All Ready 1 Lesson Plan

Unit 1, Lessons 1 and 2

School: SEC # 22 JOSE MARIA MORELOS Grade: 1st Group:
Teacher: CARLOS GERARDO RODRIGUEZ NUÑEZ Week Dates:
Social Practice of the Language: Understand and convey Learning Environment: Product 1:
information about goods and services. Familiar and Community Acting-out a dialogue
Specific Competency:Give and receive information for performing Achievement (s):Identifies topic, purpose and intended audience. Predicts the
community service. general meaning from words and expressions similar to those of the mother
tongue. Distinguishes expressions in oral exchanges. Recognizes the
composition of expressions in oral exchanges. Produces expressions to provide
information. Adjusts volume and speed when constructing oral texts.
Knowing about the Language:
Listen and check a dialogue about the performance of community service.
Understand the general meaning and main ideas.
Exchange information about the performance of community Service.
Doing with the Language:
Topic, purpose and intended audience.
Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.
Form of communication: on-site, distance.
CONTENTS

Structure of dialogue, opening, body, closure.

Speech registers.
Repertoire of words necessary for this social practice of the language.
Composition of expressions.
Similarities and differences between the mother tongue and English language.
Acoustic features: tone, intonation and pronunciation.
Sentence types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
Being through the Language:

Participate appropriately during oral exchanges.

Foster confidence within interpersonal relationships.
Lesson/ Lesson Activities Procedures Notes
Week/ Stages &
Class Materials
* T introduces his/herself to Ss pointing to his/herself saying: Hello! I’m (name), I’m All Ready
Student
(age) and I’m (nationality). Then T asks Ss to write their name, age, and nationality and
Lead-in Book
the T points the Ss and elicits the information.
1
Class introduction 1. T plays the CD and asks for volunteers to describe what they heard and say where p.8
they can hear those sounds. After that, Ss open their Student Books to page 8 and look
at the pictures, they may describe them aloud. T asks Ss to number the pictures in the CD Audio
1. Number the pictures in the order
Lesson 1 correct order and plays the CD again for Ss to check their answers. They can compare track 02
you hear them.
Week 1 I know with a classmate.
2. T goes over the words in the box with the Ss, and asks them to write the name of the
2. Label the places in Activity 1 using
Class 1 places on the spaces provided using words from the box, and then has students
words from the box.
exchange books with a classmate to compare and check their answers.
* T asks Ss to open their Readers to page 7 and flick through the pages of Chapter 1
Reading: Let’s Go to Boulder focusing on the pictures. Ss describe what they see. Then T reads aloud paragraph by
Reading
paragraph asking questions between them to increase Ss’ interest in the information.
* Then T tells them to work in pairs in the Comprehension Questions, p.17, and finally
Reader
checks answers orally.
p. 7-17
All Ready
3. T asks Ss to open their Student Books to page 8 and look at the picture and tells them
that they are going to listen to the conversation between the people in the picture. T Student
I build 3. Listen and circle T for True of F for
plays the CD and asks comprehension questions at different points if needed and then
False. Book 1
asks Ss to circle T of F as they listen. Then T checks answers orally.
Lesson 1 4. T asks Ss to look at the picture on page 9 and tells Ss that they are going to listen to
Week 1 I think 4. Listen to the conversation and
the conversation between the people in the picture, plays the CD pausing if necessary p. 8 & 9
complete the sentences.
and asking comprehension questions at different points. Then T reads the first question
Class 2
aloud and asks Ss to complete the two sentences individually. Finally, T reads the two
5. Match the places to the CD Audio
sentences aloud, having Ss answer altogether.
community service they offer.
5. T asks Ss to match the places to the community service they offer and has them to
track 03 & 04
share and compare their answers with a classmate.

Lesson 1 6. Read the underlined expressions
Week 1 in each conversation and decide
which ones ask for help and which
Class 3 ones offer help or information.
7. Read the conversations in Activity
6 again. Write the offers and
requests under the correct heading.
8. Complete the sentences.
6. T asks Ss to open their Student Booksto page 10 and look at the first picture, then has
them to read the first conversation in silence, explains new vocabulary if necessary and
asks questions about the conversation to check comprehension, and then repeats with All Ready
the other two pictures and conversations.
Student
7. T asks the Ss to work in pairs and to read the conversations in activity 6 again. To
distinguish composition of expressions, T asks them to write the underlined expressions Book 1
under the correct heading, allowing enough time for Ss to do this, and walking around
the class, monitoring and helping if necessary. Then T asks for volunteers to come to the

9. In pairs, decide which expressions
come first, second, and at the end of
the conversation. Then write the
I conversation in order.
practice 10. Divide the conversation into
opening, body, and closure.
11. Write the services each place
provides.
Lesson 1
Week 2
Class 4
12. In pairs, take turns saying the
sentences. Then match the
expressions below to make
I can
appropriate suggestions.
13. Write the suggestions in activity
12 and add two of your own.
1. Match the expressions to the
Lesson 2 I know
person who normally says it.
2. Match the signs to the places
Week 2
where you may see them.
3. Listen to the hip hop song about
Class 5
I build communities while you read along.
Then answer the questions.
Lesson 2 4. Listen to the conversations and
answer the questions.
I think 5. Read these extracts from the
board and write the offers and requests on the table.
8. T asks Ss to think about the conversations and complete the sentences on page 11 p. 10 & 11
individually. They have to share and compare their answers with a classmate to foster
confidence within interpersonal relationships.
9. Ss open their Student Books to page 11 and get in pairs. Then look at the sentences in
activity 9 and decide which expressions come first, second, and at the end of the All Ready
conversation, and then write the conversation in order on the space provided. T asks for
volunteers to act out the conversation and have the rest of the class compare and check Student
their answers.
Book 1
10. To determine sequence of enunciation and identify structure of dialogue, Ss have to
look at the three boxes and notice that conversations have an opening, a body, and
closure. Ss have to look back at the conversation in activity 9 and divide the p. 11
conversation. They need to share and compare their answers with a classmate.
11. T asks Ss to the example to write the services and elicits answers with a classmate
and for volunteers to read their answers.
12. T asks Ss to read the sentences in silence and asks them if there are any new words,
All Ready
if so, explains their meaning and models their pronunciation. Then Ss look at the
expressions and match them to make appropriate suggestions. Then Ss read the Student
suggestions aloud. They can go to the Glossary on page 156 to clarify the meaning of
words. Book 1
13. To compose sentences to provide and be provided with information, T has Ss share
and compare their answers with another classmate and for volunteers to read aloud the p. 12 & 13
sentences they added.
1. Ss open their Student Book to page 14 and look at the pictures, and then match the
All Ready
expressions to the person who normally says it, after that compare with a partner. Student
Book 1
2. Ss look at the pictures in exercise 2 and T asks where they see that kind of signs, then
Ss match them with the places. Then Ss compare answers with a partner. p.14 & 15
3. T plays the CD and Ss listen to the song, after that, in pairs, answer the questions CD Audio
track 05
about the song, some volunteer can read his/her answers aloud.
4. T explains Ss that they are going to listen to some conversations and then plays the All Ready
CD. After that, in pairs, Ss answer the questions about the conversations; they can use
the pictures as clues. Student
 Week2 conversations in activity 4. Write A 5. T encourages Ss to read the extracts form the conversations and reflect if they are Book 1
for Affirmative sentences. Q for affirmative, questions, or negative sentences. Then Ss write A, Q or N on the lines.
Questions and N for Negative
Class 6 6. Ss look at the picture and say what they are doing, and then read the conversation p.16 & 17
sentences.
individually, after that they have to label the parts of the conversation and compare
6. Read the conversation and label with a partner.
its parts using words from the box.
All Ready
Lesson 2 8. Read the sentences. What do 7.
8. Finally,
T asks SsSstohave
opentotheir
writeStudent
on the space
Booksgiven how
to page 18they
and say
readthe
thesentences
sentencesininthe
thelast
Activity
you notice about the word order? 8 and reflect about the word order. Student
Week 3 9. Write the sentences in Activity 9. Then Ss write the sentences in the correct place in the table; Ss can work in pairs. Book 1
8 in the correct place in the table.
10. T ask Ss to look at the pictures, and then elicits them to unscramble the sentences, Ss
Class 7 I practice
10. Unscramble the sentences. can work in groups of tree and compare their answers with other Ss. p. 18

11. Read the list of community

services. Write what you can do
there using words from the box.
Lesson 2
12. In pairs, choose a community
Week 3 service. Write the expressions you
need to start a conversation, find
I can
information, and end the
Class 8 conversation.
13. Write your conversation and
practice it with a classmate.
11. Ss read the list of community services given. Then they have to write what they can
do there, they may use the words given. T elicits volunteers to read aloud their answers, All Ready
the whole class checks them.
Student
12. Ss in pairs need to choose a community service to write expressions to start, find
Book 1
information, and end the conversation; they can use the conversations of the unit as
examples.
p. 19
13. Then Ss write the conversation on the space given and act out with a classmate; they
can change roles to practice.
Product 1:
1. I pairs, choose one of the
Acting-out I get ready community services. 1. T explains that they are going to act-out a dialogue as their first product. First, Ss have
to choose one of the community services. All Ready
a dialogue 2. Work in pairs. Decide what you
need from the service that you 2. Then they may work in pairs and plan what they need form the service they chose. Student
chose.
Book 1
Week 3 3. After that discuss which materials they can bring next class to help them do a better
3. What materials do you need? job.
I plan Make a list. p. 20 & 21
Class 9

4. Decide which questions to ask.

5. Discuss your possible answers
and offer more detail. Here is
Product 1:
some useful vocabulary.
6. Write out your dialogue with a
Acting-out I do
proper ending. Follow the
example below.
a dialogue
7. Decide roles and turns of
participation.
4. T elicits the Ss to continue with their product; they work in pairs again and then decide
what questions the need to ask in the conversation.
All Ready
5. Then they have to discuss the possible answers with details, they may use their Student
dictionaries.
Book 1
6. After that, Ss write the dialogue with a proper ending.They can look at the examples
or use them.
p. 21
7. Finally, they need to decide what role to take and their turn of participation.They must
practice several times before the presentation.

All Ready
Week 4
Student
All ready 8. In pairs, practice the dialogue
Class 10 8. T decides place and time of the presentations. Ss, after several practices, may act it
and act it out in front of your Book 1
to share out in front of the group. Together, T and Ss, decide which presentation was the best.
group.

p. 21

Self-Test I learn Check Very well, well or need T explains to Ss that they have to check according to their performance. Ss individually All Ready
need to reflect and answer the self-assessment.
help. Student
 Week 4 Book 1

Class 11 p. 21

Formative
All Ready
Assessment Formative 1. Match the parts of the
sentences. Student
Assessmen As partial assessment, Ss have to answer the test.
2. Use the phrases in the box to Book 1
Week 4
t complete the conversations.
Where are these people? p.166
Class 12
 All Ready 1 Lesson Plan
Unit 1, Lessons 3 and 4
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Read and understand Learning Environment: Product 2:
different types of literary texts of English-speaking countries.
Literary and Ludic Big book

Specific Competency: Read classic tales and write a short story based on Achievement (s): Uses known comprehension strategies. Recognizes the
them general meaning from some details. Formulates and answers questions in order
to locate specific information. Expresses personal reactions to literary texts,
using known oral expressions. Retells events using images. Organizes
sentences into a sequence of actions.

Knowing about the Language:

Topic, purpose and intended audience.

Graphic components.
CONTENTS

Textual components.
Narrative elements.
Repertoire of words necessary for this social practice of the language.
Verb tenses: past.
Verb forms: progressive.
Adverbs of time and pronouns.
Non-frequent or absent letter groups found in mother tongue (e.g., ee, gh).
Differences between British and American variants (e.g., -our/-or, -re/-er).
Doing with the Language:
Select and check classic tales.
Read and understand the general meaning and main ideas of a classic tale.
Speak about and rewrite key events of a classic tale.
Being through the Language:

Acknowledge reading as a recreational activity.

Understand and appropriately contribute in discussions.
Foster respect towards others’ opinions.
Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

I know 1. In pairs, discuss what you

Lesson 3
remember about the story.
1. Ss open their Student Books to page 22 and look at the picture, then T elicits some All Ready
volunteers to tell their classmates what they remember about the Story of King Arthur.
Week 5 I build 2. Read the extract and circle T for Student
true and F for false.
2. Ss read the Story and then circle T or F, they can work in pairs, at the end T asks for
Book 1
some volunteer to read the answers aloud, the rest of the group can correct them.
3. Skim the text to find the general
idea of each paragraph.
For activities 3 and 4, Ss have to skim the text, write on the lines the main ideas of each p. 22 & 23
Class 13 paragraph, and then scan them to answer the questions.
4. Scan the paragraphs to find the
specific information below.

Lesson 3 5. Match the sentences to the

elements in narrative and text
components.
Week 5
I think
6. Complete the sentences using
words from the box.
7. Write the correct tense after each
Class 14 sentence: past simple, past
continuous, or interrupted past.
5. Ss have to reflect about the elements of the narrative and the text components, and
All Ready
then they may match the columns about them.
Student
6. Then T asks Ss to work in pairs or individually and tell them to read the paragraph and
then complete the sentences using the words given. Book 1
7. T explains the verb tenses on the board and writes some examples, and then Ss say in
p. 24
what tenses the sentences are, after that, T asks Ss to write the correct tense after the
sentences given.

