All Ready Lesson Plan Unit 1, Lesson 1: Lesson/ Week/ Class Lesson Stages Activities Procedures Notes & Materials

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

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

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

Class
I 8. Circle the best option 8. Draw Ss attention to the reflection box and ask them to circle the p.16
Lesson2 practice best option to complete the rules.
Week 3 9. Look at the conversation 9. Ask Ss to go over the conversation in Activity 4 to answer the
Class 7 questions. p.17
10. Ask Ss to listen first, without trying to complete the conversation
10.Listen to the conversation and to simply follow it in their books. Play the CD. Ask a few
Track07 comprehension questions to make sure that Ss follow the
conversations. p.17
11. In pairs act out the conversation 11. Ask Ss to work in pairs and act out the conversation. T monitors
12. Choose the best option 12. Ask Ss to read the sentences and choose the best option to the class
complete them.
Lesson 2 13.Read the complaints and 13. Ask Ss to read the complaints and complete them. Check p.17
Week3 complete answers.
Class 8 I can 14.Change the sentences 14. Make sure Ss understand how to transform the main sentences
into a comparative and superlative form. p.18
15. Are these problems common..? 15. Have Ss look at the pictures and guess what the problem is in
each one. Ask Ss to suggest ideas to solve the problems. Ask for
volunteers to play the roles of A and B in each conversation.
16.Write a conversation 16. Explain to Ss that they have to complete the conversation by
writing a complaint related to that problem of the director of a health p.19
institution.
17.Act out the conversation 17. In pairs, ask Ss to practice the conversation, taking turns being
the director and the patient.
Stages Activities Procedures for: Telephone Complaint Voicemail Notes &
Product 1 Materials
Week 3 I get 1.Work in groups 1. Explain they are going to make a telephone complaint to an P.20
Class 9 ready 2. Write the names of the people institution of their choice and leave a voicemail with it. Ask them to
work in groups of three. Allow time for Ss to discuss and decide. Walk around
3.Decide on the types of services 2. Ask them to write the names of all the people in their group. the class and
4.Find as much related vocabulary 3. Ask Ss to think all the different services offered at the institution monitor
5. What materials do you need? and to think about which one they want to relate their complaint to.
4. Ask Ss to think of all the vocabulary they will need to express
their complaint. Have them make a list and refer to their
dictionaries.
5. Ask Ss to decide what materials they will need in order to
compose a telephone complaint voicemail. Have them make a list.
Product Lesson Activities Procedures Notes

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

beginning of the learning environment. Then have them answer
the I learn box on page 21. Give positive feedback for their effort
and progress.
Week 4 Self 1. 1. Go page 166 1. To self-asses go to page 166 and complete the checklist on
Class 11 evaluation page 6.
Wee 4 Formal 1. 1. Formal assessment 1. Ss do their formal assessment from page 154 in the Teachers
Class 12 Assessment Guide.
All Ready Lesson

Plan
Unit 1, Lesson 3
School: Grade: Group:
Teacher:
Unit Title: Week Dates:

Social
Wee Practice
Stages of the Language: Read and Learning Environment 2: Product 2: Emotionary
& Materials
understand
k/ different types of literary texts Literary and Ludic
distinctive of English speaking countries.
Class
Specific Competency: Read suspense Achievement (s): Can use various strategies to
I know 1. What is the difference 1. Ask Ss what is the difference between horror and p.22
literature and describe moods comprehend narratives, infer central sense and main ideas
Lesson between horror stories and suspense stories. Reinforce the concepts that horror stories
from details, formulate and answer questions in order to infer
3 suspense stories? focus on terror and fear while in suspense stories the
information, compose opinions regarding emotional states
Lesson reader
andisorganize
not sure paragraphs
about what will happen.
in order to create texts.
3 2. Read the extracts
Knowing about the Language: 2. Draw Ss attention to the different illustrations and elicit Refer Ss to
Week 5 from them what they see in each one. Ask them: Can you the
elements of a narrative; word repertoire; connectors; adjectives: comparative and superlative;
Class guess what the stories are about?homophones,
Ss are going tocolophon,
read Glossary on
pronouns: reflexive (myself, ourselves) relative; conditionals, types
p.157ofto
13 3.Read the extracts
sentences, upper andagain extracts
lower-case taken from different stories and that they have to
letters.
I build clarify the
Doing with the Language: label each of the extracts with the correct title.
CONTENTS
meaning of
4.Match its
Explore extract to
suspense its
narratives. 3. Draw Ss attention
Understand to the table
general sense, maininideas,
their Student
and some Booksdetails words
of a
purpose narrative: Read and re-read
suspense and ask narratives,
them to readuse thediverse
extractscomprehension
again to complete it.
strategies, infer
Check answers.
main ideas, distinguish elements in narrative: narrator, characters and events infer characters
emotional states from explicit4.information,
Explain to Ss recognize purpose
that they have of the
to read a narrative,
extracts andorganize
paragraphs to form texts. match them to their purpose. Then ask them to share and
Being through the language: compare answers with a classmate.
Lesson 5.Read the extracts again 5. Ask Ssstimulate
Foster respect towards other opinions, to reread the
andextracts
aestheticfrom Activity 1
pleasure inand answer develop
literature, p.23-24
3 I think empathy towards different moods. the questions. Share and compare their answers with a Alternative
Week 5 6.Complete the organizer classmate. activity
Class 6. Ask Ss to read the main ideas in the boxes and to p.38
14 7. Decide which extracts in complete the graphic organizer correctly. Check answers. Teachers
Activity 2 these supporting 7. Ask for volunteers to read the different details and have Guide.
details come from. the rest of the class say the title of the extract the details
correspond to out loud and in unison. Give them some time
to write the titles.
Lesson 8. Circle the adjectives in the 8. Elicit from Ss the use of adjectives and their comparative p.24-25
3 passage and superlative forms. Then draw Ss attention to the
Week 5 I think passages in their Books and tell they have to circle the
Class 9. Circle the words that link two adjectives and underline the comparatives. Teachers
15 ideas 9. Elicit from Ss what connectors are. Ask them to read the Guide p.38-
sentences and circle all the linking words they can find. 39
10. Complete the sentence Check answers orally.
using words from the box. 10. Draw Ss attention to the words in the box. Then ask Ss
to complete the sentences by using words from the box.
Check answers as a whole class activity by having
volunteers read the complete sentences out loud.
Lesson I 11.Read the paragraph and 11. Draw Ss attention to the illustrations. Elicit from p.25-27
3 practi answer them what they can see in each of them and what
Week ce they think the paragraphs are about, based on the Teachers
6 illustrations. Then ask for Ss to read each of the Guide p
Class 12.Match the sentences paragraphs. After each reading, ask for answers. 39-40
16 13What scares you? 12. Draw Ss attention to the table and explain that Walk
they have to match the words using connectors to around the
form a sentence. Class and
I can 13. Ss work in pairs and ask each other what they are monitor
scared of and why they think it scares them. Share
14. Read the paragraph and their answers with the rest of the class. Refer Ss to
answer the questions 14. Elicit from Ss what they see and what they think the
the paragraphs are about based on the pictures. Then Glossary
ask Ss to read each paragraph individually and in p.157.
silently.
Lesson Lesson Activities Procedures Notes &
4 stages Materials
Lesson I 1.How do horror or suspense 1. Write the words: horror and suspense on the board. p.28
4 know stories or movies make you Ask: What is the first thing that comes to your mind
Week feel when you hear the word horror? Have different Ss Reader:
6 Reader: the Ghost participate. Then ask the same question for the word the
Class suspense. Write the answers on the board. Ask them Ghost
17 if they felt any of the words they mentioned. Ask Ss to p.20-32
take out their Readers to page 20 and draw their
attention to the title of the story. Ask them what kind
of story they think it is and what kind of audience it is Teachers
intended for. Ask Ss to get into pairs and have them Guide p.41
2. Read the extract. Circle T take turns reading the pages of the story.
or F 2. Draw Ss attention to the statements and explain
they have to circle T or F. Check answers orally. p.28-29
3.Read the extract in 3. Ask Ss to read the extract in Activity 2 and focus on
activity 2 Arthurs emotional reactions. Explain they have to
match the parts of the story with Arthurs emotional
reactions.
Lesson I 4.Look at the sentences 4. Read the questions out loud and elicit the answers p.29-30
4 think 5.Read the rule and from Ss.
Week complete 5. Ask Ss to read the rule, ask for Ss to explain it in
6 6.Circle the emotions and their own words. Then draw their attention to the Teachers
Class underline table and ask them to complete it following the Guide
18 7.Label the pictures pattern. p.42-43
8. Work in pairs and explain 6. Ask them how they express happiness, hanger,
the words you know fear, sadness, etc. Then draw their attention to the
sentences and ask them to circle the emotions and
underline the actions that express emotions. Glossary
7. Ask Ss to work in pairs and take turns describing on p.157
the pictures. Then ask them to label the pictures with
the correct emotion.
8. Ask Ss to work in pairs and take turns explaining
the meaning of the words they know.

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

2 Materials
Week 8 4.Read the story again and 4. Draw Ss attention to the graphic organizer and explain p.34- 35
Class I do complete the organizer they have to fill it in with the emotions they highlighted in Refer Ss to
22 5. Circle the basic emotions their stories in the previous class. Check answers. the
you found in your story and
5. Ask Ss to circle the basic emotions they found in their Worksheets
relate them to the feelings in
the box. stories. Then ask them to relate them to the feelings in the section on
box. p. 176
6. Organize a classroom
assembly to read and present 6. Suggest Ss to display their emotionaries on the
the Emotionary. classroom walls, so that the rest of the group can walk Teachers
around the classroom reading them. Then you can ask for Guide p.47
Ss to present their emotionaries to the rest of the class,
introducing the story they chose and explaining when and
how the feelings described were present in the story. Ask Continuous
Ss to look at the Useful Expressions box in their Student and Global
Books before coming to the front to present their own Assessment
Chart p. 48
Emotionary.

beginning of the learning environment and listen to their
responses. Then have them answer the I learn box and
take note.
Week 8 1.Self- test Ask Ss to go to page 167 in their Student Books. Sbooks
Class Self-Test p.167
23
Week8 Formal 1.Apply the formal Ss do their formal assessment from page 155 in the Teachers
Class Assessme assessment Teachers Guide. Guide
24 nt p.155
All Ready Lesson
Plan
Unit 2, Lesson 1
Teacher:
Social Practice of the Language: Learning Environment 1: Product 1: Instruction

