_ Dear teacher, ‘Wem ty Biot tives, which i desired asa helping oo! fer you at eachig Fails tthe rads whe are severtureus, cars, imnaginatve and willngto experience the leaning ofnew concepts in the target langage that wil gral enable them to acquire a basic communicate competence in English va feveign language. Bion tre focus onteaching soci practioes ofthe language ater than teaching the formal knowlege DF the Snguisic syste; therefore Is main ai is r studens to quire the necessery knowledge to Gindersiral arg use Exglsh rea! ad iatlae communicative stuations to recgnize,ueertarc. and ee cami expresions, To acconplah the above, students participate inthe social practices ofthe Jangge 2 they wortom pach activites with the language wah the producion and insrpretion of ‘ra and written texts ‘The contens,Seson plans ard actives nce! ia Blan three components re tenbleandadeprable fo any teaching cicumstance, ned or equremert you may have because hey ate sein hres fferent ear envionment: arilar and community learning envtonment, eration anel academic tearing eironmcn! and leary and lide learaing ensronmvent, Therefore, ya will ind a wide rage of Scfvities tom idetiving and tecegnizing to producing writen texts through games, sori, sides, tae anc Hands-on activites aimed at enabling strkents by the ene of the course, to ype simple opinions and reqest in fanior conte. Recognize bask: instructions information, and advertisement, entity base aspects of pronunciation and vocabulary use ewer yay life contents. Use expresions to refer to persone! aspects and need espe ta spokan ant rite frguage in diferent fngastie and non-linguistic ways. Use dfieront sratejies to sohve everyday problems, as well so look for information aboek concrete 1opics, Understaid uniaifiar unknown vocabulary by means of spectcstraeges. Ident the mest relesant siilaties and dferences concerning the Engsh argue: Establish a base they have Ei Become Pat oe aeveryday fe ina natural and meaning May b “tera, the! purpose in lant? thee, for students Te peaduaty develop bast: communica comperecy, | 1 etch as they acute tre neces Kee tr tapd recognize and use common expressions 6 I | we anguzge soho they can succes partie aa vemcrices of the fnguage, through specie acaves sical pctsgnage engaged with te produce 2d een of cra and writen ets, pertaining © PS qrerpar formabon academic an Werery evHOrneNs this sovies. considers, the student Toe are conmmasor of knowedge, ar! the teaches 25 Sa acanr of knawiece, Therefore, Briton ree main types of learning The methedology. ie ‘observes three tearning odo with thelanguage:wroreetudents ath seearr nicativeactonscavriodoutineonereeinteracle onc ee groscton adinterpeaion of ofl ad Seren necessary. Therefor, the activities inthis Tree tering ae cuca contents sme 1 #80 Ba) rian en English competent speaker “knows 10 dO" 18 in dlfferent socal practices pe ne perent tool and lnk 1 the grasa APPHORCh (> ines ning. Based on this premise, Brlfant three ofr 0 1 Gnts earn by doing in real communicative situations vreanh aimed to foser and develop communicate sath diferent purposes The concepts belonging the “doing with the help teachers plan lessons land the needed stages ‘decide when and thatanguage” Activities falingin this category ae 2, Routine activities that» “activities with the larguage ‘ossully participate 1 ‘Wit this kind of activites ov crane an intended product probe ort aa cerain goa, and tt how to address the“ Communicative situations that - students to actively participate in the eng guage as they integrate already KOM cepts with the new ones being learn foster collaborative working kis etuate each slage along the proces process asa whole. rare te way to te fea sult the intended product Pp cudents develop slfesteem and conidens fathe use ofa foreign language + engi se and the ‘earth productof negtaion between the eacher ae audents, eg2 10 listen, 10 explore 16 fread and to.comment a foster twst in the students ‘developing language and lite skis about the tanguage: this (NPe udents t0 reflect about thet as they work on toparicigate imac in the specie sctvitiee CO anguage contaned thee big socal STINE wapteres in which te soil acces and SPEC Sativites have been ongarized:, fail ihaicand fiterary and, academic and formation. ‘nearing 0 be’ through the language: > DPE of rear fers the stents opportunites © share thes tearitedige and experiences wit the forelan ANBAR Rawat acclaim he dierent products obtained spare tie werk by tasks i and-oat of school 28 Se w abortive, almesphere of communication foster eer aiilae offered in tis type of leaining, 2 are cae throughout the entire program and how een dedated to a specific place, ths pe a aetvitis ae permanent‘ee ofiers five units designed 0 be taught tach the number of hous devoted to eachiunit le and should depend onthe particular needs of tals consis three, 0-45 minute-weekly Per Wesson, Continuous Sieesament throughout fia wo tonal and So seli-evaluations 0 inion afd expanization of contents in the book ‘an the soctl practices of the language and the ‘atts wit the iaguage that ake pace wthis Kocal Tearing, environments. community aftd serary and td, formative and acadernc, Thess te are where studerésntroctwith the language Uiflerent social and convmurcalve purpeses that : three “and Wentified by a spectic name: Day 1 Day 2 HDay 3. Days 1 and 2 locus on the actvitis in the ‘ile Day 3 engages students into working in their Book (sory oF fact according to the stage in band on specticteps guiding hem ould up the in the unit which até worked on a'spectic ‘page in ther Acti Book inckaded for this purpose= Product Organizer Page. However, the contents the hook are flexible iorieqcher to use according 6 the youp'sneads 1 Thvce oops are suggested in the teaching of each cass period ay 1. Activation — commonly known as the “swarm. 