 2. Explain that, in their groups, Ss have to choose one of the experiments. give help
After that, write on the board: Why are you choosing this experiment? Do when
4. What materials do you know? Make you think is the easiest? Do you think is the most difficult? Tell them that it necessary.
a list. is important to consider choosing an experiment that they can actually
do. Bring your
3. Ask Ss to make a plan. Ask Ss to read the questions. They have to materials next
distribute group work. class
4. Ss make a list of the materials they will need for the experiment.
Product Stages Activities Procedures for: Instruction Album Notes

Week & Materials
Week 12 I do 5. With your group design a manual 5. Ask Ss to work in the same groups on the following questions: What p.51
Class 34 for your experiment. should the manual for an experiment include? What should it look like?
6. Remember to include Elicit answers from Ss. Ask Ss to work in their groups to make specific Chapter3 of
7. Make any necessary corrections to notes on what they will put on each page. the Reader to
your text and copy it onto clean sheets get ideas.
of notebook paper.
8. Put your manual together with the 6. Ask Ss to give the necessary details for explaining the steps, as well as
ones from the rest of the class to make the materials needed for each step. Recommend your Ss to use these
All ready to an album. sentences as a checklist for their first draft.
share 9. Agree on the design of the album 7. Ss check if their instructions are clear and complete and if they dont Monitor and
and write the index. have errors in grammar, spelling, or punctuation. After that, they can give help
10. Add the album to the classrooms write the final version of the instruction manual. where
library. 8. Ss have to put their manual together with the ones from the rest of necessary
the class to make an album.
I Learn 9. Ask each group to choose a leader. Have the leaders collect and put
the manuals together and staple the pages to make an album. Decide
who will write the index and to decide on the design of the album.
10. Tell Ss that now that they have their albums, they are going to add it
to the classrooms library. This album may be used as a reference book in
the future.
Ss answer the I learn box. Explain that its purpose is to assess their
performance while making the product in order to improve weaknesses
and reinforce strengths during the process.
Week 12 Self. test 1. Self-test Self-test: page 168 of the Student Book
Class 35
Week 12 Formal 2. Formal assessment Formal Assessment: page 156 in the Teachers Guide.
Class 36 assessment

Teacher:
Week/Unit Title:
Stages Week Dates: & Materials
Class
Lesson 3
Social I Practice
Know 1.What typesLanguage:
of the of TV shows do Interpret
you enjoy 1. Focus Ss attention
Learning on the pictures of2:
Environment TV programs.
ProductAsk Ss 2:
to describe p.52
Oral presentation
Weekand13 convey information
watching? published in various eachfamiliar
of them. Inand Community
groups aboutAsk
of three discuss the question. a them
TV program
to give
Classmedia
37 Reader: All Alone reasons why they like / dont like the TV shows they mention. Have Ss Readers p.46-
Specific Competency: Share emotions and Achievement
share their answers with (s): Can
the rest anticipate
of the class. main ideas and 56
reactions caused by a TV program information that explains or supports them, clarify the
Havemeaning ofReaders
Ss open their words,toformulate
page 46. Readand answer
the title and flipquestions
through the toTGuide
sharep.63
textemotions
to predict what it will be about. Then ask them: What were
or reactions, explain main ideas within an oral your
emotions when you saw these pictures? Go to page 46 again. Read the
exchange.
Knowing about the Language: text aloud with proper inflection and intonation and have Ss follow along
Speech register, sound effects:silently.
word Pause
repertoire.
after pageVisual resources
47 and ask andabout
focus questions sound the resources.
text and
Syntactic particularities of the English language:
illustrations. lack of Next
Discuss the answers. gender in nouns
have them and
read the rest adjectives,
of the text
silently.
Lesson 3 2. Ask Ss where they can find information about their favorite TV p.52 -53
Using the language in the necessary purposes. Explore a TV program, interpret the general
CONTENTS
Week 13 I build 2.Read the description of a TV show programs. Go back to Activity 1 and review the different types of TV
Class 38 meaning and some details of a shows. TV program,
On page 52clarify
examinemeaning of words,
the distribution reflect
and function onand
of texts the
relationship between actions, images, dialogues and sound effects, negotiate meaning, point
out speech register, share emotions and reactions caused by a TV program.
Transmit and disseminate information objectively, value the credibility of mass media, and
acknowledge the influence of media in everyday life.
graphic components. Tell Ss to look at the text and ask them: Where can
I think you read a text like this? What type of text is this? How do you know? TGuide p.64
3Read the TV guide in Activity 2 3. Ss read the text again and answer the questions.
4.Is this problem common in your 4. Ask Ss what health problems are the most common in their community.
community 5. Play the CD and ask Ss to answer the questions.
5. Listen to the first part of the TV 6. Direct Ss attention to the pictures and have them describe each one.
show. Track 09 Play the CD and ask Ss to number the scenes.
6. Listen to excerpts from three 7. Ss determine the role of the participants in a TV program. Tell Ss they
segments. Track 10 have to write who is the host interviewing in each scene. Play the CD.
7. Listen to the excerpts again and
write. Track 10
Lesson3 8.Look at the transcription 8. Ss read the transcription from a documentary and answer the p.54-56
Week13 I think 9.Underline the best option questions. Remind them to read the questions first and then read the
Class 39 I practice 10.Complete the questions script and find the answer.
11. Work in pairs. Compare your 9. Direct Ss attention to the Reflection Box. Then Ss read the sentences
answers from Activity 10 and circle the best option to complete them. Audioscript on
12.Look at the storyboard scenes 10. Ss read and complete the questions. p. 185 SBooks
13. Listen to the segment from the 11. In pairs, compare and discuss Activity 10.
documentary. Track 11 12. Ss look at the storyboard scenes and number them in order.
13. Play the CD and ask Ss to check their answers from Activity 12.

Class
Lesson 3 I can 14.Read the descriptions of a TV show 14. Ask Ss to explain what an earthquake is: What is an earthquake? Next p.57
Week 14 15.Dicuss your answers from Activity have Ss to explain what a tsunami is: What is a tsunami? In their books,
Class 40 14 page 57, ask Ss to read the text and recognize cognates and the words Monitor the
16.Do you volunteer? they know. After that, have Ss look at the text and locate the information. activity
Ask them to complete the notes. Use
15. Ask Ss to work in pairs and share their notes. Then have a whole class dictionaries
discussion on the differences and similarities of the notes.
16. Ask the questions to the whole class. If the Ss dont know any place or
institution, ask them to research the information and place it on the
schools bulletin board.
Lesson 4 Lesson Activities Procedures Notes &
Stages materials
Lesson 4 I know 1. Is it easy for you to express your 1. Write on the board the heading: Emotions. Ask Ss to write in their p.58
Week 14 emotions? notebooks as many words as they can relate to this word. Divide the class Walk around
Class 41 2. Check the situations in which you into groups of three. Tell them to discuss the question in their books on the classroom
usually express emotions. page 58. Have them explain if they can or cant easily express their and find out
I build 3. Listen to the conversation and emotions and why. some of your
answer the question. How did the kids 2. Direct your Ss attention to the pictures and ask them to describe each Ss answers
feel after watching the TV show? Track one. Have Ss complete the activity. Compare their answers and tell them
12 to describe what they feel for the situation they have checked. TGuide p.68
3. Go over the instructions and the questions. Elicit the meaning of upset.
Reader: All Alone Play the CD and ask Ss to answer the questions. Play the recording more
than once. Check answers with the class.
Lesson 4 4. Read the conversation and underline 4. Go over the instructions with the Ss. Then, ask Ss to complete the p. 59-60
Week 14 the expressions. activity. Next, have them to compare their answers with a partner.
Class 42 I think 5. Complete the table with the phrases 5. Elicit some examples of things that cause positive and negative Glossary on
your underlined in Activity 6.Read the emotions to your Ss: What makes you feel happy? What makes you feel p.159.
phrases in Activity 4 sad? Ss complete the table. Check answers.
7. Look the adjectives in Activity 4 6. Ask Ss to go to Activity 6 and answer it. Check answers as a class, ask TGuide p.69-
8.Read the sentences and answer the some Ss to read the answers out loud. 70
questions below. 7. Ask Ss to complete the activity and discuss the questions
8. Go over the questions and ask Ss what the answers will be.