Lesson 3 8. Complete the sentences using
words from the box.
Week 5 9. Number the events from the story
in the correct order.
I correct order, they can use the story on page 22 and 23 to look for clues.
10. Underline the actions in past
simple and circle the actions in past
continuous.
8. T asks Ss to remember when to use each of the verb tenses and elicits some All Ready
volunteers to write on the board some examples of each, after that, Ss complete the
rule using words from the box. Student
Book1
9. Then Ss have to look at the pictures and number the events from the story in the
p. 25 & 26
10. Finally, Ss read the paragraph about King Arthur and underline the actions in past
simple and circle the actions in past continuous; they can check their answers with a
 practice

Class 15 11. Listen to the story and complete partner. CD Audio

the text using words from the box.
11. T plays the CD and Ss listen to the story to complete the text using the words given. track 07
Ss can ask the T to play again the track if they need. Then T asks for some volunteers to
 I 12. T asks Ss to open their Student Books to page 26 and ask for some ideas about the
All Ready
Lesson 3 12. Complete the organizer. story they heard last class. Then Tencourages Ss to complete the organizer using the
practice information from the story. Student
13. Read the table and complete the
Week 6 organizer. 13. Then T elicits from Ss what a fable is. Then Ss read individually the fable on page 26 Book 1
and complete the organizer about it.
I can 14. Skim and scam the fable again
Class 16
and answer the questions. 14. Ss need to read the fable again and answer the questions.They may check their p. 26 & 27
answers with a partner.

1. Check the fairy tales you know.

I know 1. T asks Ss to remember some of the tales that they read as children, and then Ss open All Ready
Lesson 4 Work in pairs, choose one tale and
their Student Books to page 28, look at the pictures, and check the fairy tales that they
write what you remember about it. Student
know. Then, in pairs, they choose one tale and write the story on the lines.
Week 6 2. Match the sentences to the Book 1
2. Then Ss look at the pictures and read the sentences, they have to match them.
pictures.
Class 17 3. Ss read the sentences about the last story,and then they have to number the events
3. Number the events in the correct p. 28 & 29
I build in the correct order.
order.

4. Check the story of The Silkies in

Activity 3. Write a cross next to the 4. T writes on the board like and don’t like and asks for some volunteers to write the
things you didn’t like and a check things that they like and don’t like. Then T asks them to open their Student Books to All Ready
Lesson 4
mark next to the things you liked. page 29 and put a cross next to the things they didn’t like and a check mark next to the
things they liked. Student
Week 6 5. Check the story of The Silkies in
Book 1
Activity 4 again and answer the 5. Then Ss have to read the story of the Silkies again and, in pairs, answer the questions
I think questions. about them. Finally, T asks for some volunteers to read aloud their answers to check
Class 18 them. p. 29 & 30
6. Skim The Silkies again and
complete the organizer with the key
events from the story in activity 4.
 7. Match the words to the
I think
descriptions.
Lesson 4 8. Read The Silkies in Activity 4
again. Write complete sentences
about the events you liked or
Week 7
didn’t like from the story using
words from the box.
I practice
Class 19
9. Write the sentences under the
correct heading.
10. Circle the correct option.
11. Read the story and write the
correct tense of the verb in each
parenthesis.
12. In pairs, complete the
paragraphs according to the
Lesson 4 events in the story.
13. Answer the questions about
Week 7 I can
the story in Activity 11.
14. Complete the organizer with
Class 20
information from the story in
Activity 11.
15. In pairs, rewrite the story of
The City Mouse and the Country
Mouse. Write a different ending to
the story.
Product 2 I get ready 1. Work in pairs. Choose a story or
classic tale you like.
7. T asks Ss to open their Student Books to page 30 and asks for some volunteers to
comment about the story of the Silkies in Activity 4. Then Ss individually have to match
the words to the descriptions. All Ready
Student
8. Then the Ss complete the table about likes and dislikes, using complete sentences and
the words from the box.
Book 1
9. Ss write the correct sentences under the cause or effect using the phrases from the
box.
p. 30 & 31
10. Finally, Ss read the sentences and decide the correct option to complete them; they
have to circle them.
11. Ss read the story and write the correct tense of the verb in each parenthesis. Then T
asks for volunteers to read aloud some sentences to check answers.
12. Ss work in pairs to complete the paragraphs, according to the events in the
story.After that,Ss exchange books with another pair of Ss to check answers. All Ready
13. Ss individually read the story in Activity 11 and answer the questions about Student
it.Afterwards, T asks some Ss to read a question and its answer aloud, and the rest of the
Book 1
Ss correct their work.
14. T explains what an organizer is.Then elicits some examples of cause and
p. 32 & 33
consequences.Subsequently, Ss complete the organizer individually with the information
about the story of the City Mouse and the Country Mouse.
15. Finally, Ss work in pairs to rewrite the story of the City Mouse and the Country
Mouse but writing a different ending to the story.
1. T elicits some definitions of broadsheet book and tells Ss that they are going to make All Ready
one. First T asks Ss to work in pairs and choose a story or classic tale they like.
Student
 2. Decide on the important events
I plan of the story. 2. Ss must decide on the important events they remember from the story and write
sentences using past tense.
3. Decide how many pages you
Week 7 will use for your book. 3 & 4. Ss decide the number of pages and what materials they are going to need for the Book 1
broadsheet book.
4. What materials do you need?
Class 21 Make a list. 5. Using the organizer on page 176, Ss write the title, subtitle, main character(s), other p. 34 & 35
I do characters, setting, events in order, climax or turning point, and conclusion of the story
5. Complete the organizer on page they chose.
176 in the worksheets section with
the text components and key
events of the story you chose.
 6. Compose and arrange
I do sentences based on the key
6. T asks Ss to open their Student Books to page 34 and draw their attention to the sticky
events. Try to include these
notes, explains that they have to compose the sentences for their books based on the
elements.
key events they included in Activity 5, and that they should try to include the information
on the sticky notes with them to make sure they understand all the possible information
7. Write your sentences on the
that can be included in their stories.
pages of the broadsheet book and
illustrate them.
Product 2 7. T asks Ss to write the sentences they composed in Activity 6 on the corresponding
pages of their books and to illustrate each of the pages in their broadsheet book. Guide
8. Put the pages of the broadsheet All Ready
each of them to choose different sentences to write and illustrate.
book together. Design a cover for Student
Week 8 I learn
your book with the names of the Book 1
8. Ask Ss to design a cover for their book that includes the title of their story, their names
authors.
as authors, and an illustration. Allow time for them to do this. Once they finish, ask them
All ready p. 35
Class 22 to put the pages of their books together.
9. In pairs, take turns reading the
to share broadsheet out loud to practice
9. Draw Ss’ attention to the useful expressions chart and encourage them to use some of
pronunciation; change your speed
these expressions to present their story to the class. Ask Ss to take turns reading their
and intonation to make your story
story.
more interesting.
10. Have each pair of Ss select a primary group to read their book to, and help them
10. Find a primary group to read
arrange a reading session for this group.
your book to and donate it to
them when you finish.

Self-test
All Ready
Ask Ss what they can do now that they couldn’t do at the beginning of the learning
Week 8 Student
I learn environment. Have them answer the I learn box. Explain that its purpose is to asses their
Check the “I learn” box. Book 1
performance while making the product, in order to improve weaknesses and reinforce
strengths during the process.
Class 23 p. 35

Product 2 1. Read the text and then use the

words in the box to complete the All Ready
Formal story. Student
Week 8 Ask Ss to answer the test individually. Book 1
assessment 2. Read the text and write the
correct tense of the verbs in p. 167
Class 24
parentheses.
 All Ready 1 Lesson Plan
Unit 2, Lessons 1 and 2
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Understand and write Learning Environment: Product 1: Instruction manual to learn how to use
instructions. a bilingual dictionary.
Formation and Academic

Specific Competency: Achievement (s): Locates and reads the definitions of words both in English
and Spanish. Understands the use of upper case letters, lower case letters and
Write instructions to use a bilingual dictionary. abbreviations in a dictionary. Completes and writes sentences in order to
organize them into a sequence, from a model. Removes and/or adds

Information to edit an instructions manual.

 Knowing about the Language:

Textual organization patterns: listings.

Typographic signs.
Arabic and roman numbers.
Abbreviations.
Articles, nouns, adverbs, adjectives and pronouns.
Connectors.
CONTENTS

Verb forms: imperative.

Upper and lower case letters.
Punctuation.
Doing with the Language:

Select and check bilingual dictionaries.

Understand the use of the textual components in bilingual dictionaries.
Write instructions.
Edit instructions.
Being through the Language:

Show curiosity and interest in searching and obtaining information.

Favor cooperation and integration in school work.
Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

Lesson 1 I know 1. T asks Ss to open their Student Books to page 38. To select bilingual dictionaries, T
directs Ss’ attention to the pictures and asks them questions encouraging speaking All Ready
about it.
Week 9 Student
1. Answer the questions. * T asks Ss to open their Readers to page 33. After that,T has them read the title and
Book 1
flip through the text. Ss have to predict the text. Then T reads out loud with proper
Reading * Reading
intonation and asks Ss to follow along silently. The Ss can summarize the main ideas of
the text. Finally, Ss must complete the comprehension questions on page43; first they p. 38
Class 25 answer the six questions about the text and then work in pairs to discuss the three
questions.

Lesson 1 I build 2. T asks Ss to open their Student Books to page 38, points at the first picture, and asks
what type of book it is, and does the same with the next picture. Next, Ss describe All Ready
each of the two pages. T asks Ss to go over the book pages, write a list of textual and
Week 9 2. Look at the book pages and answer Student
graphic components, and has Ss to look at the book pages to answer the questions,
the questions.
checking answers with the class by asking different Ss to read their answers out loud.
Book 1
3. Read the two dictionary pages in
3. With this activity, Ss will recognize graphic and text components, as well as
Activity 2. Choose the best option.
recognize the number of entries. Ss open their Student Books to page 39. T asks the Ss p. 38 & 39
Class 26 to read the statements, they have to look in their dictionaries, or check in their
Readers. Then T has Ss compare their answers with a partner.
I think
4. Read these dictionary entries and 4. T asks Ss to open their Student Books to page 40. Ss have to work individually, T All Ready
Lesson 1
answer the questions. points to the first dictionary entry and has them describe it, eliciting answers from
different students. To complete this activity, Ss may analyze the dictionary entries Student
Week 9 5. Read the dictionary page and before and also check their Readers to clarify any doubt. Finally, T tells some
Book 1
complete the table. volunteers to read the answers to the class and correct any mistakes.

6. Complete the list of dictionary 5. Ss have to open their dictionaries, they have to find the page with the numbers, p. 40-42
components with words from the box. symbols, and abbreviations.T explains the importance of this page to understand
information from the dictionary. Then T points to the dictionary page on the Student
 Books, interprets the different parts of the page, and completes the table.

6. Ss have to read the words and T asks them where they can find these types of
words, eliciting some answers, and has them complete the activity. T can check the
answers by asking the whole class to read the sentences out loud.
Class 27 7. Match the parts of speech to their
definitions. 7. T writes a sentence on the board and asks some volunteers to underline the noun,
verb, adjective, adverb, pronoun, and conjunction, and then asks Ssthe definition of
each part of speech.T clarifies any doubts. Then T asks Ss to open their Student Books
to page 42 and has them match the parts of speech with the definitions. T checks
answers with the class by asking to read the definitions out loud.
 I Reader
*Reader. T asks Ss to open their Readers to page 36, starts by reading aloud with
practice proper inflection and intonation the information about entries.
p.36-42

Lesson 1 8. Label the parts of the dictionary
entry with the words in the box.
Week 10 9. Read the dictionary entries and find
the information.
10. Read the newspaper article. Find
the meanings of the underlined words
I can in the entries in activity 9 and
Class 28
complete the table.
8. T goes over the words in the box with the Ss. Have them explain what those words
mean. To identify entries and subentries, have them label the parts of the dictionary
entry with the words in the box. Read the answers and have them correct any
mistakes.
All Ready
9. T asks Ss to open their Student Books to page 43 and calls the Ss’ attention to the
Student
words on the entries. To locate words in English and in their native language in a
dictionary,T asks Ss to complete the activity by reading the entries. Book 1
10. T calls Ss’attention to the picture and has them say what type of text it is, asks
them to mention some characteristics of newspapers, and then asks them to complete p. 42-43
the table. Ss can compare their translations with a partner and read out loud the parts
of speech to confirm their answers.

I know
Lesson 2 1. T askSs to open their Student Books to page 44. Have Ss look at the different texts
1. Where would you find these and ask them what they have in common. Go over the sentences with the Ss and ask All Ready
instructions? them in what situations they would hear these instructions. Have them discuss their
Week 10 answers with a partner. Student
I build 2. Read the manuals and choose a
Book 1
heading for each from the box. 2. T askSs to read the first text. Have them underline the connectors mark a sequence.
Ask them to read the text individually and then elicit the main ideas and key words.
3. Read the manuals in activity 2 again p. 44 & 45
Class 29 and circle the best option. 3. To establish the number of instructions or steps, have Ss read the texts in Activity 2
again and circle the best option.

Lesson 2 4.Underline the imperative verb in
I think each sentence.
Week 10 5. Read the manuals in Activity 2
again. Underline all the connectors
and circle all the imperative verbs.
4. T explains to Ss that you can use the imperative form to give an order, to give a All Ready
warning, an advice, an instruction, or to make a request. Ask Ss to open their Student
Student
Books to page 46. Ask them to complete the activity. Allow them to compare their
answers with a partner. To check the answers, have some Ss write the verbs on the Book 1
board.
5. T asks Ss to open their Readers to page 41. Ss read the texts in Activity 2 to
 recognize the imperative verbs and the connectors. Ask them to underline all the
connectors and circle all the imperative verbs.

6. Classify the imperatives from the

6. Have Ss complete each phrase to form a sentence. Ask Ss to identify all the
text in Activity 4 in the table.
imperative verbs and to classify them in affirmative and negative.

7. Complete the table with phrases p.46 & 47

7. T goes over the phrases with Ss and has them complete the table. To check
Class 30 from the box.
answers,T asks Ss to correct any mistakes.