2” Sage and aimed stimulate student’ curiosty fans active participation in the social practices: of the language fry setting the learning environment in which students a0 %0 work through the use of Routine 1 and the introduction of new vocabulary, function or language 4s students reinforce previous knowledge. . Practice ~ aimed at having stixlents: work the ‘Aativty Book where practice, use, reinforcement Gnd tander of krowiedge needed to effectively perform the speciic actity snd the socal practice Er tncluded, Two activities are included in this stene Turn onl and Shine an Closing, -aimed at ending up a classperind with @ thinking-productive activity called Be Sgt, which fengages studens to ground the social practice aid provides teachers with apportunities for feedback End correction, Thisatep also includes Routine 2-200 linDay 2, the Pictionary Routine see page 1. very four lessons (four weeks), Day 3 i turned into the “Assessment Day” where students work of the corresponding unt’s Evaluation Sheet as well 3s perform the [Can (se-evaluntion) chartRa acme) baz Aeivaton Practice Gosingtsnay Product Step 1 Cosa sateuv08 SBD ie ay 2- PRODUCT reduc Review Lets ot Sten ay 3 Reading Prodict! Seo 3 hosing B y Day2-PRODUCT Day ova ie ee ces = LSGEEST Ramat Practice ‘Ghosing/ Pictionary Closing : tam, ae : g :scl games in Bitiae! three, provide opportunites. fafa language development as well as or setting ‘nd enjoyable learring envirerment. The way 10 only suggestion but the way you choose and can be se according 10 your teaching needs and apply them es needed, 1.Starting routine: Danes partol the Actvation arm upstage, anit Pole » sng. a chant, the ust ofthe Keaders Book. Siien a songor chants included, play exery Tout the fst week. the uni for students to pent, identi vocabulary, indestand and learn the yrics using TPR (Total Physical Response: Pout and modeling words for meaningul purposes y Routine | being aimed at settng an enioysble Ghamning envionment ‘can be used at ary time ue. Comes-ean abs be part of hikroutine. A foten ef these games included inthe folowing i fie ay he chants intresting cx sel te G saring toutne, please fel Ree 10 do so. When T calls for the need of the Reales Book, this i (by t3 kon and page 2.Closing routine cove the baring activites wih emthusism, t0 hilblen to respect Sev goodbye to ciner people Piiote altts io eagery wait or the lowing ase PDs pan of the Cong dage and inches 2 song fol pracice activity tongue tsi. When Usa 3 {civil such 3 asong, chant or tongue ttt, yoo Peel repeat the eps mentioned it Reine 1 3-Pictionary routine: fs have sucients work on identification, recognition “writing and proaunciation of words by calling their Be tr the Pictonary placed at the bottom of each every lesson of the activity book and at the end Teacher's Edinon. Ths routine ts performed atthe Sever Day 2. Stuelents look t the picturde tn their ‘nd vead the word aloud, spell t or play word fas Hangman, Tie-lac-Tos or anyother you may ftp do a vocabulary review, routine: Heston calls or tre use the Resor Book Stories seetions, itis clearly flagged by an ‘con, When studerts work along with you or this component, Bem to descibe ard talk about what they see on engaging them into a light discussion of the fact. Heb students with roeded vorabulary: Then, Ee opportunity to have students perform a choral 6F individual reading ta work on pronunciation, on and langlaage sress. Every time you work on a rave them reall what has happened! and then retake Asa work on prediction as you ask them to think Swill happen next snd checking the fllwing clas, fons were fear or onect. When working on acts, Suslents reflect on the topic and expressing points will crease vocabulaty and self-assurance in the Bige Remember to end each section having students eon O Mer Ue work on the final quiz which can alsa be a good valuation tool on writing and /or speaking sil Repeat these steps until you finish the story or the fact. Review Game routine: Aim for reviewing pumeses Bue unitotfers one board games ‘every four essons ari students lay it in pals or in groups of three or four a the most. Most ofthe games ask for students ip bine a ken oF marker, which can be mace by earns 9 piece of paper and witing the number of paicigant or from Colored papor color per plays and making asmll paper ball tp mark the spar they are paving on. Most of hese games Ie aero encourage students to seact in a Social practice $0 they hia 1b desctbe, ask or arswer what they see 1 the Squate When the answers core theplarer aches cn the bord: when the answer t incomect the player const mov ‘The is student 1 rach the ending quae isthe winner Listening routine for songs and chants: Song ae aimed to work on frosunciaton and chars e Sima work oh sbess, ttl end intonaion, but both of hon ae fo Gideon to have fn ae they Histon and practice the target language. Py the song/chant once for stud tovalse awarenes ofthe language. Pay the recording again invting students to fepeat and to sing/chant along, Listing routine for specific Hite actvtion: Have students lcten at the recording fist 2s they read nd identify what they need (0 solve in the activiy Play the recording again for them to complete the Actvity and finaly, play i again for students to check their answers Feel free to play the recording 33 many times as needed for students to accomplish the activity bs they build up listening skills GAMES (Gaenes in Blane! Puce are only suguetted as an extra Cement for reviewing ‘einforcereni, petting attention bark, felaxing and fun! Some lessons ask for spectic ffamés, however use them freely and choose the ones you Fray find usetul for the lesson’s purpose. The games Have been classified into the following cateyories: 1. Board Games: moxt of these games are played at the board because they ask for items to be placed or ‘drawn on the bioard. ‘Bingo: ckaw a Bing’ card onthe Board to guide etudents sto make one they ean do iton a ceparat sheet of paper fr