Class
Lesson 4 I 9.Read the sentences and choose the 9. Ss read the different texts. Write the underlined words in the first text p.61
Week 15 practice best option in the box on the board: groups-group and elicit the relationship between them
Class 43 (plural, singular). Then ask Ss to write down in their notebooks the rest of TGuide p.70
10. Complete the table with words the underlined words in different sets. Ask Ss to read the two statements
from the box. in the box and circle the best option in each one. Elicit the answers. Dictionary
10. Go over the words with the Ss and ask them to complete the table.
Suggest looking up the words in their dictionaries if necessary.
Lesson 4 I can 11. Complete the review of All Alone 11. Point to the review and ask Ss to identify it and to comment about it: p.62-63
Week 15 with nouns and adjectives What type of text is that? Where can you find a similar text? Do you TGuide p.70-
Class 44 usually read this type of texts? Do you like these texts? Why? Ask Ss to 71
read and complete the review with words from the table in Activity 10.
12.Complete the conversation Ask them to read the whole text. Check answers. Go around the
12. Ask them to read the conversation first and then try to guess if they classroom and
need a word or a phrase. give help
13. Work in pairs. Check your answers 13. Ask Ss to work in pairs. To ask questions about the contents of a TV when
and practice the dialogue. program, have Ss compare their conversations from Activity 12 with their necessary
partners. Ask them to practice the dialogue together. Have different Ss
14. Think about a TV program or a role play their conversation in front of the class.
movie that is a documentary or is 14. Go over the instructions and the questions along with the Ss. To
based on real events. Answer the answer questions about the contents of a TV program, have Ss answer the
questions questions. Check as a class.
15. Have Ss share their answers from the previous activity with their
15. Share your answers from Activity14 partners. Ask them to explain their ideas during this discussion. Take some
with your class or with a classmate. notes and give a whole class feedback session to correct their mistakes
after they have finished this activity. This is a good opportunity to assess
speaking: clarity when speaking, use of complete sentences, volume,
posture, and eye contact.
Product 2 Stages Activities Procedure for: Oral presentation
I get 1. What kind of documentaries are you 1. Ask Ss about their favorite TV channels to watch documentaries p. 64
Week 15 ready interested in? 2. Ask Ss to read a program guide and choose a documentary they think
Class 45 I plan 2. Work in groups. Use a program sounds interesting. Documentary
guide to choose a documentary that 3. Ss are going to fill out part 1 of the documentary presentation form in Presentation
sounds interesting to you the worksheets section on page 177 about the documentary they chose. Form in
3. Before watching the program, fill out 4. Ask Ss to watch the program and to take some notes while they are Worksheets
Part 1 of the Documentary watching. Make sure they fill out part 2 of the form as they watch. section p. 177
Presentation. 5. Finally, have Ss reflect on how the program made them feel. Fill out
4. Watch the program and fill out part part 3 of the documentary presentation form individually.
2 6. Ask Ss to compare their forms in their groups.
5. Fill part 3 7. Finally, have Ss make a list of materials.
6. Compare your forms
7. What materials do you need?
I plan
Product 2 Stages Activities Procedures Notes

& Materials
Week 16 I do 8. Use the information in the form 8. Go over the instructions with the Ss. Explain that they have to make p. 64
Class 46 9.After you made your outline, prepare their own outlines in their notebooks. Go over the outline with the Ss and
your presentation clarify doubts. Make sure they all understand the outline and the activity
10.Decide who will give each part of before they start working.
the presentation and practice 9. Once they have their outline, Ss can start writing the sentences they Walk around
11. Check your sentences will use in their presentations. the classroom
All ready 10. Establish turns and extension for each participation. Have Ss decide and make sure
to share 12. Give your presentation who will give each part of the presentation. they all are
13. Pay attention to the intervention of 11. Ask Ss to check their sentences for errors in grammar, spelling, and completing
others and live a little time at the end punctuation. Help them correct their sentences and rewrite them without their outlines
for a question and answer session. any mistakes. correctly.
12. Ask Ss to give their oral presentations. Remind them to speak out
loudly, and clearly, dont speak too fast and make eye contact with TGuide p.73
members of their audience.
13. Make sure your Ss understand that everybody should be quiet while
I learn the different groups give their presentations. Continuous
and Global
Ask Ss what they can do now that they couldnt do at the beginning of the Assessment
learning environment and listen to their responses. Then have them Chart p. 74
answer the I learn box in order to improve weaknesses and reinforce
strengths during the process.
Week 16 1. Self-test
Class 47 Self-Test Self-Test: page 169 of the Student Book Self-Test
Week 16 2. Formal Evaluation Formal Assessment: page157 of the Teachers Guide Test
Class 48 Test

Teacher:

Social Practice of the Language: Participate in language Learning Environment 1: Literary Product 1: Memory Game
Class
games
Lesson 1to work with specific
1. Dolinguistic
you like tofeatures
play board games? and Ludic
1. Have Ss work in pairs, study the pictures, and identify the games by p.68- 70
Week 17 I Know Which is your favorite? Why you do name. Ask Ss to find three similarities and three differences between the
Specific
Class 49 Competency: Participate
like it? in language games to Achievement
games. (s): Can compare sentences with and without irregular verb TGuide p.77
comprehend and write irregular
2. Why doverb forms.
you think that board games forms,
2. Drawclassify
a large sentences
Venn Diagramaccording to their
on the board andverb tense,
add the use perfect verb
following
are still played in this age of high-tech tenses and
heading: the simple past
Characteristics in sentences
of Games. and
One circle texts and to
corresponds compose and dictate
board games Glossary on
games? sentences with irregular verb tenses. p.70-71
Verb tense: present perfect, past perfect, and future perfect, and simple past; verb forms: past, past participle,
irregular verb forms, similarities between words, digraphs, textual and graphic components.
CONTENTS
Explore word games, understand the characteristics of irregular verb forms, write sentences with irregular verb forms
to create a language game.
Understand language games as recreational activities, foster patience in task performance, create environments that
foster participation in ludic activities.
I build and the other to video games. Have Ss complete their own diagrams with
Reader: Games Unplugged p.59-68 characteristics of both. Elicit answers.
3.Read the descriptions of four Reader
different board games and answer the Reader: Games Unplugged. Ss read the title and predict what the text is Answer key on
questions about. Ss can find the meaning of unknown words in the Glossary on page p. 69
4. Complete the table with the 70-71. Ss read pages 59-65. Have Ss turn to page 69 and look at the
components of these games. comprehension questions and answer the questions. Check answers.
3. Read each of the four questions from the activity out loud and elicit the
answers for each question on page 69 and ask Ss to elaborate on the
answer.
4. Ss complete the table with check marks where appropriate.
Lesson1 I think 5. Listen to the conversation and circle 5. Allow Ss to read the True-False statements and explain that they should p.69- 70
Week 17 T or F. Track 13. listen for the answers.
Class 50 6. Read about the ancient board game 6. Have Ss individually go over the text on page 70, underline the verbs, TGuide p.77-
and underline the verbs in past. and then compare their answers with a partner. 78
7.Classify the verbs from Activity 5 7. Classify the verbs from Activity 5 in these boxes.
8. Read these sentences and underline 8. Have Ss underline the irregular verbs. Then have them circle the
the irregular verbs. auxiliaries: have, had, wont have.
Lesson 1 9. Read the sentences in Activity 8 9. Elicit the sentence that talks about the future. Next, elicit the sentence p.71-72
Week 17 10. Match the sentences that talks about the past. Elicit words that can be used to indicate the
Class 51 I 11.Complete the rules future: tomorrow, next year, in 2020, etc. TGuide p. 79-
12. Complete the table. 10. Analyze the four diagrams. Ask which of the diagrams best represents 80
practice 13.Read the sentences and unscramble an action in the past that is over. Then ask them which one of the four
them sentences best describes an action that is over and done with, and elicit
14.Complete the sentences with words the second sentence. Verb List on p.
from the box 11. Have Ss work in pairs to complete the rules in the activity. Monitor 181
and check.
12. Have Ss complete the chart in page 72 and add two more verbs from
the Verb List on page 181.
13. Unscramble the sentence and review responses as a class.
14.Complete the sentences and ask Ss to make some by combining a
tense on the left with a time expression on the right.
Class
Lesson 1 15. Use some of the verbs in Activity 15. Use the verbs from the table in Activity 12. To compose sentences p. 73
Week 18 I can 12 to write five sentences containing irregular verbs, encourage Ss to write some examples in the
Class 52 negative and interrogative. When Ss have finished writing their examples, TGuide p.80
ask each S to share one of their examples with a classmate.
16. Ask Ss to work with a partner and number the steps listed on page 73
16. Read the instructions for the Bingo in sequential order. Check answers as a class.
game and put them in order. 17. Divide the class into groups of four. In each group, should devise a list
of 25 regular and irregular verbs. Instruct Ss to divide a sheet of paper
17. Work in groups. Make the verb list into twelve rectangles. Ss should then randomly choose twelve verbs and
and the Bingo cards. write their past participle forms in the rectangles on their sheet (a
different verb for each rectangle), making sure they are not exactly the
same.
18. Play the game. 18. Explain that each team has to nominate one person to call out the
verbs in their base form. The caller reads out the base form and Ss mark
the verb their hear until someone in the group completes his / her card
and calls out Bingo; that person becomes the new caller.
Lesson 2 Stages Activities Procedures Notes
& Materials
Lesson 2 I know 1. Work in pairs. How many different 1. 1. Write on the board the question: Who was Albert Mosher Butts and p. 74-75
Week 18 words can you make with these what did he do? Ss open their Students Book on page 74.
Class 53 letters? Write the words. 2. 2. Nominate Ss to take turns reading the text out aloud. At the end of the Glossary on p.
text, ask Ss to answer the question on the board. 160
2.Count the number of pints for each 3. Some letters are worth more points than others and Ss should therefore
word and add up the total review the letter tile values shown in the image from this activity. TGuide p.81
I build 4. 3. Now ask Ss to read the text silently and make and acrostic puzzle with
3. Read the history of a word game and the inventors first name and other words in the text, example on Teacher
answer the questions Guide page 81.
5. 4. Divide the class into groups of three and ask them to refer back to the
4.Number the events information provided in the extract from Activity 3 to place the events in
the order that they happened. Compare their answers with another
group. Check answers as a class.
Lesson 2 5.underline the verbs in the sentence 5. Ask Ss to look back at the events listed in Activity 4. Instruct them to p. 75-76
Week 18 I think 6.Read the sentences and circle the underline the verbs in each sentence. Ask Ss if they notice anything in
Class 54 irregular verbs particular that these words have in common. TGuide p.82-
7. Classify the irregular verbs in the 6. Ss underline the irregular verbs 83
table. Notice the patterns. 7. Instruct Ss to work with a partner to classify the remaining verbs from
8. the activity in the appropriate column.
8. Have Ss work in pairs to complete the rules about regular and irregular
verbs. Monitor and check.
Class
Lesson 2 I practice 9.Unscramble the verbs 9. Ss will have to unscramble the words to form the verb inn simple past. p.76-78
Week 19 10. Complete the text with the verbs in Answer individually. Check answers as a class.
Class 55 Activity 9 10. Allow Ss time to read the text and decide the best answer before
11.Complete the crossword puzzle going to the board.
12. Use words from the crossword in 11. Tell Ss to take a minute to read each of the clues listed to complete
Activity 11 to complete the sentences. the crossword puzzle. Working with a partner, Ss should use their irregular
verbs list and refer back to the previous activities to help them complete
the activity.
12. Ss can now use the answers from the crossword to complete the
sentences for Activity 12.
Lesson 2 I 13.Read the text and write six verbs on 13. Instruct Ss to take turns reading the text out loud with a partner. Have p.78-79
Week 19 can the cards on p. 79 Ss select the verbs they will write on the cards on page 79.
Class 56 14. Exchange books with a classmate. 14. Ask Ss to exchange books and circle the sets of verbs, using different TGuide
Find the sets of verbs. colors with a classmate. p.84-85
15. Listen to the conversation and 15. Play the audio once and ask how much the Ss understood, next play
continue the game. Track 14 the rest of the audio and ask Ss to explain the rest of the game in their Verb List on p.
16. In pairs play irregular verbs. own words. 181.
Concentration (Memory) 16. Each pair should prepare 18 small squares of construction paper and
17. Write four sentences using the write the base form of the first verb they choose on one square, the
verbs simple past on another and the past participle on the third. Clarify
instructions.
17. After Ss have collected their sets, they should form silly sentences
using each of the three verb forms in the same sentences.
Product:1 Stages Activities Procedures for: Memory Game Notes&
materials
Week 19 I get 1. Write a name for each game p.80-81
Class 57 ready
1. Nominate a student to read the first description listed in Activity 1. Glossary on p.
I plan 2. Check the rules that are for the game Elicit which game is being described (Concentration / Memory) Do the 161
of Concentration (Memory) same for the next two descriptions given (Dont Say the Word, Bingo)
3. Work in pairs select eight irregular 2. Review the rules for Concentration as a class before looking at the rules
verbs listed in the activity. After briefly discussing the game, read each of the TGuide p.87
4. What materials will you need? Make a rules from Activity 2 out loud to the class. As each rule is read, the class
list. should confirm whether it is a rule for the Concentration game or not. On
page 80, go over the rules individually and check the rules that
correspond to Concentration. Have them compare their answers with a
partner.
Product: 1 Stages Activities Procedures Notes
& Materials
Week 20 I do 7. Write the irregular on one set of 5. Now that the Ss have their 16 cards they should select eight squares p. 81
Class 58 cards. and write the base form of the irregular verbs on them using colored
All ready
8. Copy the sentences without the markers.
to share
verbs on the other set of cards. 6. Ss copy the sentences they created in Activity 3 on the remaining eight Monitor Ss
cards, but leaving a blank space for the verb. Check for spelling and
grammar mistakes.
9. Exchange your cards with another 7. Ask Ss to trade their set with another team. Ss can also play more than TGuide p.87
pair. Play the Concentration once if time allows or switch with more than one group.
(Memory) Game 8. Pairs play against each other. To read the verbs and sentences each
10. Read the sentences out loud each time a set is matched. Ss should read the sentences out loud. Ask Ss to
time a pair is found come up with an additional sentence using the same verb and tense. Continuous
Emphasize that Ss should read the sentences out loud to practice their and Global
I learn intonation, rhythm, and stress. Assessment
p.100
strengths during the process. Briefly have them discuss their responses to
the self-assessment in groups or with the rest of the class. Give positive
feedback for their effort and progress.
Week 20 Self-Test3. Self-test Self-Test: page 170 of the Student Book Self-Test
Class 59
Week 20 Test 4. Formal Evaluation Formal Assessment: page 158 in the Teachers Guide Test
Class 60
Uness1 and 2
All
AllReady
ReadyLesson
LessonPlan
Plan
All R
Unit
Unit3,3,Lesson
Lesson33and
and44
Class
Lesson 3 I know 1. What resources do you consider 1. Ask Ss to identify the resource shown in each picture and, in pairs, p.82-83
Week 21 useful for research? Why? explain whether or not they find the resource useful and why. After
Class 61 I build 2. Read this extract from an naming the resource in the photos, ask Ss to identify other resources.
encyclopedia and answer the 2. Have Ss work in pairs to predict what the text will be about. Elicit the
questions graphic components commonly found in encyclopedias or websites. Have
Ss read the extract silently and make a list of eight unknown words. Then TGuide p.88
have the four Ss work together to come up with a single list of eight words Glossary on p.
and look for these words in the Glossary on page 161. Finally ask 161
questions that differentiate main ideas from secondary ideas, have Ss look
at the questions on page 83.
Lesson 3 3.Read the text in Activity 2 3. Number each of the four paragraphs 1 through 4 and match the main p.84
Week 21 I think 4.Complete the organizer ideas to the most appropriate paragraph. Check answers as a class by
Class 62 5.Read the sentences and circle T or F nominating four individual Ss from different groups to reveal their TGuide p.89-
responses. 90
4. Ask Ss to work in groups of three to complete the organizer using the
information from Activity 2.
5. Have Ss answer the statements and then share their answers with a
partner.
Lesson 3 6. Look at the past events. Match them 6. Ss read events 1 to 5. Explain that the events in the right column all p.85-86
Week 21 I practice to the events that had happened took place before one of the events in the left column. Ask Ss to match
Class 63 earlier. the events that are related individually and then get together with a
7.Match the sentences to the classmate to compare and discuss their answers. Verb List on
corresponding diagram 7. Have Ss work in pairs to decide the correct responses and then check p.181
8.Complete the rules their answers with another pair.
9. Cross out the sentence that is not 8. Tell Ss to work in groups of three to complete the rules. Have Ss add TGuide p.91
related to the main idea more examples from the Verb List on page 181.
10. Listen and check your answers. 9. Ask Ss to read the three paragraphs individually, marking the sentence
Track 15 that is not related to the main idea. Then get together with a classmate Monitor and
11.Complete the sentences and check if they agree. check
10. Play the CD so Ss can check their answers.
11. Ss complete the sentences.
Class
Lesson 3 12. Read the information in the 12. Ss look at the topic and images and suggest what they think the p. 87
Week 22 I can organizer. images represent. Then read the supporting details below and circle
Class 64 13. Label the organizer with the main them.
idea 13. Ask Ss to use the titles to label the organizers main ideas. They should
14. What is the topic of the work individually and use the images to help them decide where each TGuide p.92
information in Activity 12? main idea belongs. Check answers as a class.
15. Write a short report about New 14. Have Ss write the topic in the box on top of the organizers.
Spain. 15. Have Ss look at the two organizers; the one on page 84 and the one on
16. Do you think it is important to page 87. Explain that now they are going to write their own report about
know the history of other countries? New Spain.
How does learning about history help 16. In groups of three discuss the questions. If you have time, discuss the
us understand other cultures? answers with them and their different point of view.
Lesson 4 Stages Activities Procedures Notes &
Materials
Lesson 4 I know 1. Organize the events on the timeline. 1. Divide Ss into pairs and have them discuss which events are p.88
Week 22 Say what you know about each one. represented and then place the events on the timeline, identifying the
Class 65 Reader: The Silver Flash Drive chronological order of the events. Check answers. TGuide p.93
p. 72-84 Glossary on
I build 2. Listen to Mrs. Bishop and number Reader: The Silver Flash Drive. Read the title from the text in the Reader p.85
the illustrations. Track 16 out loud: The Silver Flash Drive and have Ss predict what the text is about. Reader
Elicit questions about the text. Ask Ss to read from pages 72-84 and look Answer Key on
at the comprehension questions on page 82 and answer them. Check p. 171
answers.
2. Elicit what historical points the images are illustrating. Tell Ss that they
will be listening to a recording of the teacher, Mrs. Bishop, giving her
introduction to the American Civil War, and they must number the
illustrations in the order that they hear them.
Lesson 4 3. Complete Pauls notes on Mrs. 3. Remind Ss that Mrs. Bishop asked her Ss to take notes, but they are p.88-90
Week 22 I think Bishops presentation. Track 16 incomplete. Ask them to listen and complete Pauls notes on Mrs. Bishops
Class 66 4. Read Petes report and answer the explanation presentation. Play the recording again. Check answers as a TGuide p.94-
questions. class. 95
5.Complete the timeline 4. Ask Ss to circle the dates in the text and to calculate how long the
6. Where did these things happen? American Civil War lasted, using the circled information.
7.Complete the table with the 5. Ask Ss to write the dates they circled on the timeline and then work in
underlined words from Activity 6 pairs and complete the information.
6. Ask Ss to underline the word that tells us how frequently events
happen and then ask them to circle the adverbs.
7. Tel Ss to write the adverbs in the appropriate place.