Understand and write instructions. Formation and Academic Album
Specific
Week/ Competency:
Stages Interpret and write Achievement (s): Can understand and interpret order and & Materials
instructions
Class for a simple experiment sequences of instruction elements to carry out an
Lesson 1 .Do you like science? Why or experiment, write
1. Ask Ss to work inand
pairsclassify
and then simple
discussand complex
if they like thesentences
p.38
1 why not? science
in order subjects
to createin instruction
their grade and give arguments
sequences, remove, foradd,
their Walk
Week 9 I Know 2.Are you good at sciences? answers: Do you like science in third grade? Why do
change, and/or rearrange information to edit an instruction / dont around the
Class Why or why not? How do you you like
manual. science? Ask Ss to look at the picture in their class and
25 think you could the
improve in this Student Books on page 38 and describe it: What is he find out Ss
Knowing about Language:
area? doing? Where is he? answers
Text components: word repertoire; adverbs: of sequence (after, firstly, next), frequency (twice,
2. Ask Ss these questions and give them plenty of time to
often, never): verb tenses: simple present; prepositional phrases (instead of, at least),
Reader: Science Can Be Fun answer. Let Ss answer voluntarily and listen to all of their Reader
recognize
p. 33-42verbs forms: imperative,classmates.
gerund and infinitive, patterns of textual arrangement. Answer Key
CONTENTS
Doing with the Language: Ask SS to open their Readers to page 33 and to read the on p.171 of
title of the text. Have Ss flip through the chapter and look the Teacher
Select and explore sets of instructions
at thetopictures
perform to apredict
simple experiment,
what interpret
the text will instructions,
be about. Ask Ss s Guide
write instructions, and edit sets of to
instructions.
read Chapter 3 individually and have them underline the
words they dont understand. Then Ss read the text again
Being through the language: and discuss what the text is about. Ss go to page 43 in
their Readers and look at the comprehension questions.
Construct and consolidate knowledge about our surroundings, promote creative and proactive
attitudes in collaborative work.
Check understanding and ask them to work in pairs and
answer the questions. Check answers.
Lesson I build 3.Look at this extract and 3. Ask Ss to open their Student Books to page 38 to p.38-39
1 answer examine the distribution and function of text and graphic
Week 9 the questions. components. Ask Ss to look at the extract on the same Glossary on
Class page. Ask them to read the title and name the type of p. 158
I think
26 4. Label the parts of this publication. Elicit information from different Ss. Ask Ss to
extract with the words in the work in groups of three or four to do the experiment. Ask Ss
box. to read the extract and answer the questions.
5.Read these instructions for 4. Ask Ss to read the words from the box and label the
an experiment and answer the parts of the extract. Have Ss work individually. Once they
questions have finished, have volunteers say their answers out loud.
6. Read these sentences. 5. Have Ss read the title of the experiment. Ask them to p.40
Underline the infinitive and explain the experiment. Let Ss read the instructions for an Walk
circle the gerunds. experiment and answer the questions. Check answers. around the
6. Write on the board the following: Reading is the activity classroom
my sister likes the most. I dont like to read novels. Ask Ss
to identify the infinitive, and the gerund. If not, explain. Ask
Ss to read the sentences in their books and do the exercise.
Lesson I 7. Read the examples and 7. Ask Ss to write four sentences in their notebooks; two p.40-42
1 practi circle.. using the gerund and two using the infinitive. Check their
Week 9 ce 8. Look at the pictures . work. Then ask them to open their book to page 40, read Teachers
Class 9.Complete the sentences the examples in the Reflection box, analyze them and circle Guide p.53
27 10. Write the instructions from the best option.
Activity 9 8. Ask Ss to look at each of the pictures and describe them,
11.Coircle the correct verb then number the pictures in the correct order. Walk
forms 9. Ss complete the sentences with words from the box. around the
10. Ask Ss to read the sentences in Activity 9 again and classroom
write them under the correct illustration in Activity 8.
11. Ss read each of the sentences and choose the correct
verb. To check answers, tell Ss to read the whole paragraph
again with the answers they chose. Correct any mistake.
Class
Lesson 12.Look at the pictures and 12. As Ss to look at the pictures and predict what the p. 42-43
1 I can number them in the correct experiment is about. Point to each of the pictures and
Week order revise vocabulary. Ask them to identify the order of the Audioscript
10 pictures. Elicit answers from different Ss. Then ask them to on p.184
Class work individually. Have them look at the pictures and Sbooks
28 13. Listen to the TV show and number them in the correct order. Compare and discuss
check your answers. Track 08 their answers. Teachers
13. Verify the arrangement of the sequences in the Guide p. 54
sentences, play the CD and have them check their
answers. Play the CD more than once. Check answers.
14. Work in pairs. Look back at 14. Play the CD and have Ss take notes. Play the CD more
the pictures in Activity 12 and than once. Then ask Ss to organize their notes. After that,
write instructions. help Ss use the words in the box and their notes to write
instructions. Then have them to look at the pictures from
Activity 12 and write the instructions for the experiments in
their books. Check answers.
Lesson
2
I Know 1. Can you think of any really 1. Work in groups of three, have Ss take turns to discuss p.44-445
Lesson cool jobs that use science? the question. Share their answers.
2 2. How do you think science 2. Ask Ss how branches of science can help to solve Glossary on
Week1 I build can help the environment? environmental problems. Elicit their ideas and write them p. 158
0 3. Read the instructions and on the board.
Class29 complete the title. 3. Ask Ss to read the list of materials. Tell them to underline TGuide
4.Read the instructions in the words they dont know. Ask them to look at the p.56
Activity 3 again and answer pictures, read the instructions, and complete the title.
those questions 4. Write on the board the following words: whipping cream,
seal, tightly, freezing, frozen, drop, melt. Elicit the meaning
of these words from different Ss. Ask some Ss to go to the
board and write some examples.
Lesson 5. Look at the illustrations and 5. Ask Ss to describe the formats, have Ss look at the p.46-47
2 I think instructions and answer the illustrations and answer the questions.
Week questions. 6. Play the CD and ask Ss to match the sentences. Check Audioscript
10 6. Listen to the TV program their answers. on p. 184
Class again and match the 7. Explain Ss that they are going to write the sentences SBooks
30 sentences. Track 08 from Activity 6 in the correct column (simple or complex
7.Write the sentences from sentences). Ask Ss to answer the exercise individually. Then
Activity6 in the correct column ask Ss to share their answers with a partner.
8. Circle the best option. 8. Ask Ss to read the sentences and to circle the best
option.