i their notebook’. Ifyou lik: this game, YOu Can have Children do it on a piece of Cardboarc ard write on items ‘with pencil so that the card can be reused as tmany times, 3s you wish. This game i excellent to review and renforce Nocabuliry, Choose a topic and dictate or wrte a lit ofthe ‘words tobeplayed on. Atk students to write them whorever thoy wish on theit cre board hut not to follow the order cof the list You rote and to do jt individually. Say words at randomand ask students to write a check «/) on the words You mention. The fst studeat to mark all hister words shouts Bingo!, ané becomes the winner©: Tic-Tac-Toe: Draw a table on the boat sila tothe Birgo one without framingit. Inevery box, makea drawing orwrite a word you Want © revise with students and werk on word formation, ‘eading, pronunciation, questionfanswer, etc, Some lessons Suggest using this game in combination with miming ames, Divide the group iy twe ieams and have # student hoops a ox and give you the answer Fits correct, clean the box and draw the X or © symbol corresponding to the sturlen’s team. The fist tam to make 2 stalght line with {thelr symbols in any dilection wins the game. Card Games: ‘This catenory needs for students to make cards based onthe ‘vocabulary taught in the unit. You can ask students 10 60 this ag homework and then, play the game when needed, “These yaines are aimed Work en longtem memory development and thoy are an excellent teal tor vision are reinforcement of vocabulary and language structures, ‘Memory Cards: Stucents use wo sets of the correspending cards related b> the vocabulary boing consolidated. They place all the caeds face down on the floor. player tars to at once seeking, to make 3 pair. iti a pale the player keeps the cards and continues playing, When the cards do not match, the ployer puts the cards back and it hither parner’ wn, Board Memory: Divide the group in wo teams, Place the topics flashcards cutouts or drawings onthe board and review the vocabulary white children repeat end visualize it, Choose one child from each team to go outside the classroom and take away one flashcard or cutout or ease a drawing while the Children are cutsile. Lethe rest of the chileken see, which tem you'te faking out. Ask the students to come back into ‘he Classroom fr ther io tell you wht the missing element is. The bey o gil who arses the mising word ie the winner The teams can help their own contestants making the game a more patticipatve and collaborative type of activity 2. Miming and Guessing Games: these can be played in pairs ar teams, Pars: student A mimes an scion, student B guesses. Take turns. Teams: Diide the {up into teams A and 8, Team A mimes ard team B guess, 3. Physical Games: this category Impl the movernent Of chile in or cutsce the clasercom, righty Says: Students stand up ia a circle. Give Instructons to them: Brighty Says land an aétion) Students mime the actions as you say them. Once In 23 while say an action without sayang Bright Says. The students who mime this action ise and sean Continue until there s only one student standing. Ball Games: Si or ind fhe hire i 3c ino sie sso, ak a question according to the ton yuk teaching or want fo eview and tow fhe Bean hag bull 4 student or imine anvwer eg, My nee Teacher X; what's your name? Tet have this ell the question and throw the besetg to another cae having hiner respond the question, Repeat the 28 unl everyone as paticipated Join the team: I possible, play this game inthe playground, Give dior students a specific action and 3 number as to have average of Ive to seven students with the same action the group. The aim in ths game is for students fo reviewl actions and numbers juse ordinal and eatinal urttes sowhen you eal for a aricular action, there children were assigned with i. perio the action, Then, cal fr number of those stadentsto get iogether ina lean, but to leave one student out, This makes it tunnier Hide and Seek: When possible, tale children out to the playground divide the goup in two teams. Assign different actions students, Everyone hides except two children, one ff Team A and one from Team 8. These students close the ‘eyes and coun! from 1 ta 10 (ordinal or cardinal pub needed) allowing the rest of te children to hie, A the count, you ask for s particular student tobe found, e.g 2 carpenter / a petson who sivims / 2 student whe like ice-cream et, student A looks for childken in team 6 ‘Surdent B looks fr children in Team A, The chil to find ‘mst chile from the appaste tear. isthe wine ‘Your Number Sits: Number studenis in order fiom 1 10. X counting aloud] and having childron court along with you. You can tefl ‘numbering cilcren by row either horizontally vertical (Once every child has a: number, model and tell them 9) slart. courting one by one shouting each number and wh rhumber X fs eached, that child ss, If someone falls 6 49, that person is out ofthe ome, Model afr sound andl then play along. You can use this game with other language items: verbs, adjective, prepositions, etc. After student hae practiced and leaened this game, change the game into having numbers X oF the language Wem you My Wat to reinforce, to perorm and activity: stand! up, yp to the door. touch the wallet Find someone who: Tell your request to the studeasand have them all around following the instuscton, Eg. "has two brothers” ‘When one student says “Ihave tio brothers, that ployee steps out of the.game and males hisher requesttearing bth the Tamar eee ie pene ime Ape acne Ren onesies reaper Seeman | ae Sm econ re Sieatvest dieeareat Product: Cocommntocesoanee ora rare cat non ana cs ‘eam en hut eg: Features and types ofoFlad writen texts | eT cxciaueng ann cee vine | - sununtoe eee Textil sormpanends: fae the tor, Sige econ fs fon eras ‘Soyer opined mason || 2 Hse io aig Tonal cinoreliended usenet voaknsl || SORTS eiceceme pl owe Topmctorimar cll eater pp |) Sere cas | ens