Class
Lesson 4 I practice 8. Complete the sentences 8. Ss complete the sentences individually and compare their answers with 90-92
Week 23 9.Match the ideas or events a partner. Check answers as a class.
Class 67 10. Match the sentences to the 9. Ss match the eight ideas together to create four pairs of statements
corresponding diagram and answer the that correlate with one another.
question. 10. Ss match the sentences to the diagrams. Check answers. TGuide p.95-
11.Check the sentences that has two 11. Ss select the three sentences that have two ideas or events. 97
ideas or events. 12. Ss first identify the verbs in the sentences and answer T or F.
12. Read the sentences and underline 13. Complete the rules using the information learned in the previous
T or F activities. Check answers as a class.
13.Complete the rules 14. Provide adequate time to unscramble the sentences. Ss compare their
14. Unscramble the sentences answers.
15. Complete the sentences 15. Ss read the sentences and notice the connector. Then have them
16. Use the events in the timeline to complete the sentences with the correct form of the verb.
complete the chart 16. Ss complete the years in the timeline and then use the information to
complete the table.
Lesson 4 I can 17. Write sentences using when 17. Ss work with a classmate to match the two clauses and to place the p.93
Week 23 18. These sentences are about connector when in the most appropriate place, using commas where
Class 68 19. use the sentences in activity 18 necessary.
20. Give your paragraph a title 18. Ss should order the events in the sequence they occurred by writing TGuide p.97
numbers 1 through 3 next to each sentence.
19. Divide the class into two groups. Assign the first group to write a
paragraph using the information provided in the previous exercise about
the French invasion of Mexico. Assign the second group to write a
paragraph about the missing settlers Roanoke Island.
20. Ss should write a fitting title for their paragraph.
Week 23 I get 1.Make a list of historical events 1. Have Ss choose a historic event, brainstorm topics as a class. p.94
Class 69 ready 2. Working in groups 2. Write the event they chose on a sheet of paper TGuide p.98
3. Complete the table with information 3. Choose a scheme to organize information.
I plan 4. Decide on the graphic .. 4. Ss should decide on the visual material that they can add to their
report.
Product 2 Stages Activities Procedures for: Anthology of reports on Historic Events Notes&
Materials
Product 2 Stages Activities Procedures for: Anthology of Reports on Historic Events Notes
& Materials
Week 24 I do 6.Decide who in your group will 6. As a team member, each member should be responsible for p. 95
Class 70 write about each idea writing one of the main paragraphs, and the appropriate graphic
7. Find out more details about your components.
event. Add information to your 7. Ss may need to search and select additional information from
notes. various sources.
8. Use your notes to write the report 8. The reports should flow (in chronological order) and should be
9. Edit the report and make any visually appealing. TGuide p.99
necessary changes. Rewrite your 9. Each team member can take turns reading the other members
report and add the graphic. paragraph and suggesting changes.
10. Each group presents their report to another. TGuide
10.Present your report to another 11. The class can consider arranging the reports chronologically, Continuous
All group. alphabetically, by region, etc. The class must agree on the design and Global
ready 11. Put your reports together to create for the anthology since it is a group effort. Assessment
to an anthology 12. The index should include page numbers for each event, the title, Chart on
share 12. Make an index and a list of authors (a list of students names). Have Ss create a p. 100
cover page and back cover for the anthology for a more
professional, finished appearance.
Ask Ss what they can do now that they couldnt do at the beginning
I learn of the learning environment and listen to their responses. Then
have them answer the I learn box in order to improve weaknesses
and reinforce strengths during the process. Briefly have them
discuss their responses to the self-assessment in groups or with the
rest of the class. Give positive feedback for their effort and
progress.
Week 24 Self- 1.Self-test 1.Self-Test: page 171 of the Student Book Self-Test
Class 71 Test
Week 24 Test 1.Formal Evaluation 1.Formal Assessment: p.159 of the Teachers Guide Test
Class 72
School: Grade: All
Group:
AllReady
ReadyLesson
LessonPlan
Plan
Teacher: Unit
Unit4,4,Lesson
Lesson11and
and22
Social Practice of the Language: Learning Environment 1: Product 1: Testimonial

Understand and incite oral exchange regarding Familiar and Community
leisure situations
Specific Competency: interpret and offer Achievement (s): Can determine the function of pauses,
descriptions regarding unexpected situations rhythm and intonation, negotiate meaning, rephrase ideas,
in an oral exchange. use strategies to repairs conversation, and anticipate central
sense, main ideas and some details in order to produce an
oral text.
Verb tense: Topic, purpose, and intended audience, contextual clues, speech register, direct
and indirect speech, acoustic features, types of sentences, adjectives and adverbs, adverbs of
time and quantitative, language formulae (greetings, and courtesy and farewell expressions),
syntactic particularities of English: absence of double negative (e.g. They didnt go anywhere.
They had no time to lose)

CONTENTS
Listen to and explore descriptions of unexpected situations shared in an oral exchange: identify
topic, purpose, and intended audience. Identify attitudes and emotions. Interpret general
sense, main ideas, and some details: identify main ideas and information that broadens,
exemplifies or explains them. Describe unexpected events: write sentences to describe
unexpected situations change direct speech into indirect speech and vice versa, produce
spontaneous descriptions of unexpected situations.
Show confidence in the use of English, promote constructive dialogues, and appreciate
credibility and objectivity in different descriptions.
Class
Lesson 1 I Know 1.Match the event to the country 1. Ask Ss to analyze the pictures on the left. Ask: Do you know what these p.98
Week 25 events are? Where are they taking place? Are there any similar events in
Class 73 Reader: Travel World p. 85-95 your country? From the events shown in your Student Book, which one TGuide p.103
would you like to go to? Try to elicit as much information as you can from
the Ss to motivate into conversation.
Reader
Reader: Travel World. Ask Ss to open their Readers to page 85. Ask them Answer Key on
to flick through the chapter to anticipate subject, purpose, and intended p. 172 of the
audience. Tell them to take a look at the pictures and ask: What kind of TGuide.
text is it? Then focus on the titles and subtitles and have them speculate
what the reading will be about. Lead a brief pre-reading activity to clarify
the meaning of words. Have Ss individually read the customers opinion
on page 94. Have Ss turn to page 95 in their Readers and look at the
comprehension questions. Check understanding and ask them to work in
pairs and answer the questions. Ask Ss to share and compare their
answers with another pair of Ss. Check answers as a whole class activity.
Lesson 1 I build 2. Listen to the conversation. Track 17 p.98-100
Week 25 3. Listen again and answer the 2. Ask Ss: Has anyone ever won a prize? What kind of prize was it? Then
Class 74 question. Track 17 tell them they will listen to a conversation of a radio program about a TGuide p. 103-
4. Read the extract from the woman winning a trip. Play the CD for a general understanding. Ss go 104
conversation. through the questions. Play the CD for a second time and ask Ss to check
5.Look at the words in bold their answers.
6.Match the time phrases 3. Play the CD. Have Ss listen to determine the place where the exchange
7.Underline the correct opinion takes place. Finally, focus on question number 4.
8.Look at the adjectives 4. Have a pair of volunteers read the dialogue. Work in pairs and circle the
9.Match the rules to the examples words that tell you it is in the past.
10.Complete the sentences 5. Ask Ss to answer the questions together with their partners.
6. Tell Ss to match the columns. Check answers as a class.
7. Give Ss a few seconds to answer and then check as a class
8. Read the statements and tell Ss to answer True or False.
9. Ss go through the sentences and match. Check answers.
10. Ss answer the missing information.
Lesson 1 I practice 11. Listen to the unexpected situation. 11. Pay attention to the details. Play the CD. Check answers. p.101-102
Week 25 Track 18 12. Instruct Ss to read the four questions. Play the CD. Check answers. Audioscript on
Class 75 12. Listen again. Track 18. 13. Ss complete the sentences by changing the verbs in the box. p.186 of
13. Complete Rauls e-mail 14. Ask Ss to get in pairs and complete the organizer. Check work. Sbooks
14.Complete the organizer 15. Tell Ss to write the five adverbs in chronological order. Check Ss. TGuide p.105-
15. Write the time adverbs 16. Ask Ss to do the activity in pairs. Check answers. 106
16.Match the adjectives

Class
Lesson 1 I can 17.Write five of these adjectives 17. Elicit the superlative forms orally. Give Ss time to go through the list of p.102-103
Week 26 18.Unscramble questions adjectives and think of the superlative form of each one. Then write them
Class 76 19.Complete Carmens testimonial down in the lines from their book on page 102. Glossary on
20.Tell your friend about unexpected 18. Elicit the first answer and then ask them to work in pairs and complete p.162
situation the rest of the activity.
21. Work in pairs. Share.. 19. Ask Ss to read Carmens testimonial with the blank lines. Elicit the first TGuide p.106
22. Is it easy or difficult for you share answer. Point out that the verbs must be changed to the past tense. Ss
personal information? complete the testimonial in pairs and share their answers with the class.
20. Ss brainstorm and make notes about answers to the questions. Then
ask them to write sentences to describe an unexpected experience of
their own using Carmens testimonial or any other testimonial found in
this lesson as an example. Get in pairs and exchange their texts. Then
discuss the experiences and get more details about them.
21. Ask Ss to change partners and share the experience of their partner in
their previous activity with the new one. Encourage Ss to produce
descriptions of surprising situations spontaneously. Reinforce the
importance of paraphrasing. Remind them to use follow up questions, like
the ones seen in Activity 18.
22. Ss reflect on their feelings when sharing personal information with the
class.
&Material
Lesson 2 I know 1. What do you know about these 1. Elicit the sports that they watch. Ss look at the pictures and tell what 104-105
Week 26 Olympic Sports? they know about each sport. Then ask Ss to get in groups of three and
Class 77 I build 2. Read the articles, what are they discuss how the Olympic Games help relations between countries. Take TGuide
abut? notes. Share their conclusion with the Ss. p. 107-108
3. Listen to the interview. Track 19 2. Ask Ss to analyze both texts: What is similar about them? What is
4. Work in pairs. How similar? different? Glossary on
5. Answer the questions. 3. Ask for volunteers to read the questions. Play the CD. p.162
4. Ask Ss to decide which are the similarities and the differences between
the information in the articles and the interview.
5. Ask Ss to work in pairs to answer the questions.