Class
Lesson I 9.Combine the two simple 9. Ask Ss to read the sentences from this activity. Have Ss p.47-48
2 practi sentences write a complex sentence choosing only one linking word.
Week ce 10.Write ordinal numbers Check for any mistake. TGuide
11 11. Draw a picture to illustrate 10. Elicit the ordinal numbers from the Ss, have Ss write p.58-59
Class each step from Activity 10. ordinal numbers to order the instructions.
31 11. After Ss draw the pictures, tell Ss to write instructions
under the illustrations.
Lesson I 12. Read the experiment and 12. Ss read the experiment. Tell Ss look at the pictures and p. 49
2 can write the missing information read the sentences in the box. Have Ss complete the Reader:
Week from the box. instructions with the missing information from the box. Science
11 13. Compare your answers with Check answers. Can Be
Class a partner and make any 13. Have Ss compare their answers with a partner. Then Fun! p. 33-
32 necessary changes. ask some Ss to write the answers on the board. 42
Monitor and
Ask Ss to take out their Readers and open it to page 33. make sure
Ask Ss to read silently to page 42. Then discuss with the everybody
class each of the experiments, divide the group in pairs. participates
Have Ss choose one of the experiments and do it with their .
partner.
Product Stages Activities Procedures for: Instruction Album Notes &
1 materials
Week I get 1.Work in groups. Make a list 1. Divide the class in groups of three. Explain to the Ss they p.50
11 ready of fun science experiment. are going to make a list of fun science experiments that
Class they have done or heard about. They can refer to school Go around
33 I plan 2.Choose your experiment books in the schools library to complete the list. the
2. Explain that, in their groups, Ss have to choose one of classroom
3.Make a plan the experiments. After that, write on the board: Why are and give
you choosing this experiment? Do you think is the easiest? help when
4. What materials do you Do you think is the most difficult? Tell them that it is necessary.
know? Make a list. important to consider choosing an experiment that they
can actually do. Bring your
3. Ask Ss to make a plan. Ask Ss to read the questions. materials
They have to distribute group work. next class
4. Ss make a list of the materials they will need for the
experiment.
Product Stages Activities Procedures for: Instruction Album Notes

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

assess their performance while making the product in
School: order to improve weaknesses andGroup:
Grade: reinforce strengths
during the process.
Teacher:
Week Self. 1. Self-test Self-test: page 168 of the Student Book
12 test
Class
35
Social Practice of the Language: Interpret Learning Environment 2: Product 2: Oral presentation
and
Week
convey information published
Formal 2. Formal assessment
in various familiar and Community about a TV program
Formal Assessment: page 156 in the Teachers Guide.
media
12 assessm
Specific Competency: Share emotions and Achievement (s): Can anticipate main ideas and
Class ent
36 reactions caused by a TV program information that explains or supports them, clarify the
meaning of words, formulate and answer questions to share
emotions or reactions, explain main ideas within an oral
exchange.
Knowing about the Language:
Speech register, sound effects: word repertoire. Visual resources and sound resources.
Syntactic particularities of the English language: lack of gender in nouns and adjectives,
Doing with the Language:

All Ready Lesson
Using the language in the necessary purposes. Explore a TV program, interpret the general
CONTENTS
Plan
meaning and some details of a TV program, clarify meaning of words, reflect on the
Unit 2, Lesson 3
relationship between actions, images, dialogues and sound effects, negotiate meaning, point
out speech register, share emotions and reactions caused by a TV program.
Being through the language:
Transmit and disseminate information objectively, value the credibility of mass media, and
acknowledge the influence of media in everyday life.
Class
Lesson I Know 1.What types of TV shows do 1. Focus Ss attention on the pictures of TV programs. Ask p.52
3 you enjoy watching? Ss to describe each of them. In groups of three discuss the
Week Reader: All Alone question. Ask them to give reasons why they like / dont Readers
13 like the TV shows they mention. Have Ss share their p.46-56
Class answers with the rest of the class.
37 TGuide
Have Ss open their Readers to page 46. Read the title and p.63
flip through the text to predict what it will be about. Then
ask them: What were your emotions when you saw these
pictures? Go to page 46 again. Read the text aloud with
proper inflection and intonation and have Ss follow along
silently. Pause after page 47 and ask focus questions about
the text and illustrations. Discuss the answers. Next have
them read the rest of the text silently.
Lesson 2. Ask Ss where they can find information about their p.52 -53
3 I build 2.Read the description of a TV favorite TV programs. Go back to Activity 1 and review the
Week show different types of TV shows. On page 52 examine the
13 distribution and function of texts and graphic components.
Class I think Tell Ss to look at the text and ask them: Where can you TGuide
38 read a text like this? What type of text is this? How do you p.64
3Read the TV guide in Activity know?
2 3. Ss read the text again and answer the questions.
4.Is this problem common in 4. Ask Ss what health problems are the most common in
your community their community.
5. Listen to the first part of the 5. Play the CD and ask Ss to answer the questions.
TV show. Track 09 6. Direct Ss attention to the pictures and have them
6. Listen to excerpts from three describe each one. Play the CD and ask Ss to number the
segments. Track 10 scenes.
7. Listen to the excerpts again 7. Ss determine the role of the participants in a TV
and write. Track 10 program. Tell Ss they have to write who is the host
interviewing in each scene. Play the CD.
Lesson 8.Look at the transcription 8. Ss read the transcription from a documentary and p.54-56
3 I think 9.Underline the best option answer the questions. Remind them to read the questions
Week1 10.Complete the questions first and then read the script and find the answer.
I
3 11. Work in pairs. Compare 9. Direct Ss attention to the Reflection Box. Then Ss read
practi
Class your answers from Activity 10 the sentences and circle the best option to complete them. Audioscript
ce
39 12.Look at the storyboard 10. Ss read and complete the questions. on p. 185
scenes 11. In pairs, compare and discuss Activity 10. SBooks
13. Listen to the segment from 12. Ss look at the storyboard scenes and number them in
the documentary. Track 11 order.
13. Play the CD and ask Ss to check their answers from
Activity 12.

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

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

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

All Ready Lesson
Teacher:
Plan
Unit 3, Lesson 1
Social Practice of the Language: Learning Environment 1: Product 1: Memory Game