Be ons isore, |. |. mmc nmtacticand wmantc ements othe | Fees htm peers oi a ee oe omrves pres | Weol cgiate eee Ping rer eis tenant ‘ea aes pene te on be pen Wend pone eed os al pat oft | hee Aegecomgnton | ere eat or shen censor | Product: Poster with courtesy expredsions an ery thyme advent ede Can sinh be oxpeztinn ad xc ana ewes and sta ako*Unit Opener WEEK Day ro Routine 1 Gee page tty, Go through the illustrations on the T2_lbfepage with students, to activate previous knowlece and to tale expectations of what they will cover during ths part of the unit. | Ask the quesiions on the page to | ict answers. Accept commenis. | Im students’ mother tongues at this point, ay they may not have the | language knowledge to discuss in Fnglch {s the school big or salle How many students are outside the school? How many, are inside? What color is. the students! initorme |, How many teachers can you see?Now go nver page 7 and work on the questions aswell, however do aot go in depth inthis page Since youll be revisiting ton the hth wel the init since this page is aimed to set the learning ‘environment fr the second haf of the unit. Asthere a principal in this picture? ‘How:ean you recognize the principal {syour ston diferent or siilarto the schoo! in he picture? ‘What are your plans for this school yeat?1'm a Third Grader! WEEK 1 Day 72 Routine 1 ee paige 1, Invoduce yourself and welcome students 10 the new school yea, Play the ‘name chain’. A student says hisher ramey the next student repeats the previous onmels) and «33 hivher own, Continue unt al students have said their ae and everybody ele’ Use mime / ict torevie actions inthe pictures, & 1. Look, listen ane number. Students describe the picture and tell you what time of day its. Play track 4, Students listen, read and find the comect picture. Play it again and students number the characters in the erder in which they speak. Check Listen again and underline the correct answer. Check with your twacher and. gyoup. Kevse the questions with tudes, eliting the meaning 20 hat they are understooel Silents lser aga to urderine the crtectarsver. Do ‘he firs question io model the activity. tuconts can er to the illxtraion wo answer others: Check answars and invite volunteers to write thern on te board ‘closING Now look at your classroom, answer and share with your group. Students describe their classoor. Aik therm where their ends are. Read the questons to make suee they afe understood, While studs arsiver, monitor and. felp if niecestary. Check answers 7 Routine 2 fees page 10, 2 Routine 1 (ace page 11 (TPR) Present /rovise the expression Lats call the rol Say a school subject, Students raise their hands they lke it shake their hoadé they don't & smn Frerch andy Lean Ens avon © Miho hg nthe bw mgt sa fata ser 14 Matte con gig oy de an et ecneisrcestmBacuse thy ae fo vk rs 3. Sow bk your trom, anor aa tare your go {Mort arber mage cinerea Shere’ Sulltsaan Sak sty den How many bays anes ar there i your soc! a. ! Listen to the dislogand match. Suucderts recog the characters. Go through the sent TS wh them, invite themto predict before they Py wack 5 for studens to check ther pre be Read the dialog and circle all the words indicate people. Check with your teschar ct out the dislog in groups of four: Read ‘dalog for students while they follow. They and ciCle the words related to people answers. Ifyour group Is song enough, ask which expressions refer to plans for the They tead and underline ther, CLOSING = 3. Work with a partner and share your ‘with your group and teacher, Go through jquettons with students and make are Lnderstand them. Elicit answer 1 fom students, Students work in pairs and answer+ hs bay + ean oa abt sh — “Senne yon \J st tin soe: athe an acto log ate ne sce 1 Wn a par at sre ot ane wth Yourgrep and tence Sse sown se By svat amps soot ‘ws you par ete bit? questions @ 40. Monitor while they. works onecting / helping as necesiary. Volunteers ‘write thor answers on the board. For cuestion d, explain the use of going to, to express plans for ‘the future. Eicit answers and comect if necessary, ‘Write some of students ideas on the board. Biotixe Dictionary. Retioe 3 (see page 10 773 Retine:2 (see page 1. BOOK ROUTINE (page 19) Book - My New School. band? ‘T) Routine (see page 1). LDiphiy the cover of My New Selo page 5 in the Readers bool) and have: students tell you ‘what they see an it. Allow children to express ‘themselves freely but help them wth any needed ‘vocabulary. Show page 6 and 7 following the Reader's Routine eicitpointsof view and thoughts Have students predict what will happen next. Let’s Do It! - ilustrated dialogs: Step 1/4. {Routine ee page 19, Pay agare Gree Wt Quation word sich 20 questions Divide the group 0 12 tame and have 3 repeceriativeola team come to the front, Heise tls ‘you secretly an object inside the room which Hath came should guess comedy. The teams axe the opportaniyto ask 20 questions each atthe moe an the sce inrort can oy Snster Yes 01 No Aer 2a of 20 ions the team should abo the corect er if hi dees’ happen) you can sive tReansies. Then start he proceso making she first product. Lets Do tt! Mustrated dialogs ‘The gai aim of Product number 1-2 inthis unit isto have atudents work on producing ilusrased dialogs as they: + Read aloud the dialogs expressing the ‘expectations: for the schon! year of a gioup otstudents, +4 Compretiend the contents ofa dialog 4 Participate: inthe writing, down of ‘expresso of expectations. 