Class
Lesson 2 I practice 11. Complete the sentences with.. 11. Read the first sentence and work with the class to figure out the p. 106-108
Week 27 12. Read the sentences. Circle.. words that correspond in the blanks. Have Ss do the rest of the activity in
TGuide p.110
Class 79 13. Complete the sentences with.. pairs.
14. Listen to the interview. Track 20 12. Ask: What is direct speech? and explain it. Have Ss circle the sentences Audioscript
15. Read the article and complete.. that represent direct speech. Then focus on sentences 1 and 4. Elicit why on p. 187 in
they are indirect speech. Sbooks
13. Read the instructions and read the words in the box. Have Ss read the
Glossary on
first sentence and ask Ss to fill the blanks. Check answers.
p. 162
14. Ss look at the options given before they listen to the CD. Play the CD.
Have Ss listen again. Check their answers.
15. Ask Ss to read and complete the chart. Check answers.
Lesson 2 I can 16.Change the sentence to direct 16. Write opening quotation marks on the board and ask Ss to complete p.108-109
Week 27 speech the sentences. Check if all Ss agree and, if necessary, review the elements
TGuide110-
Class 80 17. Change the sentences to indirect of direct speech.
111
speech 17. Answer the first sentence as a whole class and tell Ss to finish the
18. Use the picture to complete activity on their own. Check their answers.
19. Work in pairs. Share your 18. Working in pairs, ask Ss to use the pictures to help them fill in the gaps
testimonial with your partner in the article and to follow the cues of an unexpected situation. Monitor
and check the work.
19. Switch pairs and share their unexpected situations.
Product 1 Stages Activities Procedures for: Testimonial Notes &
Materials
Week 27 I get 1. Look at the pictures of unexpected 1. Tell Ss to look at the pictures and discuss if they are similar to any p. 110-111
Class 81 ready situations. Has anything similar ever situation that has ever happened to them. Exchange thoughts. Then ask if
I plan TGuide p.112
happened to you? someone would like to share their unexpected experience.
2. Brainstorm an unexpected situation 2. Think about some unexpected situations they have experienced. After
3. Choose one unexpected situation individual brainstorming, tell Ss to talk about their experiences with their
4. Establishing the order in which each group.
group will present their testimonial 3. In teams, Ss choose one of the unexpected situations they have talked
5. What material do you need? about by voting for which is the most interesting or amusing one.
4. Have Ss decide the order in which they will present their testimonial.
Explain that each team will have a fixed amount of time.
5. Ss think about the materials they might need to carry out this task and
ask them to make a list.
Class
Week 28 I do 6. Make a graphic organizer 6. Have Ss make a graphic organizer to elaborate on all the details needed p.111
Class 82 7. Write sentences to describe to describe the unexpected situations. Remind Ss to include information
8. Organize the sentences into a text. to answer all the Wh-questions: who, where, when, what, and why.
9. Proofread your text 7. Next, have Ss write sentences to describe their unexpected situation.
10. Practice reading your text out loud. 8. Have Ss put their sentences into an organized paragraph. Remind them
Think about speed, volume, and about the need to have an introduction, body, and closing, as well as to
dramatic effects. specify and be very clear about the when, where, what, who, and how,
plus general information about their experience.
11. Participate in an exchange of 9. Ask Ss to revise their text and to ask their group members to proofread
testimonials. Ask follow-up questions. it carefully. Explain that peer editing allows group members to make a lot
All ready of progress in a safe environment. As a team, they should check that all TGuide p.113
to share members are contributing to the creation of a clear and organized text.
10. Ask Ss to practice their testimonials to their group partners before
they exchange experiences with other groups. Ask Ss to focus on
intonation, speed, and pronunciation. Continuous
11. Have teams choose another group to work with and then the two and Global
teams get together. Establish the time in which each group has to share Assessment
their testimonials. Encourage Ss to ask follow-up questions and to obtain p.126
as much information as possible.
I Learn
Week 28 Self-Test 1.Self-test Self-Test: page 171 of the Student Book Self-Test
Class 83
Week 28 Test 1.Formal Evaluation Formal Assessment: page 159 of the Teachers Guide Test
Class 84
School: Grade: Group: All

AllReady
ReadyLesson
LessonPlan
Plan
Teacher: Unit
Unit4,4,Lesson
Lesson33and
and44
Social Practice of the Language: Learning Environment 2: Product 2: Performance of

Understand and express differences and Literary and Ludic a short play
similarities between cultural features from
Mexico and English speaking countries
Specific Competency: Read plays in order to Achievement (s): Can use various comprehension
compare attitudes and behaviors adopted by strategies, formulate and answer questions about the
English-speaking and Mexican persons. attitude and behavior of persons, link non-verbal
communication with the dialogues sense and read short
plays
Lesson/ Lesson Acquisition
Activities of structured knowledge: Genre, topic, purpose, and audience. Text and graphic Notes
Procedures
Week/ Stages components. Colophon, acoustic features, Text arrangement: stage directions, dialogues, etc; & Materials
Class Adverbs: of time, of place; verb forms: imperative: verb tenses: present (simple, progressive,
Lesson 3 I Know perfect),
1.What is the difference
past. between dash,
Punctuation: these parentheses,
1.Ss look at the pictures
squaredand tell what they represent.
brackets, etc. Make predictions p.112
Week 29 types of entertainment about the lessons topic. Get them involved by asking questions about
Class 85 2. Look at thethe
different styles of texts.
their favorite programs or how often they go to the theater, the types of TGuide 114-
Doing with Language:
Check the one used in theater plays. movie genre they prefer, etc. 114
CONTENTS
Select and explore short plays suitable 2. Havefor a young

Ss look audience:
at the texts identify
shown in the picturestextual
in Activityarrangement,
2. Ask: What
identify author(s), and determine topic, purpose,
kind of texts and
are these? Canintended audience.
you recognize Read
which of these a short
correspond to aplay
and understand general sense, main theater play?and
ideas, How do you know?
details: What elements
identify stage show that a textdetermine
directions, is a
theatrical script? Ask Ss how they would feel
current actions which are still taking place in the present and/ or begin in the past and about participating in a
Reader: in
conclude Thethe
Big Sell p.98-107Perform apublic
present. performance
dramatized and explain
reading of athisshort
will beplay,
this learning
etc)] environments
project.
Value drama as a reflection of attitudes and behavior, participate in communal cultural