8. Circle the best option.

8. Ask Ss to read the title and to tell you what the activity is about. Tell them they have
to complete the activity by choosing the best option. Go around the classroom and
give help where necessary.
Lesson 2
9. T asks Ss to open their Student Books to page 48. To have Ss order the sentences in
9.Number the instructions in order.
a logical sequence, go over the sentences with them. Have Ss complete the first one
Week 11 together. All Ready
I 10. Write a connector or phrase from
Student
the box in front of each instruction in
10. T goes over the connectors in the box with your Ss. Have them go over the Book 1
practice Activity 9.
instructions from activity 9 and write a connector or phase in the appropriate place.
p. 48
11. Compare your answers with a
11. T has Ss work in pairs to check their answers. Then T has some volunteers to write
Class 31 classmate.
the answers on the board.

Lesson 2 12. Ask Ss to open their Student Books to page 49. Tell Ss they have to complete the
12. Use this dictionary excerpt to
activity by looking up the phrase in the dictionary. Go around and give help if
complete the translation of the
necessary.
Week 11 phrase. All Ready
Student
I can 13. Have Ss work in pairs to compare their answers from activity 12. Monitor. Have
13. Compare your answers with a Book 1
some volunteers write the answers on the board.
classmate.
p. 49
14. Ask Ss to write the steps they followed individually. Have them edit their
14. Write the steps you followed to
Class 32 instructions. Monitor and help them to edit the instructions. Then have students
look up the word gear in Activity 12.
rewrite their instructions.

All Ready
I get 1. What dictionary do you use for 1. Ss answer the question on page 50 individually.
Student
Product 1 English class?
Book 1
ready 2. Have Ss discuss the questions in their groups.Find out your students’ opinions by
2. It is useful? Why or why not? asking a speaker from each group to share their answers with the rest of the class.
Week 11 p. 50

3. Work in groups of five.
4. Distribute in your group the actions
Class 33 I plan
to make the instruction manual.
5. What materials do you need? Make
a list.
3. Divide the class into groups of five students. Explain to Ss that they are going to
work on their first product of this unit: an instruction manual on how to use a Bilingual
Dictionary.
All Ready
Student
4. Tell Ss that they have to discuss and decide on the actions they have to perform to
Book 1
make the instruction manual. Explain to Ss that they have to open their Readers to
check some information about bilingual dictionaries.
p. 50
5. Ask Ss to make a list of materials they need. Go around the class and make sure
everybody participates in the activity.
Product 1 6. Draw the dictionary pages on a
white sheet of paper.
Week 12 7. Copy the entries into the correct
dictionary pages. Use alphabetical
order.
8. Choose two entries from Activity 7,
Class 34 one English-Spanish and the other
Spanish-English. Write them on a
white sheet of paper.
9. Draw lines to the different parts of
the entry and label them.
I do 10. Make a list of important symbols
and abbreviations in a bilingual
dictionary and write it down on a
different sheet of paper.
11. Write the instructions to find
translations and meanings in the
correct order in your manual.
12. Re-read to revise punctuation and
spelling.
13. Remove and/or add information
to improve the text.
14. Take all the sheets of paper and
staple them to make the manual.
All 15. Display your manual for others to
read.
ready to
share
6. Have Ss work in their groups from previous class. Ask Ss to open their Student Books
to page 50. Ask them to revise the different actions they will follow to write the
instruction manual. Explain to Ss that they have to draw the dictionary pages on a
white sheet of paper. Tell them that they can open their bilingual dictionaries. Have
them include both sections. Walk around the classroom and give help where
necessary.
7. Explain to Ss that now they have to copy the entries into the correct pages. Remind
them that it has to be the same way as in a dictionary: in alphabetical order.
8. Ask Ss to look at the dictionary entries in Activity 7. Have them choose an entry
from the English-Spanish section and another from the Spanish-English section. Then
ask Ss to write the entries on a white sheet of paper.
All Ready
9. Ask Ss to choose one of the entries and label it with its parts: entry, part of speech,
Student
translation, pronunciation, etc. Have Ss do the same with the other entry.
Book 1
10. Ask Ss to write the useful symbols and abbreviation on a separate sheet of paper
p. 50 & 51
for them to consult.
11. Ask to read different instructions from previous activities and the Reader chapter.
Help them to summarize their own version of the instructions on how to find a
translation. Monitor and check their dictionary pages.
12. Remind them that when they finish, they have to check the punctuation and
spelling of their summaries.
13. Have some students read their instructions out loud to the rest of the class and ask
other Ss to recommend improvements.
14. Finally, have Ss take all sheets of paper and staple them to make the manual.
Make sure the entire group have finished their manuals.
15. Ask the different groups to display their manuals in the classroom. Then have the All Ready
different groups read their manuals out loud. Finally, vote for the best manual.
Student
Book 1
 p. 51

Self-test

Week 12 All Ready

Ask Ss what they can do now that they couldn’t do at the beginning of the learning Student
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities Book 1
that they found especially helpful during the process of making the product.
p. 51

Class 35

Formal

assessment
All Ready
1. Look at the dictionary entries and
Week 12 Student
complete the parts of speech. Briefly, have Ss discuss their responses to the self-assessment in groups or with the
Book 1
rest of the class. Give positive feedback for their effort and progress.
2. Number the instructions in order.
p. 168

Class 36
 All Ready 1 Lesson Plan
Unit 2, Lessons 3 and 4
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Interpret and express Learning Environment: Product 2:
information published in diverse media
Familiar and Community Plenary

Specific Competency: Achievement (s): Identifies words used to link ideas. Detects speech register.
Writes expressions to produce opinions. Answers questions to express
Exchange opinions regarding the contents of a radio program opinions or points of view about the contents of an oral text. Expands main
ideas in an oral exchange.

Knowing about the Language:

Form of communication.
Structure of radio programs.
Speech registers.
CONTENTS

Speaking turns.
Repertoire of words necessary for this social practice of the language.
Connectors.
Verbs: modals.
Syntactic differences between British and American varieties: possessive constructions (e.g., Have you got a notebook?, Do you have a
notebook?).
Syntactic particularities of the English language: absence of relativepronoun.
Doing with the Language:

Understand the general meaning and main ideas: Predict the general meaning. Differentiate parts of a radio program. Recognize
sentences and expressions used by presenter and/or other participants. Identify the use of words to connect ideas. Determine the
relationship between sound effects and contents. Detect speech register. Distinguish behavior adopted by speakers to support meaning
construction. Write sentences used by the presenter and/or the participants. Define sequence of statements.

Exchange opinions regarding the contents: Answer questions to express opinions. Structure, write and read opinions. Formulate
questions about the content of a program. Include relevant details and interesting information in an opinion. Determine tone and
intonation of sentences. Establish rules and turns of participation for an exchange of opinions. Begin an exchange. Use expressions and
linguistic resources to ask for details and explanations.

Being through the Language:

Recognize the influence of media in everyday life.

Foster respect and attention towards the opinions of others.
Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

Lesson 3
All Ready
Student
Week 13 I know 1. Divide the class in groups of three. Ask Ss to open their Student Books to page 52. Book 1
Go over the questions with them. Ask your Ss to take turns asking and answering the
1. Answer these questions.
questions. Go around and listen to some of the students’ answers. Then have Ss join p. 52
Reading
another group to compare their answers. Find out the students’ preferences.
Reader p. 50-
Class 37 51

2. Listen to a radio program and
Lesson 3
match the questions to the answers.
Week 13 3. Listen again and circle T for True or
F for False.
I build
4. Underline the correct completion
for each sentence.
Class 38
5. Read the program’s scripts and
check the answers in Activity 1.
2. Ask Ss to open their Student Books to page 52. To establish subject matter and
intended audience, go over the questions with the students. Play the CD and have
students match the columns. Check the activity with the class.
All Ready
3. Ask Ss to open their Readers to pages 50-55 and ask them to mention the different
Student
parts of the program. To distinguish behaviors adopted by speakers to support
Book 1
meaning construction and speech register, ask Ss some questions about it and elicit
answers from the whole group. Ask Ss to open their Student Books to page 52. Play
p. 52 & 53
the CD and have SS circle the correct option.
CD Audio
4. Ask Ss questions about the radio program. Elicit answers from different Ss. Have Ss
track 08
open their Student Books to page 53, read the questions, and choose the correct
option.

5. Have them read the program’s script to check the answers to Activities 1-4.

6. Read the excerpt from another
Lesson 3 I think radio program. Circle the best option.
7.Work in pairs. Explain to your
classmate how you chose your
6. Ask Ss to open their Student Book to page 53. Have them read the text in Activity 5
All Ready
and underline the words that the host uses to welcome his guests. Have them also say
Student
how many participants take part in the program. Have Ss circle the best option.
Book 1
7. Divide the class in pairs. Ask Ss to take turns to explain to their partners why they
 answers.
8. Listen to the radio program and
Week 13
answer the questions.
9. Complete the table by comparing
characteristics of the two radio
programs.
Class 39
10. Check the characteristics that
make a radio program interesting for
teenagers in each pair of sentences.
chose their answers.
8. Tell your Ss that they are going to listen to a radio program. Ask them to read the
questions first. Then play the CD for Ss to answer the questions. Check answers with
the class. p. 54 & 55
9. Tell Ss that you are going to play the CD to listen to the radio program from the CD Audio
previous activity. Play the CD again and have Ss to complete the table. Have some Ss track 09
write the answers on the board.
10. Have Ss read the sentences. To promote self-reflection, have Ss answer the activity
individually. Check answers with the class.
 11. Read the scripts and find at least 11. Ask Ss to open their Student Books to page 56. Have them read the scripts and ask
All Ready
I one example of each of the them questions about them. Go over the scripts to identify words used to connect
Student
expressions. ideas and have Ss underline them. Ask Ss to complete the activity.
Book 1
Lesson 3 practice
12. Complete these sentences with 12. To identify words used to connect ideas, go over the words from the box with your
p. 56
words from the box. Ss. Have them complete the sentences with these words.
Week 14
13. Have Ss read the questions. Tell your Ss that they are going to listen to a new radio
13. Listen to another radio program All Ready
program. Ask them to take notes in their notebooks while they listen. Play the CD for
and answer the questions. Student
Ss to answer the questions. You may have to play the CD more than once.
Book 1
I think 14. Listen again and circle the best
Class 40 14. Have Ss read the statements. Play the CD from the previous activity again and have
option. p. 57
them confirm their guesses. Have the class read the answers out loud.
15. Complete the sentences with the CD Audio
15. Go over the words with Ss and make sure they understand them. Elicit one
words in the box. track 10
example with each of the words on the board and have Ss complete the sentences.

1. Write on the board: Ads. Ask Ss what the word means and where we can find ads. All Ready
Elicit answers from different Ss. Divide the class into groups of five and ask Ss to open Student
Lesson 4 I know 1. Discuss the question. their Student Books to page 58. Have Ss discuss the questions in their groups and give Book 1
reasons for their answers. Then have a speaker from each group share their answers
with the rest of the class. p. 58
Week 14
2. Have Ss read the questions and make sure they understand them. Pay special All Ready
attention to some features. Play the CD and have Ss answer the questions. Then ask Ss Student
2. Listen to the radio program and
to form groups of three and have them compare their answers. Finally, have different Book 1
complete the evaluation form.
I build groups read their answers.
Class 41 p. 58
3. Listen again and answer the
3. Have Ss read the questions. Tell them they are going to listen to the same program
questions.
again, and they are going to answer the questions. Then have Ss to compare their CD Audio
answers with a partner. track 09

Lesson 4 I think 4. Read these sentences and
underline the word in each that gives
a suggestion or advice.
Week 14
5. Read the sentences in Activity 4 and
answer the questions.
4. Ask Ss to open their Student Books to page 59 and have them read the sentences. All Ready
Ask them to continue in the same way. Refer them to the Glossary on page 159. Then Student
have Ss to complete the activity. Book 1
5. Ask Ss to go over the sentences from Activity 4 and analyze them. Have Ss write the p. 59 & 60
sentences on the board according to their degree.
 6. Listen to the people giving opinions
about a radio program. Circle P for
Positive opinion and N for Negative
opinion.
7. Work in pairs. Take turns reading
Class 42 the opinions in Activity 6 using the
appropriate intonation.
8.Complete the sentences with
positive or negative.
6. Go over the instructions in this activity with the Ss. Have them read the sentences
and ask them to go to their Glossary at the back of the book if they have any
vocabulary questions. Play the CD. Have your Ss pay attention to the way people talk
in the audio. Play the recording again for Ss to complete the activity.
CD Audio
7. Have Ss work in pairs. Explain to your Ss that they have to read the opinions in
track 11
Activity 6 out loud to a partner.
8. Call Ss’ attention to the box and have them complete the ideas. Tell them that they
can use their dictionaries to check the meanings of words they don’t know. Ask two Ss
randomly to read the answers.
Lesson 4
9. Match the questions to the
answers.
Week 15
10. Write the words in the box in
I practice
the correct columns in the table.
11. Complete the conversation with
the appropriate words and phrases
Class 43
from the table in Activity 10.
12. Complete the organizer with the
main characteristics of a radio
program.
Lesson 4
13. Listen to the radio program and
complete the table.
Week 15
14. Complete the sentences with
I can your own opinions of the program
in Activity 13.
15. Write your own opinions of
Class 44
Teens Ask.
16. In groups of five discuss your
opinions. When you finish, present a
conclusion to the rest of the class.
I get ready 1. Think of two or three radio
Product 2 programs that you know and
complete the form.
Week 15 2. Decide on the duration of the
plenary.
I plan
3. Work in groups. Choose one
program for everyone to listen to.
9. Divide the class into pairs and let Ss ask the questions to their partners. Have Ss
open their Student Books to page 60. Have them match the questions to the answers.
All Ready
10. Go over the words in the box with your Ss. Explain that they have to complete the
Student
table with these words. Tell them that they have to read the different sentences from
Book 1
left to right and give them plenty of time to complete the activity.
p. 60 & 61
11. Have Ss read the dialogue. Tell them that they have to complete it with words from
the box in activity 10. Check answers with the class by writing the missing words on the
board.
12. Ask Ss to open their Student Books to page 62. Have Ss to complete the organizer
of a radio program. Explain if they do not remember the name of the main features.
13. Play the CD once and ask them to write the words or ideas on the board. Ask Ss to
read the instructions of the activity. Play the CD a second time and let Ss complete the
All Ready
table. Tell them to use the words and ideas on the board if necessary.
Student
Book 1
14. To compose and write opinions to support their oral production, including relevant
details and interesting information in an opinion, have Ss complete the sentences with
p. 62 & 63
their own opinions of the program.
CD Audio
15. Ask Ss to open their Student Books to page 184 and look at track 10. Have them
track 10
read the audio and go through the previous activities to gather information to write.
16. Divide the class in groups of five. Ask Ss to share their opinions about the program
they have just listened to and establish the rules of participation for an exchange of
opinion.
1. Ask Ss to open their Ss Book to page 64. Explain that they are going to participate in
a plenary about radio programs, and ask them to decide about what programs they will
be talking about. Tell them they have to choose two or three different programs and fill All Ready
out a table. Let them complete the table individually. Student
Book 1
2. Divide the class into groups of four or five. Tell Ss that first they have to complete
the information they included in their tables from the previous stage and then they p. 64
have to decide on the duration of the plenary.
3. Tell Ss they have to choose one program from the table in Activity 1 for everyone to
 I do 4. Establish the turns and the listen. Remind them that they should complete their table with as much information as
duration of each participation. possible.