4 Revise spelling and punctuation conventions, ‘Done with the help of the teacher. step 4 Sadents choose a partner ‘xchange ideas of ft plans fr tho school year and write thei exchanges in the ‘Organizer page in their Activity Book page 16 Divide the-cass ino. pats Explain that they fave. 10 produce a ding. expresing. the pare “or the school yer Review the wc GF going wo A. dialog ith tree exchanges (sentences) about ight for he lxol Stents dee wi i ging to tact and they sar from thew, ict some questions /senterces to sat Taig lucent can refer back to the clog in the activity and the questions 1, the Be Bright actviy for help and eas. Monitor Winte stucen plat the Siok and write their Tne In ther petebook, Prone the recessary help /wocabulary, Mal sre tht both sents eequestions andl give answers 3 Routine 2 (ee pageWEEK 2 Day My Favorite Subject n gy CLOSING @° 2 Routine 1 (See page 1, Playa mining gametorevse action verbs andgoing o.Divie the class | into two teams. A student comes t© the front and mimes an-action. The other team has-to guess anc saya sentence, using going to. Eg. | Roberto i going to pay football | correct picture. Check with a partner. | Students describe. the pictures and tell you what each book '& about. And if they have any ‘of those subjects, Stacks read the ‘words and match them with the corresponding book. Check Match each subject with the Juan is in 4 grade and Susy in 3” grade, Read the text and choose the best answer. Compare with the rest ofthe group, answers ‘anvary. Askstucients what kind of text this 's (a dialogue. Ask them who and how many people are talking. Read the first question aloud and elit the best answer. Students circle Monitor while they do the rest. DWvide the class into two groups and assign a character 10 each Make a goup choral reading to practice the dialog. Complete the information and find someone ‘who has the same answers. Read the instructions with students and make sure they know what do. When they finish completing the sentences they go around looking for someone who has the same answers. Invite voluntee to share their answers with the class. 73 Routine 2 \see page 11). yim ont 2 My Favorite Subject est |. Match ech aij with i comet picts Check with a parte = re 1 Spat 7. ony 2 tha 1 Nanrat ieee 8: Pylon 5. Ceo oa oe ie Ina gate Rea he extend choo id eto he re on inthe on Sener ore My vn cree sr pi hn im gngto wud had Sucet'saanaoune Boe) Ahk is es a-- 2 12 Routine | ee page 1). (TPR) Revise jump the rope, watch TV; take shower, daw, do homework. stuchy Math, pl football. Use lasers 0° dhawings, Show of to students for them to say th words choral 2 they stand yp, Follow this procedure until all the actions are well recognized by students. |. Look at the activites Sandra and Raul are cing to do in the afternodn, Circle the similar activities and cross out the different ones, 5° an action in the diaries for students to poin ‘it, Present similar / cifferent. Ask students to You which of the: activites they: do. are simi and which are diferent. Students cicle the one that are similar ancl cross ut the ditferent onesnin 1, ati ie a ed ad EAs leona nt 2. te he infront 1 and ror the etn. ce Mowigeecotmeet ‘yma Saigo. et peng ens atm 1s What at alg da 830 pm? Hes ing ail 82050 eine an compan wth yur tee yur ace nd soot a Yo ong b dothnaeroan om log Suh pati 2 Use the information in activity 1 and answer the ‘questions, Gao back with studeats to he Turn. on ‘adtiviy. Attract studerts' attention to the activities, Stace pas iresh the activity, Readtheexample ‘nd viorkit along with studenis. Doe hrstquestion ‘loud fF students to complete & orally. When you fe the right activity stdens wre tas the answer. the eomplote questions and answers on the board. ‘Make sure they check their workin the book B a ae ahh, 4. Answer and compare with your partner, Tell ‘your feacher and clessmates. Ask the question to diferent students and elicit answers. Correct their production necessary. ‘Have them tead the question chorally, and you frovide the answer, Students wite the answer {ndividvally are! compare in pats. Check, For next dass, you will need index cards, one tor every sentence in stuxtents’ alo: am They continue in ps. invio volunters to wre Gre Dictionary, Routine 3 Gee TH page I TT Routine 2 See page 1. | Days Readers book routine page 1) fenders Book ~My New Scho Logs cane f B Peie tog Display the coves of hy Nav Schoo! 13 pope's the Renders book ad Fae sgn emerber hat the story about Show page and lo tokens houne sx pons vor a tags ae stash what el coe Product 1 a -Iihstrated dialogs Step 2/4, 2, Students write down, in cards, the sentences in the order that correspond to each turn - Revise thatthe sentence swtiting Is complete and fulfils the Spelling conventions, fist in-between | anaes eel eis Organize the pairs. working together in the dialog, Check the sentences they have Awnitten 50 for in their Activity book, page 16, Give them tme to check/ charge her dialog betore they decide on a. final one. They may want to use- examples from the previous lesson. Pairs exchange Activity books and roviso- each other's. work, giving sipeestions and / or correcting mistakes. Then, go around the clas. sake sure the sentences ate correctly punctuated (capitalization, question marks, periods) and that the grammar and vocabulary ae used ‘and spelled conecily. Disributethe cards enough forall the sentences in the dalogs). Students copy their final dialogs ino the cards, one turo per card, Eg José: What are you going to do this altemoon? (one cardi: ursa: Hm gomng to study ‘Math. (another car. Students practice with thei partners, reading aloud thet dialogs. Monier TH Routine 2 ee page 1D,ye Ps, er Re we 1 Wie oe c What About You? Yast fal About You? Efinag | Ye td ind eam Stine po done WEEK 3 Day 1 arigue: Ok he pay einen bin hae Naat Imgangto pepe sundae Whe ang ASN see wee Beamon 5 Nats” TE Sheva gary oye ses eas Grmaimeroepae ity | ‘Ake dudars tremor difcent | Tas guns plane roar loa & Gis themes tray sca ideas, Eg: Lis, re pou got to ply ioobal ths sternoon? Fic dre present the short amr es, Tram No, t'n at Aakquesions | to.as many studenis as possible. | 1. Listen, read and draw 70° 8 Hf) yeeygnn the intonation goes ap or down, | * Demonstrate. the acivitye Write & | a question on the beard and say i Wer with prtne nd ae em Aa a eso