expressions, be conscious of ones own and others ideas and emotions
Ss open their Readers to page 98 and browse through the chapters pages. Reader
Ask questions: Who is the author? What do you notice about the chapter? Answer Key on
What do you think it will be about? Have Ss read the first part of the text p. 172 of the
silently on pages 98-105. Now read the short play written by the TGuide.
characters. Ask Ss to read the different roles on the script on pages 106-
107. Finally, have Ss turn to page 108 and look at the comprehension
questions. Ask them to work in pairs and answer the questions. Share and
compare their answers.
Lesson 3 I build 3. Listen to the advertisement for a 3. Tell Ss to look at the poster for the play The Big Sell. Ask Ss to share their p.112-115
Week 29 local production of the Big Sell. Track opinions on the poster: Is it attractive? What kind of information does it
Class 86 21. show? Play the CD, have Ss identify the elements that differ between the Audioscript on
4.Read the script and answer the written text and the audio. p. 186
questions 4. Have Ss look at the clipboards. Ask them: What text is it? Draw their
TGuide 116
attention to characters / cast and elicit from them the difference between
5. Read the script in Activity 4 again both. Glossary on p.
and underline the stage directions. 5. Ask: What do you notice about parenthesis? Why do you think there are 163
6.Label the script with words from the two different types of parenthesis?
box 6. Read the instructions and the words in the box. Give Ss a couple of
7.Check the best option to describe the minutes to finish labeling the text and then have some volunteers share
main character their answers.
7. Ask Ss if they recognize which sentence defines the main character:
Ask: Which definition describes the traits of a main character. Then, ask
them to identify and describe the main character of The Big Sell. Explain
that the second definition describes a secondary or incidental character
and elicit examples
Lesson 3 I think 8.Read the definition and answer the 8. Ask a volunteer to read the definition. p.115-116
Week 29 questions 9. Ask Ss to complete the sentences with the words in the box.
Class 87 9. Complete the table with words from 10. Ask volunteers to signal its different parts (author, title, setting, TGuide p.117
the box. characters, etc) Then ask Ss to choose the best option to complete the
I Think Audioscript p.
10. Read the script and choose the sentence below.
188
best option. 11. Ask Ss to get in pairs and decide the stage directions they would write
11.Read the play script in Activity 10 for the dialogue.
12. Listen and complete the poster 12. Ask Ss to tell you what information is missing. Play the CD. 12. 12.
advertising new play King Blear. Track 2 Have Ss listen again and look at the Audio script.
Class
Lesson 3 13.Read the excerpt from the story 13. Read the instructions and ask a S to explain what they are going to do. p.117
Week 30 14. Read the text in Activity 13 Tell Ss to turn to page 179. Ask them to analyze the organizer and pay
Class 88 I can 15. Compare your script attention to the information they will need. Go back to page 117 and read TGuide p. 118
16. Work in groups. Choose and act the text silently.
one of the script 14. Read the instructions and tell Ss to write the script for the story. Direct
17. Did you enjoy acting in the play? Ss attention to the quoted text that can be included in the script.
15. Have Ss share what they have done and compare their scripts.
Encourage Ss to provide feedback.
16. Join two pairs together so Ss can act out their scripts.
17. Have a brief discussion on Ss reactions during the short performance.
Lesson 4 Stages Activities Procedures Notes &
Materials
Lesson 4 I know 1. What makes someone a good actor? 1. Elicit the names of the actors and general information about them. Ask: p. 118
Week 30 2. Listen to the Big Sell excerpt and Who do you like best? Who do you think is a better actor?
Class 89 circle T or F. Track 23 2. Ask general questions about it: What are they looking for in the play TGuide p. 119-
3. Listen to the two readings of the The Big Sell? What do they want to sell? Play the CD. Check answers as a 120
I build excerpt from the play The Big Sell Track class.
24 3. Play the CD and then have Ss decide which of the two readings is better.
4. Circle the characteristics that make 4. Read the instructions and have a volunteer read the options. Ask Ss to
the reading of the play in Activity 3 circle the characteristics that make the reading of the play better and
better. check answers as a class.
5. Answer the questions about the play 5. Ask Ss to read and answer questions in pairs. You might play the CD one
more time (Track 20) in case Ss are unsure about the answers.
Lesson 4 6. Listen to these lines said with 6. Play the CD twice and have Ss place arrows where the intonation goes p.119-120
Week 30 different stage direction. Does the significantly up or significantly down.
Class 90 I think meaning change? Track 25 7. Have different volunteers read the sentences out loud and elicit TGuide p.120-
7. Complete the sentences with words answers. 121
from the box. 8. Have a volunteer read the paragraph out loud. Then tell Ss to circle the
8. Read the paragraph. Circle the.. verbs in the text.
9.Match the sentences 9. Ask Ss to read the list of tenses in the left column and then the
10. Read the sentences sentences in the right column. Then match the tense.
10. Work in pairs and answer the questions.
I plan
I do
Product Stages Activities Procedures for: Performance Notes

& Materials
Lesson 4 11. Read the table and complete 11. Ask them to get in pairs and fill in the blanks. Check answers as a class. p.120-122
Week 31 12. Work in pairs. Act out 12. Ask them to choose a speaker and perform a dramatized reading of
Class 91 I practice 13. Answer the riddles using the text with their partners. TGuide p.122
11. 14. Look at Lilianas backpack 13. Have Ss read the riddles and fill in the gaps.
14. Ask them to take a look at the items and describe them. Ask Ss to
unscramble the sentences.
Lesson 4 15. Choose a theme to write a 15. Ss must take notes to have a clear idea of what they will write about. p.122-123
Week 31 16. Write out the riddle from 16. Ask Ss to follow the model on the board and write their own riddle.
Class 92 I can Activity15 17. Ask Ss to complete the conversation on their own.
17. Complete the conversation to make 18. Ask Ss to get in groups of three and share information about Mexico
TGuide p.123
a script. City. Then have a brainstorm and write on the board ideas about
18. You are in Mexico City interesting places.
12. 19. Work in pairs. Act out 19. Give Ss a couple of minutes to practice their telephone conversations
and choose the best way to say them.
Product 2 Stages 13. Activities Procedures for: Performance of a Short Play
Week 31 I get 1. Can you name these famous plays? 1. Ask Ss what they know about the works of William Shakespeare. Ask p.124
Class 93 ready 2.Select a short play them to share their thoughts about these classics and discuss the
3. Determine who will interpret the meaning of the topics of each play in the illustrations on page 124. TGuide p.124
protagonist, secondary, 2. Organize the Ss in groups, each group chooses their own short play.
I plan
4. Read the selected play out loud 3. Have Ss consider who will play each role. Ask them to take into
5. Plan the stage directions consideration the length of the dialogues, the characteristics of each
6. Determine the date and time for character, etc.
each groups performance 4. Have Ss read their dialogues and determine the best way to say them.
7. What materials will you need? Make 5. Have Ss write their stage directions on their scripts.
a list. 6. Have Ss decide in which order they will perform their plays.
8.Read and rehearse the dialogues 7. Ask Ss to think about all the things they will need in order to carry out
their performances.
8. Rehearse their short plays. Encourage them to rehearse several times at
home. Tell them to pay special attention to pronunciation and intonation.
A good practice is reading your lines first very slowly and then very fast.
I do
Product Stages Activities Procedures for: Performance Notes

& Materials
Week 32 I do 14. Have a dress rehearsal 9. Advise S to choose clothing that is suitable for their play. p. 125
Class 94
All ready15. Perform the play in front of the class 10. Remind groups about their order of appearance, as agreed last class. T Guide 125
to share Have each group come to the front to perform. Give positive feedback to
I Learn actors once theyve finished performing.
Ask Ss what they can do now that they couldnt do at the beginning of the Continuous
learning environment and listen to their responses. Then have them and Global
answer the I learn box in order to improve weaknesses and reinforce Assessment
strengths during the process. Briefly have them discuss their responses to Chart p.126
Week 32 Self-Test 1.Self-test 1. Self-Test: page 172 of the Student Book Self-Test
Class 95
Week 32 Test 1.Formal Evaluation 1. Formal Assessment: page 161 of the Teachers Guide Test
Class 96
All
AllReady
ReadyLesson
LessonPlan
Plan
Unit
Unit5,5,Lesson
Lesson11and
and22
U
Teacher:
ni
t
Social Practice of the Language: Produce
texts to participate in academic events
Learning Environment 1:
Formation and Academic
Product 1: Debate
4,
Environment
L
Specific Competency: Write arguments in Achievement (s): Can detect and establish links between a
}
favor or against a subject to intervene in a personal stance and information which agrees or disagrees
Lesson/
debate Lesson Activities with it., emphasize or clarify Procedures
agreements or disagreement, Notes
Class solve doubts and encourage feedback in order to edit
Lesson 1 I Know 1. Look at the pictures and describe agreements
1. Ask them lookand/disagreements.
at the photographs and describe them. Point out that p.128-129
Week 33 Knowing about
them to a classmate. the Language: they should try to recognize the topic or the common factor linking the
Class 97 Topic, purpose
2. Work in pairs.and intended
Discuss which audience, textual and graphic components. Word repertoire;
photographs.
synonyms; verbActivity
situations from forms: passive, connectors
1 are 2. Elicit ideas (but, while,
from the however,
meaning yet);and,
of controversial possessive
if necessary,genitive;
explain TGuide p.128-
pronouns: personal
controversial and which and
not.reflexive. Regular
or elaborate and irregular
the meaning. verbs.
Have Ss workWord
in pairsendings (e.g.
and let them y, the
discuss ie, and 129
e), punctuation.
3. Match the opinions to the correct situations shown from Activity 1 they think are controversial.
pictures. 3. Read the three opinions out loud and check for understanding. Ask Ss if Reader: Make
Doing with the Language: they agree or disagree which each statement. the World a
Better Place
CONTENTS
Explore a topic of interest

Reader: Make the World a Better from various sources, read texts and interpret general
Reader: Make the World a Better Place. Ask Ss open the Reader on page sense, main
p.111-120
ideas,
Placeand some details: use strategies
p.111-120 111. Askto point
them outwhat
to guess information inchapter
they think the agreement and/or
will be about. Ask Ss
disagreement with a personal stance, to go identify
through it byrelationships between
just looking at the parts
photos and of the
ask them whattext,
they establish
connection
4. Skim thebetween a personal
text and underline the stance and
think the information
functions in agreement
of the photos or disagreement
are. Write the following questions on with a
personal stance. Write agreements
most appropriate title of the debate. the board: What is a debate? What does the moderator do? to
or disagreements about a topic of interest participate in
Whats
a debate: write a short text that expresses abstention? agreements and/disagreements.
Is a decision always reached? Share their viewsEdit withagreements
the rest
and5.or disagreements.
Read the text in Activity 4 again and of the class. Ask: What debates would you like to see at school? Elicit
match the beginning of each sentence suggestions and write them on the board. Then ask Ss to read through the
Being through the
to the correct ending. language: rest of the chapter. Once they have finished, ask them to compare if any
Solve conflicts and foster understanding and respect, propose foundations for collective work,
and promote cooperation, constructive criticism, and respect other peoples opinion,
of the topics that were raised in the text matched the suggestions on the
board. Look at the comprehension questions on page 121 and ask them to
work in pairs and answer the questions.
4. Ask Ss to read the two titles from the box in Activity 4 and say if they
agree with them or not.
5. Elicit from Ss the two positions in a discussion or debate for and
against. Tell them to think what the arguments for and against wearing a
uniform at school could be.
Lesson 1 I think 6.Look at the pictures and guess 6. Look at the pictures in Activity 6. From what they can see, ask them to p.130
Week 33 7. Listen to the teen radio. Track 26 guess what the teen radio debate is about. Have them describe the
Class 98 8.Read the sentences and answer pictures and help them with vocabulary to express their ideas. TGuide p.130
9. Complete the sentences with words 7. Ss will listen to a debate about school uniforms and then complete the
Audioscript
from the box. table.
p.189
8. Ask Ss to read and answer the question and underline passive verbs in
the text. Check their answers.
9. Ss complete the sentences by choosing the correct word from the box.
Check answer.
Lesson 1 I think 10.Add the apostrophe to the correct 10. Ss Add apostrophes where appropriate. Check answers. p.131-132
Week 33 place in the underline words 11. Ask Ss to work individually and match the first part of each sentence
Class 99 11.Match the beginning of each to the correct ending. TGuide p.131
sentence 12. Ss read the sentences and underline words with similar meanings.
12. Read the sentences 13. Ss read the sentences and match the beginning of each one to the
13.Match the beginning with the end correct ending. Check answers.
14.Complete the sentences 14. Complete the gaps in the sentences. Check their answers.