Participate in language games to work with Literary and Ludic
specific linguistic features
Lesson/ Lesson Activities
Specific Competency: Participate in Procedures
Achievement (s): Can compare sentences with and without Notes
language games to comprehend and write irregular verb forms, classify sentences according to their
Class
irregular
Lesson verb forms. 1. Do you like to play board verb tense,
1. Have use in
Ss work perfect verb tenses
pairs, study and the
the pictures, andsimple
identifypast in
p.68- 70
1 I Know games? Which is your favorite? sentences
the games byandname.
textsAsk
andSscompose andsimilarities
to find three dictate sentences
and with
Week Why you do like it? irregular verb tenses.
three differences between the games. TGuide
17 Knowing
2. Why doabout the Language:
you think that board 2. Draw a large Venn Diagram on the board and add the p.77
Class Verb tense:
games arepresent perfect,
still played past perfect,
in this followingand futureCharacteristics
heading: perfect, and simple past;
of Games. Oneverb forms: past,
circle
49 pastage
participle, irregular
of high-tech games?verb forms, similarities
corresponds to between
board gameswords,
and digraphs,
the other totextual and graphic
video games. Glossary on
components.
CONTENTS
Explore word games, understand the characteristics of irregular verb forms, write sentences
with irregular verb forms to create a language game.
Understand language games as recreational activities, foster patience in task performance,

create Photocopiable
environments D.R. Macmillan
that Publishers, S.A.indeludic
foster participation C.V. 2013. Only for teaching purposes.
activities.
I build Have Ss complete their own diagrams with characteristics p.70-71
Reader: Games Unplugged of both. Elicit answers.
p.59-68
3.Read the descriptions of four Reader: Games Unplugged. Ss read the title and predict Reader
different board games and what the text is about. Ss can find the meaning of unknown Answer key
answer the questions words in the Glossary on page 70-71. Ss read pages 59-65. on p. 69
4. Complete the table with the Have Ss turn to page 69 and look at the comprehension
components of these games. questions and answer the questions. Check answers.
3. Read each of the four questions from the activity out
loud and elicit the answers for each question on page 69
and ask Ss to elaborate on the answer.
4. Ss complete the table with check marks where
appropriate.
Lesson I think 5. Listen to the conversation 5. Allow Ss to read the True-False statements and explain p.69- 70
1 and circle T or F. Track 13. that they should listen for the answers.
Week 6. Read about the ancient 6. Have Ss individually go over the text on page 70, TGuide
17 board game and underline the underline the verbs, and then compare their answers with p.77-78
Class verbs in past. a partner.
50 7.Classify the verbs from 7. Classify the verbs from Activity 5 in these boxes.
Activity 5 8. Have Ss underline the irregular verbs. Then have them
8. Read these sentences and circle the auxiliaries: have, had, wont have.
underline the irregular verbs.
Lesson 9. Read the sentences in 9. Elicit the sentence that talks about the future. Next, elicit p.71-72
1 Activity 8 the sentence that talks about the past. Elicit words that can
Week I 10. Match the sentences be used to indicate the future: tomorrow, next year, in TGuide p.
17 11.Complete the rules 2020, etc. 79-80
Class practi 12. Complete the table. 10. Analyze the four diagrams. Ask which of the diagrams
51 ce 13.Read the sentences and best represents an action in the past that is over. Then ask
unscramble them them which one of the four sentences best describes an Verb List on
14.Complete the sentences action that is over and done with, and elicit the second p. 181
with words from the box sentence.
11. Have Ss work in pairs to complete the rules in the
activity. Monitor and check.
12. Have Ss complete the chart in page 72 and add two
more verbs from the Verb List on page 181.
13. Unscramble the sentence and review responses as a
class.
14.Complete the sentences and ask Ss to make some by
combining a tense on the left with a time expression on the
right.