and et our {rier choot el ys the sme Re ees cn ome eH pit it. Ereourage students to draw the rng oF fling aro the | | ai, Students listen and daw | the antows. You can have them | repeat the questions to practee G Meinonton ek + Ae you pita sud Hey thi a? Sas ns * he yo ing xchat samen he mach fs @e a; = 2. Work with a partner and take turns. Ask a question and let your Partner chose and tell you the Answer. Students read the cuesions ancl answers. Do ‘he fist one with them to demonstrate They read the: test indivdualy and match questions ancl answers. Day 2 Students compare in pars before checking with you CLOSING T2 Routine 80 page 1h, 5. Walk around the classroom and find who is going (TPR! Elicit activities students do curing ther fs to do the actions on the list. Ask and write their time: and write their ideas on the board. Divi ‘ames. Tell your class and your teacher: Model the class into small groups. One student mi the questions students will need for the activity an actviy and the others guess, Eg: The stu SF Are you going to holp mom at home? Practice mimes playing soccer, The hers say the action ‘question andl answer with choral andl incividuel Tepattons Students ierview the castes QS a ‘When they find someone who answées yes, they write fisher name on the fine. They continue Gp What are you going to-do on Saturday? Dra until they get a different oame for each answer fand lahel the activity. Include the {in ‘Monitor while they work. They write the ast two Show and share with your group and teach © 19 sentences andi share with ¢ partner Students draw they favorite activity. They 7 Routine 2 ee page 11, what activity it is and waite the time they 6 They share with a partner. Invite volunvee: Dresent their werk wo the claswats: tres so ona “advent yur rsp and acer Stan 9 ra and eh ty. grant ac, ite cht ithe nfrmain s hit eu and you ed ping too on Soar! Sues mn #50 6 ee T et eee chee four rapa yur tach! 2 Whtsbjects to oo pigs i ea Skim ase 1 Wht wet do fou md ny oe ‘Suns ona apse sy pingin pci pectic san sea “Soesatsoa ane — 2. In groups of three, fill the chart with true information, What are you and your friends {going to do-on Sunday? Focts on the ideas you wrote on the board 1 remind students of some activites. Draw a chart Tike the one in the activity on the board, Ask two fr three students What is your favorite activity? What time / When do you do it? Complete. the ‘char with the information. Altract_ students attention to the example. Form groups of thre. ‘They ask each other to complete the chart | Ask your partner and write the answer. Share your information with your group and teacher. Model the activity eliciting names of subjects in ard grade. Write them on the board, Take the firs: question and ask. a student; write the answer on the board to model the activity, Have “udents continue the activity. Provide help with ‘ocabulary if needed. Demonstrate the activity by ‘Wat or plano too ye a fe ou pg i 4 Adour arta and wie fe aoe hare yoorfarmaion with a \writingabout you and asking sone students the necessary questions Fill in a chart on the board, Divide the class imo different groups and monitor while they work. Make {bar graph on the board to ace which are the most popular color and subject in the ‘cass. Students complete the final _stieoce with the esl > Ty Routine? (see page 11) T3_ Picture Dictionary. Routine 3 (see page Days Gj Beaders bok rutin page 1) Reader's Book ~ My New School. | 2 Pages 10 through 12 “72 Routine 1 see pege 1) Display pages 5 through 9 in the Readers ‘book anghave students emember wha the tery i about. Show pages: 10 and 11 nd without reacingaloud have children describe tive ending to the story: and folowing the Rende’s Routine have sturents listen tothe story. Work on the quiz page (page 12) Step 3/4. ‘the cards among other paits of students to find out the expectations of other classmates, as well as to practice the pronunciation and intonation of ‘expressions ina dialog, (Organize the pairs working together inthe dialog, Give them some time to practice itagain, Invite pais 10 pertorm their dialogs for the ‘Gass. Pairs exchange their dialogs with other pairs for them to practice the new dialogs and get (0 now about their partners plans and expectations Moritos, paying special ationtion to the intonation ef the questions. Volunieers perform their parine's’ tlalogs for the class. You may want to discuss the differences and similarities in the students’ plans and ‘expectations. Forstep 4, brng sheets of construction ‘or bond paper, a hele purcher and yam or facet form a big book of clalogs and decoration materials {lue, coluced paper, conte glter, ete. Ty Routine 2 see page 1. | Product 1 a- tustrated dialogs© Santillan * Review Game WEEK 4 Day 2 Routine 1 (see page 11), 1. Play with 2 partner. Answer the clues and write them in the crossword puzzle. The first pair to finish the puzzle correctly is the winner! Good luck! Divide students Into. groups of five. Pre-toach the expressions My turn! J Your tn! Go through the definitions with students ane de: number 1 with themtademonstrate: how to do a crossword puzzle Students take turns in finding the ther answers. Check, Students dor the second part of the game and share answers with ther group, You can even play this second half of the game in teams, timing the activity and seeing which team nds up first 2. Write two more subjects you are going to study in 3rd grade. Count the number of letters and write it, The first person to finish with no mistakes is the winner, Check with your teacher and your group. Take the example and. show Review Game {awrite en inthe aos ple The fstab hepa [5 | Sbjct eed mbes, 2. issue jou in aA 4 sje nos gue ts een Sp ‘Wit wo or suet yo are og ty 3 rade Coun the mero Ietsané ete peas a ai ts ee ek ‘wth jour wher ad or ou x students how 10 do this part of the game page Write other subjects just to practice and