Class
Lesson 1 I can 15.Unscramble the words to make 15. Ss unscramble the phrases and write them out in their Sbooks. p.132-133
Week 34 phrases Remind them to use the correct punctuation and to think about capital
Class100 16. Rewrite the following sentences letters, etc. Check answers as a class. TGuide p.132
using synonyms of the underlined 16. Tell Ss to read the sentences and choose a word from the box to
words. replace the underlined words in the sentences
17. Read the opinions and write C for 17. Ask Ss what the main topics. Then, ask them to put an H for
Cell phones and H for Homework. homework and C next to the opinions referring to usage of cell phones.
18. Choose one of the topics from Check answers as a class.
Activity 17, cell phones or homework. 18. Divide Ss into groups. Ask Ss to go the corresponding p. of their Walk around
19. Work in groups. Discuss and Readers (113-118) and look at the arguments. Allow them a few minutes the classroom
compare your opinions to read the information and then each group should decide who is going
to be for against. Then they select information to write their arguments in
their Sbooks. Monitor and check.
19. Ss in their groups, begin their debates comparing opinions and ideas.
Check and offer individual help where necessary.

& Materials
Lesson 2 I know 1.Complete the questionnaire for you 1. Ask them if they remember the first video game they played. Then Ss p. 134-135
Week 34 2.Complete the questionnaire in work individually in the questionnaire on p.134 and complete the first
Class101 Activity1 for a classmate column about themselves. TGuide p.133-
3. Do you think video games are a 2. Ss complete the second column of the questionnaire for their 135
good influence on teenagers?.. classmate.
I build 4. Look at the pictures in the text in 3. Ask Ss to read the question and answer it. Share their answers.
Activity6. 4. Ss look at the pictures in Activity 6. Without reading, have them tell you
5. Skim the text in Activity 6. which of the topics from Activity 4 the text refers to.
6. Read the text and label it. 5. Ask Ss to skim the text and write two advantages and two
disadvantages of video games. Share their answers.
6. Ss individually read the text and label it with the components from the
box. Check answers as a class.
Lesson 2 I build 7. Read the text in Activity 6 again 7. Ask Ss to read the text and underline the main ideas that show p.135-137
Week 34 8. Read the text and underline agreement and circle the ones that show disagreement.
I think TGuide p.134-
Class 102 9. Match the beginning of each 8. Ask Ss to read the text and find and underline the expressions that
10. Read the sentences and circle show agreement and disagreement. Check answers. 135
11. Complete the sentences with 9. Match the beginning of each sentence to the correct ending. Monitor
words from the box 10. Ss circle the connectors that join two ideas. Check the answers.
11. Ss complete the sentences in this activity. Check the answers.
Class
Lesson 2 12.Read the text and underline 12. Tell Ss to underline the words that end in y. Then ask Ss to write the p.137-138
Week 35 13.Look at the table in Activity 12 different words from the text in the appropriate column of the table. Ask
Class 103 I think 14. Complete the sentences with.. Ss to compare their answers in pairs. TGuide p.136
15. Read the rule and answer 13. Ss look at the words in the table from Activity 12. Draw their attention
I practice 16. Read the arguments and match to the nouns and then to the verbs. Ss circle the words ending in y that
17. Match the columns to complete change.
the sentences 14. Ss look at the words in the box in Activity 14 and use them to
complete the sentences.
15. Point out how the spelling changes, for words ending in a consonant
y. Ask Ss to read the sentence and answer the question in pairs.
16. Have Ss look at the pictures and read the speech bubbles in Activity
16.Then Ss read the titles of the arguments and match them with the
correct picture.
17. Ask Ss to read the beginnings and ends of the sentences in Activity 17
and to match them to make complete sentences.
Lesson 2 18.Read the debate topics and check 18. Ask Ss to check the debate which is most interesting to them from the p. 139
Week 35 19.Complete the sentences about list in Activity 18.
Class 104 I can 20. Put all the information together 19. Ask Ss to read both sides. To write sentences to express agreeing or TGuide p.137
21. Work in groups. Share your texts. disagreeing, ask them to complete the phrases, adding their personal
point of view. Walk around
20. Ss write a short text that expresses agreeing and / or disagreeing and monitor
arguments. Remind Ss to read their work to check for spelling, grammar,
and punctuation.
21. Ss work in groups and take turns to read their texts to one another.
Product 1 Stages Activities Procedure for: Debate
Week 35 I get 1. Read the texts. Check the topic 1. Ask Ss to look at the pictures on page 140 of their Student Books and p. 140-141
Class 105 ready 2. Read the arguments for and against identify the arguments presented. Then choose the topic that most
3. Research your topic using a variety interests them. TGuide p.138-
of different sources. 2. Ss read the arguments for and against for the topic they chose in 139
4. Write three extra arguments Activity 1. They select the argument they most agree with.
supporting the side you chose in 3. Ss search information from various sources.
Activity2 4. Ss organize their information in agreement or disagreements with a
5. Work in groups. Compare your personal stance.
ideas. 5. Divide the class into two groups, one will debate cell phones, and the
I plan 6. Write down the ideas from your other one will debate school uniforms. Then ask Ss to subdivide their
group. groups into those for and those against the argument.
7. Write the final version. Choose a 6. Have Ss to organize their ideas and remind them that its important to
moderator. plan their text. Collect the draft version of their texts. Check their drafts
before the next lesson.
7. Hand back the drafts of Ss texts with corrections. Ss should then write
the final version of their texts.
I do
Product 1 Stages Activities Procedures for : Debate Notes

& Materials
Week 36 All ready 8. Organize a debate. Use and present 8. Both groups will debate. Decide which topic will be debated first, the p. 141
Class 106 to share the ideas from the texts in Activity 7. moderator of the first group presents the introduction. Then they signal
9. When the debate is over, vote on who can start, and they manage the debate until the end. Groups take
who is for, who is against and who turns to put forward their arguments. Each debate will have fifteen
abstains. minutes. Be strict with the time limit.
9. At the end of each debate, the moderator should briefly resume the
main arguments and ask the rest of the class to vote by rising their hands
to show if they are for, against, or if they abstain. The moderator counts
the votes and announces the winner of each debate. TGuide p.139
I Learn Ask Ss what they can do now that they couldnt do at the beginning of the
School: Grade:
Ask Ss to reflect on Lesson 1 and 2. AskGroup:
them what theyve learned in the
debates and in English. Encourage them to say what they found easy and
Teacher: difficult in the lessons.
Week 36 Self-Test 1. Self-test 1. Self-Test: page 172 of the Student Book Self-Test
Class 107
Week 36 Test 1. Formal Evaluation 1. Formal Assessment: page 161 of the Teachers Guide Test
Social
Class 108 Practice of the Language: Interpret Learning Environment 2: Product 2: Activity Schedule
and convey instructions found in daily life Familiar and Community
Environment
Specific Competency: Understand and offer Achievement (s): Can adjust volume, intonation, and tone
instructions to plan a field trip. All
to emphasize or clarify instructions, offer Ready Lesson
explanations
AlltoReady
to Plan
clarify instructions, rephrase instructions confirmLesson Plan
comprehension, compose instructions, appraise the
Unit
Unit 5,5,Lesson
Lesson33and
and44
All
pertinence of following or not, instructions. Ready Lesson
All Ready Lesson PlanPlan
Unit
Unit5,
Topic, purpose, and intended audience, context clues, word repertoire; verbs: 5,Lesson
Lesson
modals; 33and
verb and44
tenses; verb forms: imperative; future tense verb forms
Listen to and explore instructions to plan a field trip: identify place and medium, distinguish
CONTENTS
volume, tone, rhythm, speed, and intonation. Interpret general sense, main ideas, and some
details: infer meaning, identify sentence structure, and establish sequence of enunciation.
Offer instructions for the planning of a field trip: write instructions, determine speech register,
rephrase ideas, and judge the relevance of instructions.
Foster group interaction, strengthen interpersonal bonds, and become aware of mutual
responsibility with the group.
Class
Lesson 3 I Know 1.Make a list of the differences you see 1. Ss look at the pictures in Activity 1. Elicit what is happening in each one. p.142-143
Week 37 between the pictures Then elicit the main features that are different. Finally, ask Ss where they
Class 109 2. Work in pairs. Look at the items would prefer to go and why.
used for camping and number them. 2. Ask: What equipment do you need to go camping? Elicit ideas. Then Glossary on p.
3. Work in groups. Decide on the same have Ss working in pairs look at the pictures and identify the camping 165
order of importance for the items in items.
Activity 2 3. Ss get into groups and compare their answers. Ss justify their answers. TGuide p. 140-
Reader: A Week Away p.124-134 141
4.Look at the pictures and guess what Reader: A Week Away. Read the title of the Chapter 10. Elicit ideas as to
I build
the telephone call is about what they think the chapter is about. Ask them to read pages 124-133. Ss Reader
5. Listen to the message to confirm go to page 134 and look at the comprehension questions. Share and Answer Key on
your prediction. Track 27 compare their answers. p. 172.
6. Listen to the message again and 4. Ss describe what they can see. Elicit ideas and write them on the board
check. Track 27 for reference.
7. Listen to the message and match. 5. Tell Ss they are going to listen to the message and see if matches their
Track 27 predictions from Activity 4. Play the CD.
6. Ss listen to the message again and check the items Amy needs to pack
for the trip.
7. Ss listen to the message again, but this time they need to match the
first half of the sentences in Activity 7 to the correct endings.
Lesson 3 8. Read the text and write MI for main 8. Ss read the text and write MI or D in the gaps. p.144
Week 37 idea or D for detail. 9. Read the sentences in Activity 9 and circle the best option.
Class 110 I think 9. Read the sentences and circle the 10. Ask Ss to read the sentences in Activity10 and to try and complete TGuide p.142
best option to complete each one them orally. Then ask them to complete them in their Sbooks and check
10. Complete the sentences with their answers with a partner.
words from the box.
Lesson 3 11. Read the letter. 11. Ss circle the sentences with need and underline the sentences which p.145-146
Week 37 12.Match the beginning of each give instructions. Check answers as a class.
Class 111 I practice 13. read the sentences and number 12. Draw Ss attention to the list of items attached to the letter in Activity TGuide p.142-
14. Complete the instructions 1. Have Ss look at the beginnings and endings of the sentences and match 143
15. Read the sentences and write them to make complete sentences.
16.Read the sentences and write the 13. Ss read the sentences and put them in the correct order.
appropriate instructions 14. Ask Ss to think of instructions they could make with those verbs.
Finally, have Ss complete the sentences.
15. Ss read the sentences and write which instruction from Activity 14
they refer to.
16. Ss look at the sentences. Ask if they are problems or instructions. Ss
write the corresponding instructions. Check answers as a class.