Class 45 5. What materials do you need? 4. After all the groups have decided on the duration of the plenary, have Ss establish
Make a list. the turns and the duration of each participation.

6. After you listen to the program, 5. Now that Ss know how the plenary will go, they should consider the materials they
 I do 7. Have Ss open their Student Book to page 65. Ask them to write their opinions about
Product 2 7. In your group, practice and check
the program on a different piece of paper. They have written or given their opinions in
your opinions. Correct any errors in
different activities throughout the unit. Then ask your Ss to correct any mistakes and to
your sentences.
Week 16 rewrite their sentences. Revise that the sentences are understandable. All Ready
Student
8. Discuss the programs in a plenary.
All ready 8. Go over the procedure with Ss. Ask them to establish the rules and turns for the Book 1
Follow the procedure below.
exchange of opinions.
to share p. 65
9. Pay attention to the interventions
9. Tell them that everybody has to pay attention to their classmates’ interventions and
Class 46 of others and ask questions to
ask questions to clarify or obtain more information. Foster respect and attention
obtain further information.
towards the opinions of others.

Self-test Check the “I learn” box.

Week 16 All Ready

Ask Ss what they can do now that they couldn’t do at the beginning of the learning Student
I learn environment and listen to their responses. Encourage them to identify the activities Book 1
that they found especially helpful during the process of making the product.
p. 65

Class 47

All Ready
Week 16 Student
Formal 1. Complete the table with the
Book 1
expressions in the box. Briefly, have Ss discuss their responses to the self-assessment in groups or with the
assessment rest of the class. Give positive feedback for their effort and progress.
Class 48 p. 169
2. Match the columns.
 All Ready 1 Lesson Plan
Unit 3, Lessons 1 and 2
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Participate in Learning Environment: Product 1:

language games to work with specific linguistic
aspects. Literary and Ludic Forecast

Specific Competency: Achievement (s): Recognizes future verb forms within sentences. Classifies
sentences by the types of future verb form found in them. Compares sentences
Participate in language games to recognize and comprehend future tense in that express future situations to ones which express past and/or present
forecasts situations. Formulates and answers questions in order to understand forecasts.

Knowing about the Language:

Verb tenses: present, past, future (will, shall, be + going to).

CONTENTS

Sentence types.
Non-frequent or absent letter groups found in mother tongue. (e.g., sh, ll).
Conventional writing of words.
Punctuation: apostrophe.
Doing with the Language:

Check written forecast examples.Identify situations in which forecasts are made. Recognize topic, purpose and intended audience.
Distinguish graphic and text components.

Understand characteristics of the future tense. Listen to the reading of forecasts containing verb forms in future tense. Identify
sentences that express future situations and conditions, and their composition. Classify sentences according to the future verb form.
Complete sentences with words used in future situations and conditions. Compare sentences that express future situations to those that
express past and/or present situations. Answer questions formulated to create forecasts based on current situations.

Write sentences that express future tenses, in order to make a forecast. Write words that express future tense. Write questions about
future situations. Complete sentences with the future verb form. Arrange sentences in a sequence. Write down sentences to make a
forecast about a real or fictitious situation.

Being through the Language:

Promote feedback among classmates.

Show a good attitude to auto-evaluate possibilities and capacities.
Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

I know 1. Ask Ss to open their Student Books to page 68. Encourage them to predict first what
Lesson 1
they think the lesson will be about. Briefly discuss each of the games addressing the All Ready
1. Have you played these games? basic rules for each game and who plays them. 23-03-19 Student
Week 17 Book 1
2. What are your favorite types of 2. To use language as a means to promote recreational activities, discuss the differences
games? between board games, video games, card games, word games, guessing games, p. 68
I build playground games, etc. and elicit more examples from Ss. Invite volunteers to share the
3. Read the extract and answer the names of their favorite games with the class. Reader
questions.
Class 49 3. Divide Ss into small groups of four or five, and ask them to take turns reading the p. 59- 68
extract and answering the questions on page 69.

4. Read the sentences and classify

them in the organizer.
Lesson 1
5. Read the sentences and underline
the one that makes a prediction
about the future.
Week 17
I think 6. Listen to this extract from an
interview about video games and
match the person’s predictions
about the future.
Class 50
7. Look at the sentences in Activity 6
and answer the question.
8. Complete the rules.
4. Instruct Ss to open their Student Books to page 69. Read each of the statements out
loud to the class. To identify sentences that express future situations and conditions,
and their composition, ask Ss to work with a partner to classify them according to
whether they are past, present, or future. Monitor and check.
All Ready
Student
5. Ask Ss to repeat the same process from Activity 4 to identify the tense of each
Book 1
statement by analyzing the context of each one.
p. 69 & 70
6. Play the interview for the Ss and ask them to match the predictions according to what
they hear on the recording.
CD Audio
track 12
7. Ss look at the sentences in Activity 6 and answer the question.
8. Tell Ss to work in pairs and encourage them to use the information they discovered in
the previous activities to answer correctly. Check answers as a class.
 I 9. Ask Ss to open their Student Books to page 71. Ss complete the text using the correct
9. Complete the text using the
tense of the verbs.
correct tense of the verbs. All Ready
practice
Lesson 1 10. Instruct Ss to unscramble the words to write sentences about the future of gaming.
10. Write the sentences in the Student
They should be able to arrange the sentences sequence to express future situations.
correct order.
Have them work independently and check answers with a partner. Book 1
Week 17
11. Listen again to the interview and
11. Ask Ss to listen to the interview and complete the missing information. Monitor and
complete it.
check. p. 71 - 73
I can 12. Write three predictions about
12. Ss write three sentences from the interview on the previous page to express future
the future of video games. CD Audio
Class 51 tense.
13. Work in pairs. Discuss the track 12
13. Divide Ss into pairs. Then Ss compare predictions and discuss three more possible
predictions in activity 12 and add
advances or changes in gaming with their partners. Ss then add their new predictions to
three more.
their existing list. Monitor and provide individual help.
Lesson 1
14. Work with another pair and
Week 18
share your predictions about the
I can future of video games.
15. In groups, make a poster about
the future of video games.
Class 52
Lesson 2 I know 1. Do you read your horoscope? Do
you believe that horoscopes can
predict the future? Why or why not?
Week 18 I build
2. What is your sign?
3. What other things can you make
predictions about?
Class 53 I think 4. Read this text and answer the
questions.
5. Write two things that you will be
able to tell your friends after reading
Lesson 2
the text in Activity 4.
Week 18 6. Now listen to the weather
forecast and circle T for True or F for
I False.
practice 7. Read these sentences. What do
you notice?
Class 54
8. Write the correct sentence form
Activity 7 under each picture.
14. Tell pairs to join another pair to discuss their predictions. Propose several questions All Ready
for the new groups to consider. Monitor group discussions. Student
15. Ask Ss to open their Student Books to page 73. Have Ss work in groups of four. Tell Book 1
them to refer back to the components written on the board to guide them through the
creation process. Ss should present their posters to their classmates at the end of the
p. 73
class and give an informal explanation of their poster.
1 & 2. Ss discuss the questions with the entire class.
All Ready
3. Instruct Ss to look at the two pictures on page 74 of the Student Books and identify
Student
them as a cloudy day or a sunny day.
Book 1
4. Elicit whether the article is from a textbook, a newspaper, or a magazine. Ask Ss to
read the tips again silently and then elicit the things that can be observed. Have Ss go
over the article again, circle the things that can help people predict the weather, and p. 74
then underline the words that talk about weather. Monitor and check.
5. Ss read the article in Activity 4 again quickly and decide which two predictions they
will share with their friends.
All Ready
6. Before playing the recording, ask Ss to read the three statements in the activity. Student
Instruct them to listen to the forecast and to mark the answers in their Student Books. Book 1
7. Ss should be able to see that the first sentence uses the auxiliary verb will while the p. 75
second sentence uses is going to.
CD Audio
track 13
8. Now ask Ss to work with a partner to identify which sentence from Activity 7 best
describes the first photo and which sentence best describes the second photo. Check
answers together.
 9. To classify sentences according to the future verb form, ask Ss to open their Student
I practice
9. Look at the Activity 4 and Books to page 76. Instruct them to work with a partner to classify the underlined
Lesson 2
classify the underlined expressions from Activity 4 into the most appropriate category. Monitor and check
expressions. answers as a class.
Week 19 All Ready
10. Complete the rules. 10. Tell Ss to use their answers from the previous activity to discover the general rule Student
used for future expressions. Book 1
11. Match the sentences to their
meanings. 11. Now instruct Ss to use the rule from the previous exercise to match the two p. 76 & 77
sentences in this activity to their meanings.
Class 55 12. Match the two parts of the
conversations. 12. Ask Ss to work in groups of three. They should identify the subject of each sentence
to help them match the appropriate response.

13. Read this text and complete

the weather on the table. 13. To distinguish graphic and text components, instruct them to work with a partner to
fill in the table with symbols to indicate the weather predicted.
I can
14. Use the words in Activity 13 to
Lesson 2
complete the organizer. 14. Working as a class, Ss should complete the organizer using complete sentences.

Week 19 15. Read this two-day weather 15. Instruct Ss to work individually to draw the appropriate symbol next to each day’s All Ready
forecast and complete it with the forecast. Student
correct symbols. Book 1
16. Have Ss complete the table about the local weather for the next two days.
16. Write a two-day weather p. 77-79
forecast for the place you live in or 17. Ss work autonomously to compose an e-mail to a friend describing the forecast from
Class 56 a place you know. the previous activity. Design several scenarios as a class to provide the context of the e-
mail.
17. Write an e-mail to a friend
describing the two-day weather
forecast.

Product 1 1. Match the situations in the 1. First Ss individually match the situations in the present with those in the past. All Ready
I get ready present with those in the past. Student
2. Then Ss work in groups of three and select a subject to write about. Book 1
Week 19 2. Work in groups of three. Select
I plan a subject to write about. 3. Ss now work in their groups to make a list of the information they will include in their p. 80 & 81
setting.
3. Make a list of the information
you will include in the present 4. Ss should use their list from Activity 3 to create a column titled The Present on the left
 setting.
4. Brainstorm what the future
Class 57 setting will be like.
5. What materials will you need?
side of the paper. They should use the right side of the paper to make a second column
titled The Future.
5. It is time for Ss to make a preliminary plan for creating their forecast. They must
prepare a list of materials.
Product 1 I do 6. Write a description of the
6. Tell Ss to open their Student Books to page 81. Students write a description of the
current situation.
current situation using the list from Activity 4.

Week 20 7. Write your forecast about the All Ready

7. After Ss write their descriptions of the current situation they must rewrite it using
future. Student
future tenses.
Book 1
8. Work with another group. Read
All ready 8. Students switch forecasts with another group and perform peer edits.
your forecast aloud. p. 81
to share 9. The forecast should be displayed in a prominent place in the classroom to make the
Class 58 9. Place your forecast in a visible
display visually appealing.
place in the classroom.

Self-test
All Ready

Week 20 Student
Ask Ss what they can do now that they couldn’t do at the beginning of the learning
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities that Book 1
they found especially helpful during the process of making the product.

p. 81
Class 59

Product 1
All Ready

Week 20 1. Complete the predictions about Student

Formal the future of books.
Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest
Book 1
assessment of the class. Give positive feedback for their effort and progress.
2. Complete the sentences with
will or going to.
p. 170
Class 60
 All Ready 1 Lesson Plan
Unit 3, Lessons 3 and 4
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Read and Environment: Product 2:

rewrite informative texts from a particular field.
Academic and educational Charts of human body systems.

Specific Competency: Achievement (s): Answers questions in order to give a description. Structures
and writes sentences. Organize terms and descriptions into a table. Writes
Write notes to describe the components of different human body systems in a sentences in order to write notes. Verifies spelling conventions in order to edit
chart. notes.
 Knowing about the Language:

Graphic and textual components.

Text organization patterns.
Repertoire of words necessary for this social practice of the language.
Verb tense: simple present.
Determiners: demonstratives.
Nouns: with/without determiner, compound, countable/uncountable.
Verb forms: passive, past participle.
Adjectives: comparative and superlative.
Punctuation.
Doing with the Language:
CONTENTS

Select and check charts of human body systems. Examine distribution of graphic and text components. Recognize text organization.
Reflect on the use of images and/or illustrations. Identify topic, purpose and intended audience.

Understand information from reading out loud. Recognize description of components. Identify new words. Point out information.
Answer questions to describe components. Identify the graphic resources used to link components and descriptions.