Class
Lesson 15. Use some of the verbs in 15. Use the verbs from the table in Activity 12. To compose p. 73
1 I can Activity 12 to write five sentences containing irregular verbs, encourage Ss to write
Week sentences some examples in the negative and interrogative. When Ss TGuide
18 have finished writing their examples, ask each S to share p.80
Class one of their examples with a classmate.
52 16. Ask Ss to work with a partner and number the steps
16. Read the instructions for listed on page 73 in sequential order. Check answers as a
the Bingo game and put them class.
in order. 17. Divide the class into groups of four. In each group,
should devise a list of 25 regular and irregular verbs.
17. Work in groups. Make the Instruct Ss to divide a sheet of paper into twelve
verb list and the Bingo cards. rectangles. Ss should then randomly choose twelve verbs
and write their past participle forms in the rectangles on
their sheet (a different verb for each rectangle), making
18. Play the game. sure they are not exactly the same.
18. Explain that each team has to nominate one person to
call out the verbs in their base form. The caller reads out
the base form and Ss mark the verb their hear until
someone in the group completes his / her card and calls out
Bingo; that person becomes the new caller.
Lesson Stages Activities Procedures Notes
2 & Materials
Lesson I know 1. Work in pairs. How many 1. 1. Write on the board the question: Who was Albert Mosher p. 74-75
2 different words can you make Butts and what did he do? Ss open their Students Book on
Week with these letters? Write the page 74. Glossary on
18 words. 2. 2. Nominate Ss to take turns reading the text out aloud. At p. 160
Class the end of the text, ask Ss to answer the question on the
53 2.Count the number of pints for board. TGuide
I build each word and add up the total3. Some letters are worth more points than others and Ss p.81
should therefore review the letter tile values shown in the
3. Read the history of a word image from this activity.
game and answer the 4. 3. Now ask Ss to read the text silently and make and
questions acrostic puzzle with the inventors first name and other
words in the text, example on Teacher Guide page 81.
4.Number the events 5. 4. Divide the class into groups of three and ask them to
refer back to the information provided in the extract from
Activity 3 to place the events in the order that they
happened. Compare their answers with another group.
Check answers as a class.
Lesson 5.underline the verbs in the 5. Ask Ss to look back at the events listed in Activity 4. p. 75-76
2 I think sentence Instruct them to underline the verbs in each sentence. Ask
Week 6.Read the sentences and Ss if they notice anything in particular that these words TGuide
18 circle the irregular verbs have in common. p.82-83
Class 7. Classify the irregular verbs 6. Ss underline the irregular verbs
54 in the table. Notice the 7. Instruct Ss to work with a partner to classify the
patterns. remaining verbs from the activity in the appropriate
8. column.
8. Have Ss work in pairs to complete the rules about
regular and irregular verbs. Monitor and check.
Class
Lesson I 9.Unscramble the verbs 9. Ss will have to unscramble the words to form the verb p.76-78
2 practi 10. Complete the text with the inn simple past. Answer individually. Check answers as a
Week ce verbs in Activity 9 class.
19 11.Complete the crossword 10. Allow Ss time to read the text and decide the best
Class puzzle answer before going to the board.
55 12. Use words from the 11. Tell Ss to take a minute to read each of the clues listed
crossword in Activity 11 to to complete the crossword puzzle. Working with a partner,
complete the sentences. Ss should use their irregular verbs list and refer back to the
previous activities to help them complete the activity.
12. Ss can now use the answers from the crossword to
complete the sentences for Activity 12.
Lesson I 13.Read the text and write six 13. Instruct Ss to take turns reading the text out loud with a p.78-79
2 can verbs on the cards on p. 79 partner. Have Ss select the verbs they will write on the
Week 14. Exchange books with a cards on page 79. TGuide
19 classmate. Find the sets of 14. Ask Ss to exchange books and circle the sets of verbs, p.84-85
Class verbs. using different colors with a classmate.
56 15. Listen to the conversation 15. Play the audio once and ask how much the Ss Verb List on
and continue the game. Track understood, next play the rest of the audio and ask Ss to p. 181.
14 explain the rest of the game in their own words.
16. In pairs play irregular 16. Each pair should prepare 18 small squares of
verbs. Concentration (Memory) construction paper and write the base form of the first verb
17. Write four sentences using they choose on one square, the simple past on another and
the verbs the past participle on the third. Clarify instructions.
17. After Ss have collected their sets, they should form silly
sentences using each of the three verb forms in the same
sentences.
Product Stages Activities Procedures for: Memory Game Notes&
:1 materials
Week I get 1. Write a name for each game 1. Nominate a student to read the first description listed in p.80-81
19 ready Activity 1. Elicit which game is being described
Class (Concentration / Memory) Do the same for the next two Glossary on
57 I plan2. Check the rules that are for the descriptions given (Dont Say the Word, Bingo) p. 161
game of Concentration 2. Review the rules for Concentration as a class before
(Memory) looking at the rules listed in the activity. After briefly
3. Work in pairs select eight discussing the game, read each of the rules from Activity 2 TGuide
irregular verbs out loud to the class. As each rule is read, the class should p.87
4. What materials will you need? confirm whether it is a rule for the Concentration game or
Make a list. not. On page 80, go over the rules individually and check
the rules that correspond to Concentration. Have them
compare their answers with a partner.
Product: 1 Stages Activities Procedures Notes
& Materials
Week 20 I do 7. Write the irregular on one set 5. Now that the Ss have their 16 cards they should select p. 81
Class 58 of cards. eight squares and write the base form of the irregular verbs
All 8. Copy the sentences without on them using colored markers.
ready the verbs on the other set of 6. Ss copy the sentences they created in Activity 3 on the Monitor Ss
to cards. remaining eight cards, but leaving a blank space for the
share verb. Check for spelling and grammar mistakes.
7. Ask Ss to trade their set with another team. Ss can also TGuide
9. Exchange your cards with play more than once if time allows or switch with more than p.87
another pair. Play the one group.
Concentration (Memory) 8. Pairs play against each other. To read the verbs and
Game sentences each time a set is matched. Ss should read the
10. Read the sentences out loud sentences out loud. Ask Ss to come up with an additional Continuous
each time a pair is found sentence using the same verb and tense. Emphasize that and Global
Ss should read the sentences out loud to practice their Assessment
I learn intonation, rhythm, and stress. p.100

responses. Then have them answer the I learn box in
order to improve weaknesses and reinforce strengths
during the process. Briefly have them discuss their
responses to the self-assessment in groups or with the rest
of the class. Give positive feedback for their effort and
progress.
Week Self- 3. Self-test Self-Test: page 170 of the Student Book Self-Test
20 Test
Class 59
Week Test 4. Formal Evaluation Formal Assessment: page 158 in the Teachers Guide Test
20
Class 60
All Ready Lesson Plan
Uness1 and 2
All
All Ready
Ready Lesson
Lesson Plan
Plan
All R
Unit
Unit 3,
3, Lesson
Lesson 33 and
and 44
Week/ n &
Class Stages Materials
Lesson I know 1. What resources do you 1. Ask Ss to identify the resource shown in each picture p.82-83
3 consider useful for research? and, in pairs, explain whether or not they find the resource
Week I build Why? useful and why. After naming the resource in the photos,
21 2. Read this extract from an ask Ss to identify other resources.
Class encyclopedia and answer the 2. Have Ss work in pairs to predict what the text will be
61 questions about. Elicit the graphic components commonly found in TGuide
encyclopedias or websites. Have Ss read the extract p.88
silently and make a list of eight unknown words. Then have Glossary on
the four Ss work together to come up with a single list of p. 161
eight words and look for these words in the Glossary on
page 161. Finally ask questions that differentiate main
ideas from secondary ideas, have Ss look at the questions
on page 83.
Lesson 3.Read the text in Activity 2 3. Number each of the four paragraphs 1 through 4 and p.84
3 I think 4.Complete the organizer match the main ideas to the most appropriate paragraph.
Week 5.Read the sentences and Check answers as a class by nominating four individual Ss TGuide
21 circle T or F from different groups to reveal their responses. p.89-90
Class 4. Ask Ss to work in groups of three to complete the
62 organizer using the information from Activity 2.
5. Have Ss answer the statements and then share their
answers with a partner.
Lesson 6. Look at the past events. 6. Ss read events 1 to 5. Explain that the events in the right p.85-86
3 I Match them to the events that column all took place before one of the events in the left
Week practi had happened earlier. column. Ask Ss to match the events that are related
21 ce 7.Match the sentences to the individually and then get together with a classmate to Verb List on
Class corresponding diagram compare and discuss their answers. p.181
63 8.Complete the rules 7. Have Ss work in pairs to decide the correct responses
9. Cross out the sentence that and then check their answers with another pair. TGuide
is not related to the main idea 8. Tell Ss to work in groups of three to complete the rules. p.91
10. Listen and check your Have Ss add more examples from the Verb List on page
answers. Track 15 181.
11.Complete the sentences 9. Ask Ss to read the three paragraphs individually, Monitor and
marking the sentence that is not related to the main idea. check
Then get together with a classmate and check if they
agree.
10. Play the CD so Ss can check their answers.
11. Ss complete the sentences.