finally sive them enough tine 1o play this second part Gives Gletiers Monitor stu + as they work, Go through the ‘vocabulary with them, and encourage your group to talk about the picture Routine 2 see page 11‘lusrate the dialog, cards with pictures felated to the topic of the sentence / ‘question. They put their dialog in order, ne ‘eardon the left and the other onthe right, & bit below, before pasting the cards, While students work, use o lange sheet ‘of paper to produce the cover of the Big Hook Write the site (Big Book of Dialog), the’ group. the date, and. your ame. Students can help you decorate the cover with colored pieoes of paper oF pictures pasted on i. Once you have ‘checked thatthe cards are in order, they paste them in place, Monitor and praise students a6 they svork When they’ finish, ‘each group. presonss thar work to the lass. With the help of students. put all the illustrated dialogs together to form the Big Book, Punch holes near one edge of the sheets. Use the yarn to bind all the sheets together, Put the book in a visile | place in the classroom. Every class or week Let’s Do It! Pcs Md ag Bidet Porton ericcnveriuenin furn one page and invite the authors to Ano ig Sim trcrojons oped perform theie dialog, s0 that everybody's hon pcuresand tk about tem ia 3. follow your wachers example and ‘work ie published in the room reconercscm win fcincve Pomel Gri poet Genin bos ccooscand 4m owen dk ar sone pr sneer nyo dg on eee ine ici * ci oa crv Fein pis UME! Work with a partner and tick (“) the steps you followed to produce an illustrated dialog. Go with students through the introduction of what the product they have been Working on is 25 wel as through the photos and steps as they mark the ones they remember having done during the making of their illustrated dialogs. Now continue ‘with the last step in the making ofthe product illystrate the final dialog and paste it on.a large ‘canstruction paper. They share it with everyone and participate in other dialogs. T2 Routine 1 ee page 1) (Grgamze the pairs working on the clokogs. They© Santillana sel can... Day? Self-evaluation 1 & w F2 Routine 3 Gee page 1). Workin teams of five. Can youdo all the activities om thelist? Marke the appropriate column Tell your teacher what sctivities you can do and ack for help with the ones you find difficult. Guide students to wor indivickally at responding 10 each acievement. Monitor their ‘work: When they finish, go over the can do statements. and elcit answers, This will help you iderity Which students can do. things well and those avho stil need reinforcement or motivation. Ronitine 2 fee page T Write a short paragraph about your favorite activities in this part of the unit. Take the example to model this part of the sel reflection time activity and give students enough time as you help them with any needed vocatnilary toenpress what they want to sa: ‘desde wh pple ave dag ‘deste a pason shred dss. “compre ont a og ‘is fe sys ning ty 5 co yo (vad wh aking ty ‘aerate te htt weston and aves ee tf your rai seen th pa hoi ad ithe lp [pour eacher write the reson why yo He fe. hare with your eacer nau" prop. erm erie Aji cies unt a Stes on aevaluation A Brillant! Three “coh atthe picture and answer, 1 point 1 many ftentions can you read the pete? ‘ee you going play soccer this We're going to finish Primary FF it's 7:50..1'm. going to close a. pa this year. at the picture and write the correct letter, £2 points) ns to play soccer _ to tinsh primary school 10 close he door the questions. @ points) fe you going 10 do alter school today? at Laura’s plans for the weekend, Waite sentences. 14 poiats) Saturday Sunday 1600 am— have breakfast with grandma 5:00 pm vist Lourdes Saturday, Laura is (1 point year m going to _ eee TOTAL 10 jae MaterialT7 Routine 1 (see page 1). 1 (TPR) Says Rabe jeu han bu fave plans thls year Steet ase your hand you we gong | 2 vit your spararente te swcckeel Conte with diferent plans and dhe / times, rl ot Scents have. porichowd. Pay | tietactoe with pictures, mime ‘or flashcards to. present / review: pigeon, rabbi, eat. overs, koe Spee dsappear 1. Look at the pictures, Circle the option thatanswerseach question and compare with a partner, Students tell you what the picture 'S, Encourage them. 10 guess what he ' going to da — appear dsappeir something. Students describe the other pictures. and predict what the magician is going to appear. They citcle the option they believe answers the questions. Check on Pronunciation a Read the name of the song. What do. you think itis about? Listen and read the first part of the ‘song and answer the questions. Play track 9. Students listen and check their predictions. they dit gues, they erase thes mark ‘nd cross oul the correct pice, Atact students attention to: the text fermat and ase-vhat they think the text i. Agk them how they kesow and 0 Pim: tothe ttle, the author and the hor: ofthe text. Go though the questions to make sure they know what te look for. Check answers. Play tack. ‘again and invite the class to sing along ‘closiNG 9 : Girele the words that rhyme and find them in the song in activity 2, Share with your group and teacher. Write the woach onthe bourdand hove. stucens wk along wih you 36 your pronounce and invite them 0 repeat each word, Model the actvty Poot ala ep ie es EEK S Day 1 | ee ew "ACIVATION Beir Ws Bk te | ease incon 2 cgi! 2. Cie the wards thtsye the son in sty 2 Shr wih owe It’s Magic! end the ee fh sng Wha You iki est Utena "ead he a part ofthe sng an snr he rons The Mag Sow By 6 Torn i i tig ea Win ithe author ofthewone? Lane has te agian aig ope ‘Wht isi the magicians at ‘poop and tach crcing two of the word that thyme and then angwers at random. Shudenss fall go back to song ard find the words in he song, Go trough Sentences with stacks and. explain how 10 with the colurmns to form complete seriences. (ie the fst match — ¢ can be anything studs like