Write notes to describe a chart. Complete sentences in order to describe components. Organize terms and descriptions on a table.
Rewrite simple sentences about descriptions. Determine the number of descriptions necessary in relation to images. Choose graphic
resources in order to link the text to images. Structure and write sentences.

Edit charts, with the teacher’s guidance. Check punctuation and spelling conventions. Mark and clarify doubts. Add or remove
information to improve a text. Adjust language in accordance to intended audience and purpose. Write final version.
Being through the Language:

Take the proper decisions to favor one’s self and one’s surroundings.
Reflect and act on one’s own and others’ physical well-being.
Promote respect and collaboration at work.
Notes
Lesson/ Lesson
Activities Procedures
Week/ Stages
&

Materials
 Class

Lesson 3 All Ready

1.What parts of the body or body
1. Tell Ss to open their Student Books to page 82. Ask them to identify the organs and
systems are these diagrams? Student
systems shown in the pictures and discuss what the purpose of each organ is.
Week 21 I know Book 1
2. What other parts of the body or
2. Ask Ss to work in groups of three and brainstorm other organs and systems.
systems do you know? p. 82
3. Ss will listen to Myslim explaining parts of the body to Pepe. As they should pay
3. Listen to the conversation and put a Reader
special attention to the body parts that are mentioned so that they can identify the
cross under the body part that is not
Class 61 I build body parts.
described. p. 72-81

4. Listen to Myslim and circle T for

True or F for False.
4. Ss take turns reading the four statements in the activity. Play the recording and tell
Lesson 3 Ss to circle the correct answer.
5. Which part of the body would you All Ready
like to visit? Student
5. Ask Ss to write down the part of the body that they would most like to visit.
Week 21 Book 1
6. Look at the diagram and complete
6. Invite Ss to look at the diagram and complete the parts of the digestive system.
the parts of the digestive system.
p. 83 & 84
7. Ss read the texts and write the parts of the body on the note pad.
7. Read the texts and write the parts
I think CD Audio
of the body on the note pad. 8. Elicit Ss to read the paragraphs in the last activity to answer the questions. track 14 &
Class 62
8. Read the paragraphs in Activity 7 15
9. Ss look at the sentences and complete them using the information from the
and answer the questions. previous activity.

9. Complete the sentences.

Lesson 3 10. Underline the verbs in each 10. Have Ss open their Student Books to page 85. Have Ss underline the verb in each All Ready
sentence. Then answer the questions. of the sentences. After Ss identify the verbs, answer each of the three questions as a Student
class. Book 1
Week 21 I 11. Complete the rules.
11. Elicit what the present tense is used for: facts and routines. Based on what the Ss
practice p. 85 & 86
12. Complete the information with a, saw in the last activity, they should have enough information to complete the rules as
an, or the. a class.

13. Circle the correct option. Then

Class 63 label the diagrams on page 178 in the
worksheets section.
14. Label the diagrams. Then
complete the text below with
information from Activity 13.
12. Ask Ss to work individually to read the information and fill in the missing words.
13. Have Ss to read the sentences silently; elicit the body part each sentences is about.
Then instruct Ss to work with a partner to choose the correct verb form in each
sentence. Then have Ss turn to page 178in the Worksheets section, and label the
diagrams in pairs. Monitor and check.
 15. Read the statements and circle T
for True or F for False.
Lesson 3
16. Complete this organizer with
Week 22 information about one of the body
systems in Activity 14.
I can
17. Make notes about the body
system in Activity 16.
Class 64 18. Find classmate that made notes
about another body system and share
your information.
Lesson 4
I know 1. Name the parts of the body you
know.
Week 22
2.In pairs, label the diagram. How
many words did you remember?
3. Read Pepe’s textbook. Then match
Class 65 I build the sentences on page 90.
Lesson 4 4.Read the text in Activity 3 and
answer the questions.
Week 22 I think 5. Read the text again and find the
information.
6. Read the examples and match them
to the correct sentence.
Class 66 I
7. Circle the correct option.
practice
15. Tell Ss to open their Student Books to page 87. They have to read the statements
and say if the sentences are true or false.
All Ready
16. Have Ss choose a body system in Activity 14 and individually complete the
organizer. Student
Book 1
17. To complete sentences in order to describe components, instruct Ss to select
information from the Student Book and the Reader.
p. 87
18. Tell Ss to stand up and walk around to find a classmate that made notes about
another body system and share your information.
All Ready
1. Tell Ss to write as many parts as they can in five minutes. When they have finished, Student
brainstorm their ideas and write them on the board.
Book 1
2. Ask Ss to label the diagram individually, when they have finished, ask them to work
in pairs and compare their answers.
p. 88 & 89
3. Ask Ss to open their Readers to page 76-77 and elicit whether it is a narrative or
informative text. Then have Ss open their Student Books to page 89. Have Ss write the readers
names of the bones/parts of the body next to the numbers on the board.
p.76-77
4. Tell Ss to silently read the extract from Pepe’s textbook again. Ask Ss to explain the All Ready
parts of the body positions and to write their answers and opinions in their Student
Books. Student
5. Ask Ss to work individually to answer the questions in activity 3. Encourage Ss to Book 1
answer in complete sentences.
p. 90 & 91
6. Elicit Ss to read the examples and match them to the correct sentence.
7. Using the information from the previous activity, Ss should be able to complete the
rule individually or with a partner.
8. Match the description to the 8. Have Ss match the descriptions to the pictures individually. Check answers as a
pictures. class.

Lesson 4 9. Group the parts of the body.
10. Label the parts of the body.
Week 23
11. Match the sentence halves.
I practice
Then complete them using the parts
of the body in Activity 10.
Class 67 12. Read the notes. Write the
complete sentences.
13. Listen to Myslim talk about the
Lesson 4 skeletal system and take notes
about the spine and the muscles.
Week 23 14. Listen again to Myslim and label
I can the diagram of the skeletal system.
15. Add information about another
body system.
Class 68
16. Work in groups. Complete the
information.
Product 2
I get ready 1. Write the system of the body and
two parts of the body.
Week 23
2. Work in groups. Select a system
in the human body.
I plan
Class 69 3. Search for information from
different sources.
4. Make a list of the information you
9. Instruct Ss to open their Student Books to page 92. Have Ss work in pairs and classify
the words into two groups. Monitor and check.
10. Nominate individual Ss to identify each diagram. Have Ss work in pairs to complete
All Ready
the labels.
Student
11. Now instruct Ss to use the information from the previous activity to complete the Book 1
sentences. Check answers as a class.
p. 92 & 93
12. Have Ss work in pairs and do a quick review of past tenses and past participles.
Have them work in pairs and complete the sentences from the notes. Monitor and
check.
13. To rewrite simple sentences about descriptions in a conventional manner, have Ss
listen and take notes;pause the CD if necessary. Ask them to get together in pairs and All Ready
compare their notes. Student
Book 1
14. To choose graphic resources in order to link the text and images, Ss listen again and
label the chart of the skeletal system.
p. 93
15. Ss add information about another body system.
CD Audio
16. Pairs work together to complete information about their body system, writing track 16
complete sentences about the labeled diagram.
All Ready
Student
1. Instruct Ss to open their StudentBooks to page 94 and write the name of the system
of the body and the parts of the body. Book 1
p. 94
2. Tell Ss to work in groups of three and have them to select one of the systems.
All Ready
3. Tell Ss that they will have to search for information from different sources. Student
Book 1
4. Elicits Ss to make a list of the information they will include.
p. 94 & 95
5. Ss decide the materials they are going to need to present this product.
will include.

5. What materials will you need?

Make a list.
 6. To select a chart to organize the information, have Ss select an appropriate chart,
6. Select a chart to illustrate the All Ready
Product 2 examine the distribution of the labels on the chart, and label the different parts of the
information about the body system. Student
I do body.
Book 1
7. Write notes to explain the
Week 24 7. To write notes to explain the components of the chart and use graphic resources, Ss
information in the chart. p. 95
should write notes to clarify information about the part of the body they selected.

All Ready
All ready Student
8. Display your chart for the class to 8. When teams have finished creating their charts, they should be shared with the rest
Class 70 Book 1
to share read. of the class and displayed in a prominent place in the classroom.

p. 95

Self-test

Week 24 All Ready

Ask Ss what they can do now that they couldn’t do at the beginning of the learning Student
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities Book 1
that they found especially helpful during the process of making the product.
p. 95
Class 71

Week 24
1. Look at the sentences and circle All Ready
Formal the correct words. Student
Briefly, have Ss discuss their responses to the self-assessment in groups or with the
Book 1
assessment rest of the class. Give positive feedback for their effort and progress.
2. Use the words to write complete
sentences. p. 171
Class 72
 All Ready 1 Lesson Plan
Unit 4, Lessons 1 and 2
School: SECUNDARIA “JOSE MA. Grade: 1st Group: A

MORELOS” # 22

Teacher: CARLOS GERARDO RODRIGUEZ NUÑEZ Week Dates:

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

Produce oral exchanges related to leisure situations
Familiar and community Interview

Specific Competency: Achievement (s): Recognizes the speakers and listeners behavior that supports
the construction of meaning. Requests clarifications. Writes sentences.
Exchange likes and dislikes in a dialogue. Formulates questions to clarify doubts. Anticipates the general meaning to
start a dialogue.
 Knowing about the Language:

Context clues.
Speech registers.
Topic, purpose and intended audience.
Structure of dialogues: opening, body and closure.
Acoustic features.
Sentence types.
Repertoire of words necessary for this social practice of the language.
Connectors.
Question tags.
Syntactic particularities of the English language: sentences using “like”, stranded prepositions (e.g., The man I talked to).
Syntactic differences between British and American varieties: collective nouns concordance.
Doing with the Language:
CONTENTS

Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal communication. Identify topic, purpose
and intended audience. Recognize situations in which likes and dislikes are shared. Identify leisure activities by name.

Understand the general meaning and main ideas in a dialogue.Anticipate the general meaning.Identify and compare forms for
expressing likes and dislikes.Establish sequence of statements.Identify words used to link ideas.Recognize behavior adopted by
speakers to clarify and confirm comprehension.Identify speech register.

Express likes and dislikes in a dialogue.Write sentences.Organize sentences in a sequence.Include details in main ideas.Express points
of view in favor and against.Use linguistic resources to confirm comprehension.Use non-verbal language.Recognize the appropriate
time to interrupt a speaker.Practice and follow rhythm, speed and pronunciation.Start a dialogue to express likes and dislikes about
leisure activities.

Being through the Language:

Use language to Exchange common interests.

Promote interpersonal relationships.
Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

All Ready

Lesson 1 Student

Book 1
Week 24 1. Have Ss open their Student Books to page 98. Ask Ss to identify the topic of the
1. What are these texts? What
reading and who they believe in the intended audience is. Try to elicit as much
I know are they used for?
vocabulary as you can from the Ss. p. 98

*Reader: Teenagers are the Future of the World.

Reader
Class 73

p. 85-94

Lesson 1 2. Listen to the conversation and 2. Have Ss listen to the conversation and number the following sentences in the order All Ready
number the following sentences in you hear them. Student
the order you hear them. Book 1
Week 24 I build 3. Tell Ss to listen again, write the name on the quiz, and then circle T for True or F for
3. Listen again and write the name False.
p. 98 & 99
on the quiz. Circle T for True or F
for False. 4. Tell Ss to listen one more time and write the expressions used to confirm that the
CD Audio
person understands.
track 17
Class 74 I think 4. Listen one more time and write
the expressions used to confirm 5. Have Ss read the sentences and circle the words that follow the verbs. What do these
that the person understands. words have in common? What is different?

5. Read the sentences and circle 6. Ss look at these sentences and answer the questions.
the words that follow the verbs.
What do these words have in
common? What is different?
 6. Look at these sentences and
answer the questions.
7. Underline the question that
requires a Yes or No answer. Circle
the question that requires you to
Lesson 1 give information.
8. Look at these sentences and
Week 24 answer the questions.
9. Complete the sentences.
10. Listen and check the
I practice
personality quiz for Ben.
Class 75
11. Complete Sissy’s personality
quiz results with and or but.
12. Complete the conversation.
13. Take the quiz. Check all the
Lesson 1 activities you like and find out
which category fits you best.
Week 25
14. Write a short paragraph about
I can you based on your quiz results.
Use Ben’s paragraph as a model.
15. Work in groups and discuss
Class 76 your likes and dislikes according to
the quiz in Activity 13. Ask follow
up questions.
Lesson 2 1. Who are these celebrities?
What do they do? What do you
I know think they like doing in their free
Week 25 time?
7. Asks Ss to go to page 100 and underline the question that requires a Yes or No
answer, and then circle the question that requires you to give information.
8. Read the questions and ask Ss to answer them by looking at the sentences. All Ready
Student
9. Have Ss to read the first sentence and elicit the answer from the class. Book 1
10. Tell Ss to complete Sissy’s personality quiz results with and or but. p. 100 &
101
11. Then ask them to complete Sissy’s personality quiz results with and or but on their
own, and later to check answers with the person next to them.
CD Audio
track 18
12. Follow up the previous activity by asking Ss if they share Sissy’s likes and dislikes.
Have different volunteers come to the front to complete the text with the information
they heard in the last activity.
13. Explain that they will take the quiz and that they should check all the activities they
like. Ss take the quiz, check all the activities they like, and find out which category fits All Ready
those best. Student
Book 1
14. Ask a student to read out loud Ben’s paragraph. Ss write a short paragraph about
them based on their quiz results, they can use Ben’’s paragraph as a model.
p. 102 &
103
15. Ask Ss to work in groups and discuss their likes and dislikes according to the quiz in
Activity 13. Ask follow up questions.
1. Ask Ss to open their Student Books to page 104. Give them time to look at the page. All Ready
Ask them to answer the questions. Student
Book 1
2. Ask Ss to pair up with the person sitting next to them. Then direct Ss’s attention to
the three boxes in the book. Play the CD. Tell them to listen to the conversation and p. 104 &
 2. Listen to the conversations and
I build
match the hobbies to the
celebrity.