Class
Lesson 12. Read the information in the 12. Ss look at the topic and images and suggest what they p. 87
3 I can organizer. think the images represent. Then read the supporting
Week 13. Label the organizer with details below and circle them.
22 the main idea 13. Ask Ss to use the titles to label the organizers main
Class 14. What is the topic of the ideas. They should work individually and use the images to TGuide
64 information in Activity 12? help them decide where each main idea belongs. Check p.92
15. Write a short report about answers as a class.
New Spain. 14. Have Ss write the topic in the box on top of the
16. Do you think it is important organizers.
to know the history of other 15. Have Ss look at the two organizers; the one on page 84
countries? How does learning and the one on page 87. Explain that now they are going to
about history help us write their own report about New Spain.
understand other cultures? 16. In groups of three discuss the questions. If you have
time, discuss the answers with them and their different
point of view.
Lesson Stages Activities Procedures Notes &
4 Materials
Lesson I know 1. Organize the events on the 1. Divide Ss into pairs and have them discuss which events p.88
4 timeline. Say what you know are represented and then place the events on the timeline,
Week about each one. identifying the chronological order of the events. Check TGuide
22 Reader: The Silver Flash Drive answers. p.93
Class I build p. 72-84 Glossary on
65 2. Listen to Mrs. Bishop and Reader: The Silver Flash Drive. Read the title from the text p.85
number the illustrations. Track in the Reader out loud: The Silver Flash Drive and have Ss Reader
16 predict what the text is about. Elicit questions about the Answer Key
text. Ask Ss to read from pages 72-84 and look at the on p. 171
comprehension questions on page 82 and answer them.
Check answers.
2. Elicit what historical points the images are illustrating.
Tell Ss that they will be listening to a recording of the
teacher, Mrs. Bishop, giving her introduction to the
American Civil War, and they must number the illustrations
in the order that they hear them.
Lesson 3. Complete Pauls notes on 3. Remind Ss that Mrs. Bishop asked her Ss to take notes, p.88-90
4 I think Mrs. Bishops presentation. but they are incomplete. Ask them to listen and complete
Week Track 16 Pauls notes on Mrs. Bishops explanation presentation. Play TGuide
22 4. Read Petes report and the recording again. Check answers as a class. p.94-95
Class answer the questions. 4. Ask Ss to circle the dates in the text and to calculate how
66 5.Complete the timeline long the American Civil War lasted, using the circled
6. Where did these things information.
happen? 5. Ask Ss to write the dates they circled on the timeline and
7.Complete the table with the then work in pairs and complete the information.
underlined words from Activity 6. Ask Ss to underline the word that tells us how frequently
6 events happen and then ask them to circle the adverbs.
7. Tel Ss to write the adverbs in the appropriate place.

Class
Lesson I 8. Complete the sentences 8. Ss complete the sentences individually and compare 90-92
4 practi 9.Match the ideas or events their answers with a partner. Check answers as a class.
Week ce 10. Match the sentences to the 9. Ss match the eight ideas together to create four pairs of
23 corresponding diagram and statements that correlate with one another.
Class answer the question. 10. Ss match the sentences to the diagrams. Check TGuide
67 11.Check the sentences that answers. p.95-97
has two ideas or events. 11. Ss select the three sentences that have two ideas or
12. Read the sentences and events.
underline T or F 12. Ss first identify the verbs in the sentences and answer
13.Complete the rules T or F.
14. Unscramble the sentences 13. Complete the rules using the information learned in the
15. Complete the sentences previous activities. Check answers as a class.
16. Use the events in the 14. Provide adequate time to unscramble the sentences. Ss
timeline to complete the chart compare their answers.
15. Ss read the sentences and notice the connector. Then
have them complete the sentences with the correct form of
the verb.
16. Ss complete the years in the timeline and then use the
information to complete the table.
Lesson I can 17. Write sentences using 17. Ss work with a classmate to match the two clauses and p.93
4 when to place the connector when in the most appropriate place,
Week 18. These sentences are using commas where necessary.
23 about 18. Ss should order the events in the sequence they TGuide
Class 19. use the sentences in occurred by writing numbers 1 through 3 next to each p.97
68 activity 18 sentence.
20. Give your paragraph a title 19. Divide the class into two groups. Assign the first group
to write a paragraph using the information provided in the
previous exercise about the French invasion of Mexico.
Assign the second group to write a paragraph about the
missing settlers Roanoke Island.
20. Ss should write a fitting title for their paragraph.
Week I get 1.Make a list of historical 1. Have Ss choose a historic event, brainstorm topics as a p.94
23 ready events class. TGuide
Class 2. Working in groups 2. Write the event they chose on a sheet of paper p.98
69 I plan 3. Complete the table with 3. Choose a scheme to organize information.
information 4. Ss should decide on the visual material that they can
4. Decide on the graphic .. add to their report.
Product Stages Activities Procedures for: Anthology of reports on Historic Events Notes&
2 Materials
Product 2 Stages Activities Procedures for: Anthology of Reports on Historic Events Notes
& Materials
Week 24 I do 6.Decide who in your group will 6. As a team member, each member should be responsible for p. 95
Class 70 write about each idea writing one of the main paragraphs, and the appropriate graphic
7. Find out more details about your components.
event. Add information to your 7. Ss may need to search and select additional information from
notes. various sources.
8. Use your notes to write the report 8. The reports should flow (in chronological order) and should be
9. Edit the report and make any visually appealing. TGuide p.99
necessary changes. Rewrite your 9. Each team member can take turns reading the other members
report and add the graphic. paragraph and suggesting changes.
10. Each group presents their report to another. TGuide
10.Present your report to another 11. The class can consider arranging the reports chronologically, Continuous
All group. alphabetically, by region, etc. The class must agree on the design and Global
ready 11. Put your reports together to create for the anthology since it is a group effort. Assessment
to an anthology 12. The index should include page numbers for each event, the title, Chart on
share 12. Make an index and a list of authors (a list of students names). Have Ss create a p. 100
cover page and back cover for the anthology for a more
professional, finished appearance.
Ask Ss what they can do now that they couldnt do at the beginning
I learn of the learning environment and listen to their responses. Then
have them answer the I learn box in order to improve weaknesses
and reinforce strengths during the process. Briefly have them
discuss their responses to the self-assessment in groups or with the
rest of the class. Give positive feedback for their effort and
progress.
Week 24 Self- 1.Self-test 1.Self-Test: page 171 of the Student Book Self-Test
Class 71 Test
Week 24 Test 1.Formal Evaluation 1.Formal Assessment: p.159 of the Teachers Guide Test
Class 72
School: Grade:
All
All Ready
Ready Lesson
Group: Lesson Plan
Plan
Teacher:
Unit
Unit 4, 4, Lesson
Lesson 11 and
and 22
Social Practice of the Language: Learning Environment 1: Product 1: Testimonial