pairs they corti with the ret. Gat cftrent po togetherto compare the mage shows Invite vakintsor= 1o read ther matches aloud. Ask stidents what otie al the sentences have in commer (wil € T8 TB Reine ? Gee page Day 2 17 Routine 1 Gee page 1), Act as a magician and take out the fol Pictures / reals from a box or hag: a.magie mmatcies, rope, sciso1s, a book of spel 2 rabk, ‘bunch of flowers. Elicit the words even if such ‘use their mother torgue and provide the wc Jn Engle,ea athe tee and ma ne em be [eStan Che th pr pang [icanse diene bees inte agian at when. ‘Sace fo ny 2 mgr egies eee’ “Look at the picture and match the words io the ‘bjects in the magic box. Check with your group “and teacher. Werke along with your students taking the rabbit © and having students identify & in the magic box. ‘Ask childien at random to mention the diferent things they se inside the magic box. they don’t feoow a Word guide them co look to the Ist and solve the acvity together Whats the magician ging todo with the objects Jntheboxt What de you imagine the magician will ‘do with these objects? Compare and complete the chart. Share with your teacher and group. plain, using the mother wongue if necessary the diferences berween evidence and possibility Peedicion (witheut evidence). Go trough the feuanples with surlrts. They choose an object td nto a contence expressing evidence and 8 Gentence to express passiiity / prediction. Check, by inviting volunteers to vritether sentences onthe tba. Eict why the sentences ae right orwrong, dnd eno he whl ag The agi how Cie ede ‘hati the aja gn oe ithe ets ee bon what st nets abate! Compare specie eae J Rie RASS eu 1d Fsten to the whole song, ‘The Magic Show. Circe the words that | “11 hye Jon in and sing along, Do the fre wordt stow the shying of wore |g sors conven ok Pye 10 for ther 10 check thelr answers For ihe ret clay bring the lies of the Farmer | the Dal song writon ona lange sheet of ZB eee | “Te Routine 2 ee page I | ‘rareDionay fone Seep | Day3 | Renter's book routine (page 11) Reader’sBook-FACTTheFarmerin the Del Cover ad pages 46-47 17 TF Routine | (ee page 1. | isle the ever ofthe Fas Section (page 45 ithe Reatersbookdanchae saxcents {El you what hey see on Aw cen to expe thers ely bt feb thon ith tay need vocally. Shen page do an 47 ‘etowing the Reader. Rontine anc combing | Retsteng sities Brit Let's Do It ~ Children’s Song, Step 1/4. “The main aim of Product rummbert-b in this Lunt sto fave stents work cn producing 3 ‘hens song as they 4 Read and explore the fs to istated cide songs: 4 Listen and tellow the reading alone ofthe Fyries im the songs ++ ldenify pars of wordsin songwrting. Sings or sections of them and erjoy the experience Dane with the help of the teacher. Children’s song, Step 14 ‘orm four groups of students. Students copy the song unto ther Activity book page 29. Play TH and have students join in. Practice several times, Until the students can produce the song faisy fluently. Divide the song into three parts and design part to each group, Cive-gyouns some time to start plnningthe decoration a the song in their Activity books with pictures related to their part of the song. Ask the stidlentsto practice the eompiete song at home (they will need to fearn i by hear), For the next step. groups will need Sheets of constructon or bond paper, colored pencils or markers, glue, glen, crepe paper of Geren colors and scissor, and other dec crat materials you think they may need. 6 Routine 2 (see page 111) A Magic Note tina 1 WEEK 6 Day 1 17 Routine 1 sce page 1D. Prosent /revie the wards author, ‘hoc his. hi, stanca, theme, verse, with examples from the book and using the mother tongue i necessary, Dice the boar into two halves and the cass into ‘yo teams, Write the vocabulary fon bath sees of the beard. A member of each team comes to the front facing the group. ‘Say ne oF the words: The students turn arourrd, identify ther word gad circle i. The one who does itfasee wins a point for his team, Erase the words used Fallen this Procedure ‘or al the words. with “diferent members of he tens Asong bas different parts. Look at the Ist and find the words in the puzale, Students find and cincle the words in the puzzle. Check, Match the definitions 1 the words. Use your Aetionary and ask your teacher for help. Help students to identify each part in song. using the Iyeics of the Fame inthe Dell that you wrote on 2 large plece of paper or cardboard or using the Reader's book, Have students use a dictionary or help them find the definitions by doing the fist example, Help them if needed’ or allow thei to finish on thelr own, Monitor ard check. Ask students what any person hs 10 do in erder to become good at ther job. Revise some verbs «elated to this (practice, read, prepare; make, think, perform, etc.) Hici'some ideas anl write them on the hoard, Form groups of three. Studens write some of thee idess to become great magicians levite woluniaer 1 write thern on the hoard. Ack the volunteers why they think thelr ideas would help them, Write the names of the parts in the song: Check anewers, Review the partsotasong.usingthe words A Magic Note agit fe ide wedi ep. ChAT TERS) eRe Te rye] peeecrept abstr theo 30m center deaia na poencrong al a Sg ttn ie vine {ang Check Inactivity 2. Copy hele ofthe song onthe board and 3¢ you point to each part invite voluntess to come up and wrke the word Hct what the “Magician Herald is (a specialized magazine fr ‘magclans Stunts are going to write a paragraph far this magazine with ideas t become or continue being good magcens. Volurteets share cher ideas with the class. Check they use the structure correctly. You iy want to form a magazine with sudents' paragraphs. TH Rousine 2 (see page M. 7 Routine 1 see page 1) (TPR) Revise vocabulary relited 10 feelings Say: You're happy! Students act happy. Repeat the procedure with aterent feelings nti all the feelings have been acted out