3. Listen again and write the first then match the columns.
sentences used to start each
conversation. 3. Ss Listen again and write the first sentences used to start each conversation. 105

4. Label the parts of the 4. To get Ss to understand the structure of enunciation, ask Ss to read the conversation CD Audio
Class 77
conversation with words from the silently. Then explain the activity so Ss can label the conversation on their own. track 19
box.
I think 5. Have Ss look at the sentences and underline the reason given in each sentence. Then
5. Look at the sentences and circle the word that comes before the reason.
underline the reason given in each
sentence. Then circle the word
that comes before the reason.

6. Look at the questions. Circle the

open question. Underline the
question tag. 6. Ask Ss to open their Student Books to page 106 and look at the questions to circle the
Lesson 2 open question. After that underline the question tag. All Ready
7. Complete the following Student
sentences. 7. Give Ss to fill in the gaps on their own. Then have them check their answers with the
Week 25 Book 1
persons next to them.
8. Listen to the conversation and
p. 106 &
complete the sentences. 8. Ask Ss if they recognize the girl in the picture. Elicit what the listening might be about.
Help Ss anticipate the central sense of a conversation from known words and 107
9. Circle the opening and the expressions. Play the CD and fill in the blanks in pairs.
closing in the conversation in CD Audio
Class 78 I practice
Activity 8. 9. Ss have to circle the opening and the closing in the conversation in Activity 8. track 20

10.Role play the conversation with 10. Divide Ss into pairs to role play the conversation.
a partner.

Lesson 2
11. Match the following columns.
Week 26 12. Unscramble the questions.
13. Complete the following
I practice questions with questions tags.
14. Complete the sentences with
Class 79 information about you.
Lesson 2
15. Choose a celebrity and write
about his or her hobbies and free
Week 26 time. Explain why you like that
celebrity.
I can 16. Talk about your favorite
celebrity with your partner. Use
follow up questions and question
Class 80 tags.
Product 1 1. Check the activities you like
doing in your free time.
Week 26 I get ready 2. Work in pairs. Decide on a topic
for your interview.
3. Decide the time, place, and
duration of the interview.
Class 81 I plan
4. What materials do you need?
Make a list.
5. Compose the interview
questions and answers about likes
and dislikes (include follow up
11. Ask Ss to open their Student Books to page 108. Ask a volunteer to read the items
out loud, and then a different volunteer continues to read the column on the right. Have
Ss to match the two columns in pairs.
All Ready
12. To get Ss to practice questions tags, ask Ss to look at the word in the scrambled
Student
sentences. Write their opinions on the board, and then ask Ss to unscramble the
Book 1
questions.
13. Ask a student to read the instructions and have Ss do the activity in pairs. Check the
p. 108 &
answer and ask a student directly. 109
14. Give Ss a few minutes to complete the sentences individually, and then share their
answers.
All Ready
Student
15. Ask Ss to open their Student Books to page 109. Ss have to choose a celebrity and
write about his or her hobbies and free time. Explain why you like that celebrity.
Book 1
16. Then, in groups, Ss talk about their favorite celebrity with their partners. Use follow
up questions and question tags.
p. 109
1. Ask Ss to open their Student Books to page110.Have them look at the pictures and All Ready
check the activities they like doing in their free time.
Student
2. Ss work in pairs and they have to decide on a topic for your interview.
Book 1
3. Together decide the time, place, and duration of the interview.
4. Ss make a list of what materials they are going to need. p. 110
&111
5. Compose the interview questions and answers about likes and dislikes (include follow
up questions and question tags).
6. Check the questions and answers for spelling and grammar.
 I do
questions and question tags). 7. Decide who will be the interviewer and who will be the interviewee.

6. Check the questions and

answers for expelling and
grammar.
Product 1
7. Decide who will be the All Ready

Week 27 8. Practice the interview for Student

pronunciation and fluency.
All ready Ask Ss to open their Student Books to page 111, practice, and perform the interview in Book 1
front of the class.
9. Perform the interview.
to share
p. 111
Class 82

Self-test
All Ready

Week 27 Student
Ask Ss what they can do now that they couldn’t do at the beginning of the learning
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities that Book 1
they found especially helpful during the process of making the product.

p. 111
Class 83

Formal Formal 1. Complete the letter with words Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest All Ready
from the box. of the class. Give positive feedback for their effort and progress.
assessment assessment Student
2. Match the columns.
Book 1
Week 27
 p. 172
Class 84
 All Ready 1 Lesson Plan
Unit 4, Lessons 3 and 4
School: SECUNDARIA “JOSE MA. MORELOS” Grade: 1st Group: A

# 22

Teacher: CARLOS GERARDO RODRIGUEZ NUÑEZ Week Dates:

Social Practice of the Language: Understand and Learning Environment: Product 2:

express differences and similarities between cultural

Literary and Ludic Recital
aspects from Mexico and English-speaking countries.

Specific Competency: Read and sing songs in order to identify human values Achievement (s): Recognizes main ideas in songs. Formulates and answers

in English-speaking countries and Mexico questions about the treatment of information. Compares information using

known expressions. Sings verses and choruses of songs. Detects rhythm,

speed and intonation of songs.

 Knowing about the Language:

Topic, purpose and audience.

Text distribution: verses, stanzas and chorus.
Acoustic features.
Repertoire of words necessary for this social practice of the language.
Verb tenses: progressive forms, past.
Verb forms: past participle.
Antonyms.
Nouns: singular/plural, compound.
Punctuation.
Upper and lower case letters.
Doing with the Language:
CONTENTS

Check songs that reflect human values. Select songs based on key words. Recognize text distribution of songs. Determine topic and
intended audience.

Understand the general meaning and main ideas in songs. Anticipate content. Use diverse comprehension strategies. Clarify meaning
of words. Identify explicit and implicit information. Identify key words in stanzas and chorus. Distinguish language features.
Formulate and answer questions about the content. Compare how human values are expressed in songs of English speaking countries
and of Mexico.

Listen to and sing songs. Recognize combination of words and the sounds they represent. Detect rhythm, speed and intonation. Follow
the chorus and recite the lyrics. Write down verses and/or chorus. Sing songs with and without the help of written lyrics.

Being through the Language:

Appreciate songs as a reflection of emotions, feelings and nature.

Show interest in other peoples and cultures.

Promote collective efforts in a cultural expression.

Lesson/ Lesson Activities Procedures Notes

Week/ Stages
 &
Class
Materials

Lesson 3 All Ready

1. Have Ss to open their Student Books to page 112 and tell them to look at the
Week 28 pictures. Ask them if they know the names of the instruments and if anyone plays any Student
I know 1. Unscramble the names of these of them. Tell Ss to work with the person next to them and unscramble the names of Book 1
instruments. each instrument. p. 112
Reading *Have Ss to open their Readers to page 98. Ask Ss to read the chapter. When they Reader
Class 85 finish, ask for their opinions. p. 98-107

2. Read the song title and discuss
what the song will be about.
3. Use your dictionary to clarify the
Lesson 3 meaning of these words.
Week 28 4. Listen to the song and underline
the best option.
5. Listen again and number the
I build
pictures in the order you hear them.
Class 86 6. Read and recite the lyrics. Then
sing along.
7.Look at the parts of the song and
circle T for True of F for False for
the statements below.
Lesson 3 8. Read the lyrics and underline the
verbs in the past tense.
2. Ask Ss to open their Student Books to page 112. Have Ss read the title and discuss
what the song will be about.
3. Ss review the vocabulary words.Ask Ss to decide what type of words they are and
give them opinions. Then have them look up the words in the dictionary. Remind Ss
they can clarify the meaning of words by using the dictionary at the back of their
books. All Ready
Student
4. Tell them to read the lyrics of the song in pairs and find out the main idea. When
Book 1
they have finished the song they may imagine what the song will be like. Now play the
CD. To finish, have Ss answer the four questions in activity 4.
p. 112-115
5. Ask Ss to look at the pictures to become familiar with the art work. Play the CD again
and have Ss work in pairs with the classmate behind them to number the pictures in CD Audio
order. track 21
6. Lead Ss and recite the lyrics for the whole song out loud as a class.Remind Ss to use
their whisper voice in the correct parts of the chorus.
7. Ask Ss to think about the meaning of verse and choir. Clarify that chorus is part of
the song while choir is a group of singers. Finally, have volunteers read the three true
or false questions. Play the CD and ask Ss to share their answers.
8. Ask Ss to open their Student Books to page 115. Have volunteers read the All Ready
instructions. Tell Ss to underline all the verbs in past they can find. Student
 9. Encourage Ss to look at these verbs from the song. Circle the regular ones and
9. Look at these verbs from the
explain how you know they are regular.
song. Circle the regular ones and
explain how you know they are
10. Have a volunteer read the instructions. Then read the first sentence and elicit the
Week 28 regular.
answer. Tell Ss to fill in the blanks according to the song lyrics.
Book 1
10. Read the lyrics and write the
I think 11. Have Ss look at the diagrams. Ask them to work in pairs and have a volunteer read
words that follow was/were in
the first sentence and match it with the corresponding diagram. Then Ss match the p. 115 &
these sentences.
rest of the sentences individually. 116
Class 87
11. Match the sentences with the
12. TellSs to read the rules in the box. Give Ss a couple of minutes to complete the
corresponding diagram.
sentences. Check general comprehension by asking Ss different examples.

12. Complete the rules.

13. Label the parts of the following
song using words from the box.
Lesson 3 I practice
14. Listen and write the verbs in the
past tense.
Week 29
15. Choose five verbs in the past
tense from the song and play bingo.
16. Write your own verse for Top
Secret Mission.
Class 88 I can
17. Work with a partner and sing
the verses you wrote in Activity 16
using the Top Secret Mission music.
13. Ask Ss to open their Student Books to page 116 and take a look at the song. Then
read the first verse. Ask Ss to read the next part of the song and ask again what part it
is. Finish the exercise in this same way until Ss have labeled all the parts.
All Ready
Student
14. Challenge them to see if they remember what goes in the blanks without looking at
the lyrics. After that, play the CD so Ss can check their answers. Book 1
15. Ask Ss to choose five verbs in past from the song and fill their bingo card. Then Ss p. 116 &
play Verb bingo. The first student to cross out all his or her verb wins. 117
16. In pairs, tell Ss to write their own verse. Draw Ss’s attention to the fact that they CD Audio
need to be creative. track 22&
23
17. In this activity your Ss will perform their verses for the rest of the class. Don’t ask
them to come to the front of the class or stand up. Encourage Ss to memorize their
songs and to perform seating in their place without looking at the lyrics.

Lesson 4 All Ready

1. Number the musical genres in the
order you hear them.
Week 29 I know
2. Listen to the song. Complete with
words from the box.
3. Read the lyrics from Activity 2
1. Ask Ss to open their Student Books to page 118. First read the instructions. Have Ss Student
look at the pictures and elicit the gender they see on the page. Then play the CD so Ss Book 1
can number the pictures.
p. 118 &
2. Have Ss look at the lyrics of the song in pairs. Tell them to look at the words in the
119
box and check that Ss understand them. Then play the CD and have Ss complete the
 I build
Class 89 and answer the questions.
4. Check the instruments used in
the song.
5. Work in groups of three. Make
and answer questions about what
6. Circle the words that describe
feelings in the song lyrics in Activity
Lesson 4 2.
7. Which feelings are opposites?
Week 29
8. Work in pairs and make a list of
values you find important besides
I think friendship.
9. Complete the sentences.
Class 90
10. Guess the hidden word.
11. Complete the sentence.
lyrics. CD Audio
track 24 &
3. Read the first question out loud, and then ask for volunteers to read the other two
25
sentences. Ask Ss to answer the questions and compare them with a classmate.
4. In pairs, ask Ss to choose the instruments used in the song in activity 2. Then elicit
the answers.
6. Ask Ss to open their Student Books to page 120. Ask for two volunteers to read the
instructions, and then ask them to go back to page 118 to circle the words that
describe feelings. Do the first one with them and then ask them to do the same with
the person sitting next to them.
7. Elicit from Ss which adjectives express positive feelings, which ones express negative
All Ready
feelings, and why.
Student
8. Ask Ss to work in pairs and make a list of values they find important besides Book 1
friendship.
p. 120 &
9. Ask a volunteer to read the instructions and the two sentences. Then ask Ss to do 121
the exercise in pairs.
10. Tell Ss to look at the pictures. Ask Ss if they remember the names of the
instruments on page 119, because that is the key for this exercise.
11. Ask Ss to fill in the space with what they just learned about compound words.