Class
Lesson 3 17. Match the beginning of each beach 17. Ask Ss about different activities they can do on the different types of p.147
Week 38 I can activity trips. Then Ss match each beach activity to the correct ending.
Class 112 18. Read the flyer and make a list 18. Ask Ss what type of text they think is. Ask them to read the flyer and Glossary p.165
19. Work in pairs. Share your list make a list of the things they might need to take to the beach with them.
20. Work in pairs. Take turns to say 19. In pairs, ask them to share their lists of things they might need to take TGuide p.144
sentences with them and to explain why they need those items.
21.What places would you recommend 20. Encourage Ss to give further explanations to clarify instructions, elicit
to visit the response. Point out the conversation in their book, model it, and have
them practice it.
21. Ask Ss to brainstorm some famous places to visit in their city or town.
Ask them to individually choose their favorite and think of the reasons
why they like that place best. When Ss finish, ask them to share their lists
with two other pairs.
Lesson 4 Lesson Activities Procedures Notes

Stages & Materials
Lesson 4 I know 1. What do you like to do on ..? p.148-150
Week 38 I build 2. Have you ever traveled with ? 1. Elicit the activities. Ask Ss what they usually do on the weekend, and if TGuide p.145-
Class113 3. Read the text and underline . ever includes any of these activities. 146
4. Listen to the Head Explorer and 2. Elicit answers. In pairs, ask them to discuss the questions together.
check. Track 28 3. Ask Ss to read the text and underline the plans mentioned.
5. Listen to the conversation and 4. Play the CD and ask Ss to complete the activity by recognizing general
Audioscript
identify. Track 29 information regarding a field trip.
p.190
6. Listen to the conversation. Track29 5. Play the CD and ask Ss to identify the gist of the conversation.
6. Give Ss some time to read over the sentences before playing the CD.
Alternatively have Ss listen again and look at the Audioscript, to check
their answers.
Lesson4 7.Look at the itinerary 7. Ask Ss to read the sentences expressing plans. Elicit answers. p.150-151
Week 38 I think 8. Read the sentences 8. Ss write N (Now) or F (Future) next to each sentence.
Class 114 9. Read the sentences and circle 9. Ss read the sentences and decide whether each one is T or F.
10. Read the text and circle the verb 10. Ask Ss to read the text to find out the verbs that refer to the future.
11. Choose the best option 11. Ss read the two sentences and choose the best option.

Class
Lesson 4 I practice 12. Underline the phrases 12. Ask Ss read the conversation. Elicit phrases that they think are used to p.151-152
Week 39 13.Complete the sentences help clarify information, and ones that express that the speakers are
TGuide
Class 115 14. Listen to the conversation. Track 30 apologizing for misunderstanding.
p.147-148
15. Use the information 13. Ask Ss to complete the sentences using going to or will. Tell them to
16. Rewrite the following sentences check their answers in pairs and then check as a class. Monitor
14. Ask Ss what they think Tom could be doing on the weekend. Play the
CD and Ss make their notes. Play the CD again for them check their
answers.
15. Ss use their notes to describe what Tom is doing on the weekend.
16. Ask Ss to look at the questions and rewrite the sentences to clarify
information or to apologize.
Lesson 4 I can 17. Look at the different destinations 17. Have Ss check their favorite destinations. Share their answers. p. 153
Week 39 18. Make a list of some the things 18. Ss complete the list of items they would need to take their destination
Class 116 19. Write reasons to explain of choice from Activity 17.
20. Write an itinerary 19. Ss write down reasons why they chose to bring those particular items.
TGuide
20. Ss complete their itinerary for the weekend in note form. p.149
Product 2 Stages Activities Procedures for: Activity Schedule Notes

& Materials
Week 39 I get 1. Work in groups. Choose a field trip 1. Ss select one of the destinations to plan a field trip for their class. p.154-155
Class 117 ready destination for your class. 2. Ask Ss what materials they will need to make their activity schedule,
TGuide
2. What materials do you need? Make and to write a list.
I plan p.150-151.
a list 3. Tell Ss to choose which activities they would like to try or talk about
I do 3. Use the organizer on p. 180 those they have already done. Ss turn to page 180 and look at the graphic Organizer
4. Write instructions for the activities organizer. Ss complet the organizer. p.180 in the
written down in Activity 3 4. Ss think of the different activities they are going to do at their camp and Worksheet
5. Share your sentences things they need take to do these activities. Section
6. Work in groups. Compare your 5. Ask Ss to share their sentences in groups.
activity 6. Ss compare all their activity schedules and instructions.
7. Work in groups and decide on the 7. In their groups, decide in the final version of their activity.
final version
Product 2 Stages Activities Procedures for: Activity schedule Notes
& Materials
Week 40 All ready 8. Present your activity schedule to the Ss share the instructions and activity schedules for their chosen P.155
Class 118 to share rest of the class. destination. Have each group of four present their field trip activity.
Remind them to think about their pronunciation, and give them time TGuide p.151
beforehand to practice the enunciation of the schedule.
Continuous
and Global
I learn learning environment and listen to their responses. Then have them
Assessment
answer the learn box on p. 155 of their Student Books. Explain that its
Chart p.152
purpose is to assess their performance while making the product in order
to improve weaknesses and reinforce strengths during the process. Briefly
have them discuss their responses to the self-assessment in groups or with
the rest of the class. Give positive feedback for their effort and progress.
Week 40 Self-Test 1. Self-test 1. Self-Test: page 175 of the Student Book Self-Test
Class 119
Week 40 Test 1. Formal Evaluation 1. Formal Assessment: page 163 of the Teachers Guide Test
Class 120

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Unit 1, Lesson 1 and 2

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Stages Activities Procedures for: Telephone Complaint Voicemail Notes &

Product Lesson Activities Procedures Notes

Ask Ss what they can do now that they couldnt do at the

School: Grade: Group:

Unit Title: Week Dates:

Lesson/ Lesson Activities Procedures Notes

Product Stages Activities Procedures for: Emotionary Notes&

School: Grade: Group:

Unit Title: Week Dates:

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

underline the words they dont understand. Then Ssinterpret

Lesson/ Lesson Activities Procedures Notes

Product 1 Stages Activities Procedures for: Instruction Album Notes &

Product Stages Activities Procedures for: Instruction Album Notes

All Ready Lesson Plan

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Product 2 Stages Activities Procedures Notes

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates:

Doing with the Language:

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

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

Doing with the Language:

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

School: Grade: Group: All

Social Practice of the Language: Learning Environment 2: Product 2: Performance of

Select and explore short plays suitable 2. Havefor a young

Value drama as a reflection of attitudes and behavior, participate in communal cultural

Product Stages Activities Procedures for: Performance Notes

Product 2 Stages 13. Activities Procedures for: Performance of a Short Play

Product Stages Activities Procedures for: Performance Notes

Explore a topic of interest

Lesson/ Lesson Activities Procedures Notes

Lesson 2 Stages Activities Procedures Notes

Product 1 Stages Activities Procedures for : Debate Notes

Doing with the Language:

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson 4 Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Product 2 Stages Activities Procedures for: Activity Schedule Notes

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