12. Read the sentences with
Lesson 4 different intonations to express the
emotions in the box.
Week 30
13. Listen to the song and
complete.
I practice
14. Listen again and act out the
feelings as you hear them.
Class 91
15. Underline the compound nuns.
Then divide them on lines below.
16. Work in pairs. Complete the
organizer on page 179 in the
Worksheets section.
Lesson 4
17. Work in pairs to write an
Week 30 original song extract, write a verse
and a chorus.
I can 18. Practice singing your verse and
chorus using the music from your
favorite song.
Class 92
19. In small groups, discuss if it was
easy to share your feelings. Explain
your answer.
1. Listen to these song fragments
Product 2 and describe how they make you
feel.
I get ready
Week 30 2. Divide the class in groups. Each
group selects one song.
3. Check that you understand the
12. Ask Ss to open their Student Books to page 121. Ask a volunteer to read the
instructions. Then read the six words expressing intonation. Ss should pair up with the
person sitting next to them and practice saying the words. All Ready
Student
13. This activity should help them understand the lyrics and recognize combinations of
Book 1
words and sounds that represent the rhythm. Play the CD and have Ss listen to the
song and fill in the gaps.
p. 121-123
14. Play the CD one more time and encourage Ss to act out the words.
CD Audio
15. Ask Ss to read the instructions and then ask a volunteer to read the words out track 26
loud. Then, in pairs, underline the compound nouns. Then divide them on the lines
below.
16. Ask Ss to open their Student Books to page123 and to work in pairs. Then Ss
complete the organizer on page 179 in the Worksheets section.
17. Ss have to work in pairs to write an original song extract and write a verse and a All Ready
chorus.
Student
18. Then Ss can practice singing their verse and chorususing the music from their Book 1
favorite songs.
p. 123
19. To promote collective efforts in a cultural expression, get feedback from Ss.
1. Ask Ss to open their Student Books to page 124. Explain that you will play only the All Ready
first minute of some songs so Ss quickly react and describe their emotions for each Student
one. They must record their feelings in the space provided.
Book 1
2. Have Ss divide themselves into groups of four. Have each group select a leader and
p. 124 &
assign him or her responsibility to introduce their group’s song.
125
3. To understand the contents of the song, locate key words in the verses and chorus.
 I plan

contents of the song. Review important words from the songs on the board. CD Audio
I do track 27
4. Make a copy of the lyrics. Check 4. Ask Ss to take out a large, clean sheet of paper. Have Ss check their lyrics for
Class 93 unknown words and phrases in the accuracy by comparing their written version with the printed lyrics.
dictionary.
5. Guide the class and select a convenient place, date, and audience for the recital.
5. As a class, determine the place, Consider the resources of your school.
date, and audience for which the
song will be interpreted. 6. Play
8. Remind
eachSssong
that and
theyread
shouldtheprepare a program
lyrics out forwith
loud along the the
performance thatSs
music, asking can
to feature
follow
8. Read the lyrics along with the along. Ask Ss to mark their copies and indicate when there are pauses or special
music. rhythms made by joining or separating words or syllables. Give examples when
Product 2 9. Listen to the song in order to possible to reinforce changing rhythms and special intonation.
follow the rhythm. 9. By now, Ss should be more comfortable with their songs and able to relax and listen
Week 31 All ready All Ready
10. Intonate the song at the speed and enjoy their songs at the speed of the music.
Student
of the music. 10. To emphasize harder beats and special intonation, have Ss practice humming their
to share Book 1
11. Revise your pronunciation and song and show the differences with stronger and softer volume in their humming
intonation in English while singing. voices. p. 125
Class 94
12. Present the recital to the 11. Practice for the upcoming recital. Have Ss check their pronunciation and intonation
predetermined audience, in the one more time in preparation for their group’s recital at the assigned date.
planned place on the planned date. 12. Arrange the class by recital groups and make sure each student has their copy of
the lyrics. Enjoy the recital.
Self-test
All Ready
Ask Ss what they can do now that they couldn’t do at the beginning of the learning
Week 31 I learn Student
Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities
Book 1
that they found especially helpful during the process of making the product.
Class 95 p. 125

Formal Formal 1. Underline the best option. Briefly, have Ss discuss their responses to the self-assessment in groups or with the All Ready
rest of the class. Give positive feedback for their effort and progress. Student
assessment assessment 2. Write a word with opposite
Book 1
meaning.
Week 31
 3. Label the parts of the song. p. 173
Class 96
 All Ready 1 Lesson Plan
Unit 5, Lessons 1 and 2

School: Secondary # 22 Jose Ma. Morelos Grade: 1st Group: A

Teacher: Carlos Gerardo Rodriguez Nuñez Week Dates:

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

Produce texts to participate in academic event. Academic and educational. Exhibition about a science topic
Specific Competency: Achievement (s): Identifies and distinguishes types of sentences that express main ideas
Rewrite information to explain a graphic exhibition. within paragraphs, using previously established goals. Uses various strategies in order to
point out relevant information. Selects information in order to rewrite and paraphrase
sentences. Organizes sentences to make a paragraph. Points out and clarifies doubts in order
to edit notes.
Knowing about the Language:
Text organization patterns.
Repertoire of words necessary for this social practice of the language.
Composition of expressions.
Relative pronouns (e.g., who, that, which).
Connectives (e.g., because, as for, despite).
Verbs: modals, phrasal.
Verb forms: passive.
Differences between British and American variants: -l-/-ll- (e.g., canceled, cancelled, etc.).
Punctuation: period, colon, indentation.
Doing with the Language:
CONTENTS

Check a Science topic in diverse sources. Select illustrated texts about a scientific topic. Activate previous knowledge. Identify topic, purpose and intended
audience. Examine graphic and text components. Recognize textual organization.
Understand the general meaning and main ideas in diverse texts. Read texts from diverse sources. Anticipate the general meaning. Detect new words. Identify key
ideas in paragraphs. Distinguish the types of sentences used to express key ideas and back-up information. Use diverse strategies to point out relevant
information. Classify information based on purpose.
Rewrite information. Select previously classified information. Complete sentences with key ideas from a text. Add information to key ideas of sentences to
exemplify, support or enrich them. Formulate and write questions concerning the information in a text. Order words to construct sentences that answer
questions. Paraphrase sentences in order to rewrite them. Rewrite sentences. Order rewritten sentences to articulate them and form paragraphs. Choose
paragraphs to construct notes. Write notes to fill-in cards. Check cards to present a graphic exhibition.
Edit notes with the teacher’s guidance. Check the use of punctuation and spelling conventions. Mark and clarify doubts. Detect mistakes and correct them. Write
final version.
Being through the Language:
Show willingness to learn to learn.
Make efforts and dialogue to reach common goals.
Take action and favorable decisions about our environment.
Lesson/
Lesson
Week/ Activities
Stages
Class
Stage 1: 1. Decide if the following pictures
I know represent something that is good
or bad for the environment.
Lesson 1 2. Look at the pictures in Activity 1
and label them with the correct
Week 32
topic from the box.
3. Skim the text for the main idea,
Class 97 Stage 2: then Check the picture that best
I build represents the problem described.
4. Label the text in Activity 3 with
Now, Pollution, and Then.
5. Read the questions and circle
the best option for each one.
6. How do you think the ideas
talked about in the text in activity
3 have affected your community?
Lesson 1
7. Choose a phrase or word from
Week 32
each column to match and make
complete sentences.
Class 98 Stage 3: 8. Which words link the
I think information in the sentences in
activity 7?
9. Match the words to the
sentences they describe.
10. Read the text in Activity 3
again and write the verbs which
have two parts.
11. Do the verbs in Activity 10
have literal or non-literal
meanings? Check your answer in
Lesson 1
the Glossary on page 164.
Week 32
12. Look at the sentences and
Stage 4: circle the best option to complete
Class 99 I practice each one.
13. Choose a phrase or word from
each column to match and make
complete sentences.
14. Rewrite these sentences using
words from Activity 13.
Notes
Procedures &
Materials
1. Ask Ss to open their Student Books to page 128, ask them to identify what they can
see in the pictures. Then have them decide if they represent something which is good or
bad for the environment by drawing a happy or sad face next to the picture. Encourage All Ready
Ss to share their thoughts. Students
2. Read out the words from the box and check Ss understand meaning. Then read them
Book 1
out again and have Ss call out a corresponding picture number from activity 1. Then
have them label the pictures in their Student Book.
p. 128
3. Point to the pictures in Activity 3 and elicit what they can see. Read the rubric and Reader
elicit the meaning of skim. Tell Ss not to worry about understanding every word. Then p. 111-120
have skim the text and graphic components, have them skim the text and check the
picture it refers to. Check answer as a class.
5. Ask Ss to open their Student Books to page 129 and have them read through the questions in
Activity 5. Check for understanding. Explain that they are going to read the article in activity 3
again, but this time they need to read it more carefully in order to look for specific information to
answer the questions. Check answers.
6. Elicit from Ss how pollution and other points discussed in the article have affected their
community and their country. Then ask Ss what we are doing nowadays to help the environment
All Ready
and write down their suggestions on the board. Ask Ss to rank the problems in the order they Students
consider to be most serious. Book 1
7. Elicit from Ss what a noun is and have them give you examples. Have Ss look at Activity 7 in their p. 129 &
Student Books. Direct them to the first column and tell them to underline the final noun in each
130
sentence. Elicit which one refers to people. Remind them to look for the commas in the first part
of the sentences as this is a big clue. Then ask them to match the sentences with the relative
pronouns and the correct second part of the sentence. Monitor and check.
8. In pairs have Ss answer the question. Ask for volunteers to call out the answers.
9. Ask Ss to match each relative pronoun with the sentence it describes. Check answers as a class.
10. Ask Ss to open their Student Books to page, in pairs, have them find and write down as many
verbs as they can. Explain that there are some verbs which have a verb and preposition and that
these are known as phrasal verbs. Walk around and check Ss understand what they are looking
for.
11. Check Ss understand the difference between literal and non-literal meaning. Elicit which has a All Ready
literal meaning and which has a non-literal meaning. Tell Ss to look at the phrasal verbs and decide
Students
which ones have a literal meaning and which do not. Check answers.
12. Draw Ss´ attention to the Reflection Box and have them complete it. Check answers as a class.
Book 1
13. Ask Ss to open their book at page 131 and match the words from each column to make p. 130 &
complete sentences. Monitor and provide individual help if necessary. 131
14. Ask Ss to describe what they can see in the photograph in activity 14. Tell them to read the
first sentence and point out that here are many ways we can say the same thing. To paraphrase
sentences in order to rewrite them, ask Ss to rewrite the sentences, and encourage them to check
their answers with a partner before giving feedback to the whole class.
 Stage 4:
I practice 15. Complete the text with the
words from the box.
16. Unscramble the words to
make sentences that answer the
Lesson 1
questions.
Week 33
17. Rewrite the following
Stage 5: sentences. Use the relative
Class 100 I can pronouns in parentheses.
18. Read the text and make notes.
19. Use your notes to present the
information to a classmate.
Stage 1: 1. Look at the following
I know photographs. What do you think
are the causes of these problems?
2. What do you think the
situations shown in the
Lesson 2
photographs in Activity 1 were like
Week 33
before?
Stage 2: 3. Skim the text for the main
Class 101 I build ideas.
4. Read the text in Activity 3 again
and write T for True or F for False.
5. Read the text and answer the
questions.
6. Read the text in Activity 3 again
Lesson 2 and circle all the verbs you find.
Week 33 Stage 3: 7. Match the beginning of each
I think sentence to the correct ending.
Class 102 8. Read the text in Activity 5 again
and complete the following table.
15. Ask Ss to open their Student Books to page 132, refer Ss back to the reflection box
from activity 9 on page 130 and remind them when to use that, who, and which. Elicit
when we add a comma. Ss choose the correct word to fill the gaps. Check answers as a
class.
16. Ss unscramble the sentences in their books. Walk around and monitor. All Ready
17. Refer Ss back to the model in Activity 16 and have them work together to rewrite the Students
information to compose sentences. Check answers. Book 1
18. Have Ss turn to page 133 and explain that they will read a leaflet, and present the p. 132 &
main ideas. They will do this by taking notes and extracting only the most important 133
information.
19. Ask Ss to get into pairs, and using their notes from the previous activity, have them
take turns to try to reconstruct the text verbally without looking at it, but adding details
that their patterns give them.
1. Ask Ss to open their Student Books to page 134, ask them to look at the photographs.
Have them identify the problem in each photo and what they think causes the problem.
Encourage them to use full sentences.
2. Elicit how the situations were before. To help them, if necessary, write some key All Ready
words on the board. Students
3. Ask Ss to Skim the text and summarize each paragraph. Check answers. Book 1
4. Have Ss read the text in activity 3 again and answer the sentences in activity 4 as p. 134 &
either true or false. Monitor and check. 135
5. Tell Ss to skim the text on page 135 and tell you the main ideas. Then read the
questions with them to check the new vocabulary. Give them time to answer the
questions. Check answers as a class.
6. Ask Ss to open their Student Books to page 136 and read the text in Activity 3 again
and circle all the verbs they can find. All Ready
7. Tell Ss to work in pairs and match the beginning of each sentence to the correct Students
ending. Book 1
8. Ask Ss to read each paragraph and determine the main idea of each of them, then p. 136
direct Ss to the table and have them complete it.
 Stage 3: 9. Read the text in Activity 3 and
9. Ask Ss to open their Student Books to page 137, elicit connectors they already know
I think circle the connectors.
and have them look at the text and circle other connectors.
10. Complete the table with the
10. To sort information based on purpose, encourage Ss to make sentences using the
connectors from the text in Activity
connectors they found in the previous activity. Then elicit which column they go in,
3. All Ready
Lesson 2 and have Ss complete the table in activity 10.
11. Complete the sentences with
11. Encourage the class to make some sentences about their classmates using and, as Students
Week 34 words from the box.
well as, and also. Ss complete the sentences in their Ss Books with the correct Book 1
Stage 4: 12. Look at the sentences and
connector. Monitor and check. p. 137 &
Class 103 I practice choose the best option to complete
12. Have Ss read the sentences in Activity 12 and choose the correct words to 138
them.
complete the gaps. Check answers.
13. Look at the diagram and write
13. Have Ss look at the diagram and write sentences about the process.
sentences about the process.
14. Ask Ss read the text and write MI for Main Idea or SI for Supporting Idea. Check
14. Read the text and write MI for
answers.
Main Idea or SI for Supporting Idea.
15. Work in pairs and discuss the
15. Ask Ss to open their Student Books to page 139, explain Ss they are going to listen
questions.
to an organic farmer talk about his farm. Tell Ss to look at the table, encourage them
16. Listen to the interview with an
to think about the information they will hear before they listen.
organic farmer and take notes. All Ready
16. Play the CD and tell them to take notes under distinct headings. Play the CD a
Lesson 2 17. Use your notes from Activity 16 Students
second time and have Ss write notes on their own. Check answers and write any new
to write a paragraph about the
Week 34 Stage 5: vocabulary on the board. Book 1
process.
I can 17. Ask Ss to use their notes from Activity 16 to write a paragraph about the process. p. 139
18. Listen to the interviewer again
Class 104 Ask Ss to read their answers out loud to the rest of the class. CD Audio
and add more information to each
18. Play the CD again and tell Ss to listen to the interviewer again and add more track 28
stage.
information to each stage.
19. Fill in this index card for one of
19. Have Ss Fill in this index card for one of the stages. They can add notes and
the stages. Add notes and
illustrations. Monitor and check.
illustrations to help you.
Stage 1: 1. Look at the list of topics and
I get ready check the two you feel most
Stage 2: interested in. 1. Ask Ss to open their Student Books to page 140. Tell them to look at the list of topics
2. Work in pairs and discuss the and choose the two they feel most interested in.
I plan
reasons for your selection. Decide 2. Encourage Ss to share their decision from Activity 1 with the class, and try to give
Product 1 on one topic to research. reasons for why they choose those topics. Divide Ss into pairs and have them decide
Week 34 3. Decide on the sources of on a topic to research together. All Ready
information you will use to do your 3. Ss decide on the sources of information they will use to do their research.
Students
research. 4. Write presentation on the board and elicit materials Ss may wish to use for their
Class 105 4. What materials do you need? presentation. Ss decide on the materials they will need for their presentation.
Book 1
Stage 3: Make a list. 5. Ss may use the organizer on page 180 in the worksheets section to make notes p. 140
I do 5. Use the organizer on page 180 in about the information researched.
the worksheets section to make 6. Have Ss write three main ideas and three supporting ideas, when they finish, elicit
notes about the information connectors and their uses. Have them insert the appropriate connector between the
researched. main and supporting ideas.
6. Write three main ideas and three
supporting ideas.
 Stage 3: 7. Put your information together in
I do a paragraph. Remember to use the
passive and connectors. 7. Ask Ss to open their Student Books to page 141. They may put their information
8. Check the spelling and together in a paragraph. Tell the Ss to remember to use the passive and connectors.
punctuation. Correct any mistakes. They can exchange their work with a classmate for peer editing.
Product 1 9. Use index cards to make simple 8. Ask Ss to check the spelling and punctuation. Correct any mistakes. They can All Ready
notes for reference about your exchange their work with a classmate for peer editing.
Week 35 Students
Stage 4: paragraph. 9. Remind them to use index cards to make simple notes for reference about their
10. Add simple sketches to the paragraph.
Book 1
All ready
Class 106 index cards to help you remember 10. Ask Ss what they can see in the picture and go through their cards and the p. 141
to share
the information. Look at the information and draw corresponding illustrations to provide a graphic presentation.
example provided. 11. Tell Ss that they are now going to present their research project to the rest of the
11. Use your index cards to present class, tell them that they can use their index to present the information.
the information to the rest of the
class.
Self test All Ready
Ask Ss what they can do now that they couldn´t do at the beginning of the learning
Week 35 Students
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities
that they found especially helpful during the process of making the product.
Book 1
Class 107 p. 141
Formal
All Ready
assessment Formal 1. Unscramble the words to make
Briefly have Ss discuss their responses to the self-assessment in groups or with the rest Students
Week 35 assessmen sentences.
of the class. Give positive feedback for their effort and progress. Book 1
t 2. Circle the best option.
p. 174
Class 108
 All Ready 1 Lesson Plan
Unit 5, Lessons 3 and 4
School: Grade: 1st Group:

Teacher: Week Dates:

Social Practice of the Language: Interpret and express Learning Environment: Product 2:
everyday life instructions.
Familiar and community Oral warnings

Specific Competency: Achievement (s): Adjusts volume, tone and intonation to emphasize warnings.
Understands conditional and non-conditional warnings. Requests information
Understand and express specific warnings of public places. to confirm the understanding of warnings. Indicates causes and effects of
warnings. Associates warnings to particular situations.
 Knowing about the Language:

Acoustic features.

Conditionals (e.g., If there is an emergency…, you must…).

Verb forms: imperative.

Connectors.

Sentence types.

Repertoire of words necessary for this social practice of the language.

Lexical differences between British and American variants (e.g., car, park, parking lot; motorway, freeway).

Doing with the Language:

CONTENTS

Check warnings relative to public places. Identify topic, purpose and intended audience from previous knowledge. Recognize situations
and public places in which warnings are communicated. Distinguish speakers’ attitudes and turns of participation. Identify volume,
intonation and tone. Understand the general meaning and main ideas of warnings. Listen to warnings particular to public places.
Anticipate the general meaning. Establish the reason for some warnings. Distinguish between conditional and non-conditional
warnings. Determine sequence of statements (e.g., description, instruction). Relate warning statements to their written form. Identify
speech register.

Express warnings particular to public places. Organize sentences into a sequence. Use non-verbal language to aid the elaboration of
warnings. Use strategies to emphasize meaning. Express causes and effects of warnings. Paraphrase the message of some warnings.
Express warnings particular to public places

Being through the Language:

Use language to prevent problems and respect social norms.

Assume responsibilities in society.

Recognize cultural differences in social norms.

Lesson/ Notes
Lesson
Week/
Activities Procedures
&
Stages
Class Materials

Lesson 3 All Ready

1. Ask Ss to open their Student Books to page 142. Tell Ss to check the signs that are in Student
1. Check the signs that are in your
Week 36 I know their community. Book 1
community.
2. Ask some volunteer to read out loud the questions: Why do different places use signs p. 142
2. Why do different places use
like these? How do signs help us? And answer in their Student Books.
signs like these? How do signs help
Reading us? Reader
Class 109
p.

Lesson 3 3. Look at the pictures and predict 3. Ask Ss to open their Student Books to page 142. Ask Ss to look at the pictures and All Ready
what each situation is about. predict what each situation is about. Student
Book 1
Week 36 I build 4. Listen to the information and 4. Tell Ss to listen to the information and number the situations in Activity 3 in the order
number the situation in Activity 3 they hear them.
p. 142 &
in the order you hear them.
I think 5. Have Ss listen to the information again and write who gives the following instructions.
143
5. Listen to the information again
6. Ask a volunteer to read the question: Why do you think the instructions in Activity 5 CD Audio
Class 110 and write who gives the following
instructions. are necessary? Ss answer in their notebooks. track 29

6. Why do you think the 7. Elicit Ss to read the text. Tell them to circle the words that express cause and
instructions in Activity 5 are underline the effects.
necessary?
8. Tell Ss to complete the table with examples that demonstrate the rules.
7. Read the text. Circle the words
that express cause and underline
the effects.

8. Complete the table with

examples that demonstrate the
 rules.
9. Match the signs to what they
9. Ask Ss to open their Student Books to page 144. Invite Ss to look at the pictures and
tell us to do.
match the signs to what they tell us to do.
Lesson 3
10. Look at the sentences and
10. Elicit Ss to look at the sentences and choose the best option(s) to complete each one. All Ready
choose the best option(s) to
Week 36 complete each one. Student
11. Tell Ss that they are going to classify the following signs. Then tell them that they
have to add one more sign to each category. After that, ask them to answer the next Book 1
11. Classify the following signs.
I practice question: What do you notice about the colors?
Then add one more sign to each p. 144 &
category. What do you notice 145
12. Ask Ss to look at the words and then, in pairs, to unscramble the words to make
Class 111 about the colours?
sentences. They can check with other pairs.

12. Unscramble the words to

make sentences.
 13. Rewrite these sentences using
the connectors from the box.
I practice
14. Complete the sentences and
Lesson 3
match them to the correct signs.
What colour are they?
Week 37
15. Work in pairs. Answer the
following questions.
16. Complete the table. Then draw
one more symbol in the last
Class 112
column and complete the
I can information about it.
17. Work in pairs. Share tables and
compare notes.
1. Work in pairs. Discuss the
following question.
I know 2. Match the warning signs to the
places in Activity 1.
Lesson 4
3. Listen to the extract and
number the signs you hear
Week 37 mentioned in the correct order.
4. Listen to the police officer talk
about the Highway Code and write
down the information you hear
I build
about the following signs.
Class 113
5. Listen to the police officer again
and number the information in the
correct order.
6. Listen to the police officer again
and circle T for True or F for False.
13. Ask Ss to open their Student Books to page 145 and look at the words in the box, you
can ask for some examples of their use to confirm Ss’s comprehension. Then Ss rewrite
these sentences using the connectors.
All Ready
14. Invite Ss to look at the pictures on page 146 and work in pairs to complete the
Student
sentences and match them to the correct signs.
Book 1
15. Tell Ss that they will continue working in pairs to answer the questions presented.
p. 145-147
16. Now Ss have to complete the table. They need to draw one more symbol in the last
column and complete the information about it.
17. To finish, Ss continue working in pairs to share tables and compare notes.
1. Ask Ss to open their Student Books to page 148. Have Ss work in pairs. Discuss
question. Ask for some volunteers to read their answers out loud.
All Ready
2. Tell Ss to look at the pictures and match the warning signs to the places in Activity 1. Student
Book 1
3. Play the CD so Ss listen to the extract and number the signs they hear in the correct
order. Play the CD again if necessary.
p.148 &
4. Now explain Ss that they are going to listen to the police officer talk about the 149
Highway Code, and they have to write down the information they hear about the signs.
CD Audio
5. Play the CD again so Ss listen to the police officer again and, in pairs, number the track 30 &
information in the correct order. 31
6. Tell Ss they are going to listen one more time to the police officer and to circle T for
True or F for False.
 7. Read thetext. Circle the words
7. Ask Ss to open their Student Books to page 150. Ask for volunteers to read each of
that express cause and underline
Lesson 4 the sentences out loud. Then ask them to circle the word if in each sentence and
the effects.
underline the verbs. They can check answers with a partner.
All Ready
Week 37 8. Read the sentences and circle
8. Ask new volunteers to read the sentences and, in pairs, they have to circle the best Student
the best option to complete each
I think option to complete each one. Book 1
one.
9. Explain what modal verb is and the differences with infinitives. Then ask Ss to p. 150 &
9. Underline the modal verbs and
underline the modal verbs and circle the infinitive verbs. 151
circle the infinitive verbs.
Class 114
10. Ss are going to look at the words from the box and then complete the sentences with
10. Complete the sentences with
words them.
words from the box.
 11. Match the beginning of each
sentence to the correct ending.
Lesson 4
12. Unscramble the words to
make sentences.
Week 38
13. Write warnings for these
public places.
I practice
14. Read the text and find words
Class 115 related to each topic to add to the
organizer. Look back through the
unit to add more words. Use the
Glossary on page 165.
15. Rewrite these warnings.
Lesson 4
16. Work in groups. Make notes
about the different ways that you
Week 38 can contribute to making a better
society. Think of signs and
warnings needed.
17. Write warnings using the notes
I can
from Activity 16.
Class 116
18. Share the warnings with the
rest of the class.
Product 2 1. Write one sentence about what
you have learned about the
following things.
Week 38 I get ready
2. Work in pairs and choose two
things from the list above. Write
two appropriate announcements
of warnings for them.
11. Ask Ss to open their Student Books to page 151. Then ask them to match the
beginning of each sentence to the correct ending.
12. Ss need to look at the words, and then tell them to unscramble them to make All Ready
sentences. Student
Book 1
13. Ask Ss to look at the pictures. Ask some volunteers to describe them, then tell the Ss
that they need to write warnings for these public places. p. 151 &
152
14. Read the text out loud and tell the Ss to find words related to each topic to add to
the organizer. They can look back through the unit to add more words and invite them to
use the Glossary on page 165.
15. Ask Ss to open their Student Books to page 153. Ask Ss the meaning of must, have
them remember when they use must and find the expression that means the opposite,
Tell Ss to look at the sentences and ask them what they mean. Ask them to underline the
words which express obligation; ask what word we can use to replace them. Then have
them to paraphrase the three warnings. All Ready
Student
16. Tell the Ss to work in groups to make notes about the different ways that they can Book 1
contribute to making a better society. Think of signs and warnings needed.
p. 153
17. Write warnings for the situations discussed in Activity 16 using appropriate language
for their audience.
18. Tell the Ss to share the warnings with the rest of the class.
1. Divide the class into pairs and tell them to look at the topics on page 154 of their All Ready
Student Book. Ss then write a sentence about each of the things listed in their Student Student
Books. Book 1
2. Tell the Ss to work in pairs and choose two things from the list above. Now they are
p. 154 &
going to write two appropriate announcements of warnings for them.
155
 I plan

Class 117 3. What materials do you need? 3. Ss decide what materials they are going to need to create their oral announcements.
Make a list.
I do
4. Explain the importance of using comma between the two parts of a sentence in
4. Check the spelling and conditional sentences. Ss check the spelling and punctuation, correct any mistakes.
punctuation, correct any mistakes.
 5. Draw graphics to accompany
your announcements.

I do 6. Practice presenting your

Product 2 announcements with the 5. Ask Ss to open their Student Books to page 155. Ask Ss to draw graphics to accompany
information in the correct order. their announcements. All Ready
Point to the pictures at the
Week 39 Student
appropriate times. 6. Ask Ss to practice presenting their announcements with the information in the correct
Book 1
order.
7. Use your pictures to present
All ready your information to the rest of the 7. Tell the Ss to use their pictures to present their information to the rest of the group. p. 155
group.
to share 8. Ss should vote on the announcements. Decide on which they thought was the most
Class 118
8. Vote on the announcements. creative, the most informative, and the best presented.
Decide on which you thought was
the most creative, the most
informative, and the best
presented.

Self- test

Week 39 All Ready

Ask Ss what they can do now that they couldn’t do at the beginning of the learning Student
I learn Check the “I learn” box. environment and listen to their responses. Encourage them to identify the activities that Book 1
they found especially helpful during the process of making the product.
p. 155
Class 119

Formal Formal 1. Identify the types of warning. Briefly have Ss discuss their responses to the self-assessment in groups or with the rest All Ready
Write C for Caution, P for of the class. Give positive feedback for their effort and progress. Student
assessment assessment prohibition, I for Information, and Book 1
S for Safety.
p. 175
2. Match the warnings to their
meanings.
Week 39

Class 120