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

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

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

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

responses to the self-assessment in groups or with the rest
progress.

Week Self- 1.Self-test Self-Test: page 171 of the Student Book Self-Test
28 Test
Teacher:
Class
83
Unit
WeekTitle:
Test 1.Formal Evaluation Week
Formal Assessment: page 159 of the Teachers Dates:
Guide Test
28
Social
Class Practice of the Language: Learning Environment 2: Product 2: Performance of
Understand
84 and express differences and Literary and Ludic a short play
similarities between cultural features from
Mexico and English speaking countries
Specific Competency: Read plays in order to
compare attitudes and behaviors adopted by
All
All Ready
Ready Lesson
Achievement (s): Can use various comprehension
Lesson Plan
strategies, formulate and answer questions about the Plan
English-speaking and Mexican persons. Unit
Unit 4,
4, Lesson
Lesson 33 and
attitude and behavior of persons, link non-verbal
and 44
communication with the dialogues sense and read short
plays
Acquisition of structured knowledge: Genre, topic, purpose, and audience. Text and graphic
components. Colophon, acoustic features, Text arrangement: stage directions, dialogues, etc;
Adverbs: of time, of place; verb forms: imperative: verb tenses: present (simple, progressive,
perfect), past. Punctuation: dash, parentheses, squared brackets, etc.

CONTENTS
Select and explore short plays suitable for a young audience: identify textual arrangement,
identify author(s), and determine topic, purpose, and intended audience. Read a short play
and understand general sense, main ideas, and details: identify stage directions, determine
current actions which are still taking place in the present and/ or begin in the past and
Lesson/ Lessoconclude
Activities
in the present. Perform aProcedures
dramatized reading of a short play, etc)] Notes
Week/ n &
Class Stages
Being through the language: Materials
Value drama as a reflection of attitudes and behavior, participate in communal cultural

expressions, be conscious of ones own and others ideas and emotions
Lesson I Know 1.What is the difference 1.Ss look at the pictures and tell what they represent. Make p.112
3 between these types of predictions about the lessons topic. Get them involved by
Week entertainment asking questions about their favorite programs or how TGuide
29 2. Look at the different styles often they go to the theater, the types of movie genre they 114-114
Class of texts. Check the one used in prefer, etc.
85 theater plays. 2. Have Ss look at the texts shown in the pictures in
Activity 2. Ask: What kind of texts are these? Can you
recognize which of these correspond to a theater play?
How do you know? What elements show that a text is a
theatrical script? Ask Ss how they would feel about
Reader: The Big Sell p.98- participating in a public performance and explain this will
107 be this learning environments project.
Reader
Answer Key
Ss open their Readers to page 98 and browse through the on p. 172 of
chapters pages. Ask questions: Who is the author? What the TGuide.
do you notice about the chapter? What do you think it will
be about? Have Ss read the first part of the text silently on
pages 98-105. Now read the short play written by the
characters. Ask Ss to read the different roles on the script
on pages 106-107. Finally, have Ss turn to page 108 and
look at the comprehension questions. Ask them to work in
pairs and answer the questions. Share and compare their
answers.
Lesson I build 3. Listen to the advertisement 3. Tell Ss to look at the poster for the play The Big Sell. Ask p.112-115
3 for a local production of the Big Ss to share their opinions on the poster: Is it attractive?
Week Sell. Track 21. What kind of information does it show? Play the CD, have Ss Audioscript
29 4.Read the script and answer identify the elements that differ between the written text on p. 186
Class the questions and the audio.
TGuide 116
86 4. Have Ss look at the clipboards. Ask them: What text is it?
5. Read the script in Activity 4 Draw their attention to characters / cast and elicit from them Glossary on
again and underline the stage the difference between both. p. 163
directions. 5. Ask: What do you notice about parenthesis? Why do you
6.Label the script with words think there are two different types of parenthesis?
from the box 6. Read the instructions and the words in the box. Give Ss a
7.Check the best option to couple of minutes to finish labeling the text and then have
describe the main character some volunteers share their answers.
7. Ask Ss if they recognize which sentence defines the main
character: Ask: Which definition describes the traits of a
main character. Then, ask them to identify and describe the
main character of The Big Sell. Explain that the second
definition describes a secondary or incidental character and
elicit examples
Lesson I think 8.Read the definition and 8. Ask a volunteer to read the definition. p.115-116
3 answer the questions 9. Ask Ss to complete the sentences with the words in the
Week 9. Complete the table with box. TGuide
29 words from the box. 10. Ask volunteers to signal its different parts (author, title, p.117
Class I Think 10. Read the script and choose setting, characters, etc) Then ask Ss to choose the best
Audioscript
87 the best option. option to complete the sentence below.
p. 188
11.Read the play script in 11. Ask Ss to get in pairs and decide the stage directions
Activity 10 they would write for the dialogue.
12. Listen and complete the 12. Ask Ss to tell you what information is missing. Play the
poster advertising new play CD. 12. 12. Have Ss listen again and look at the Audio
King Blear. Track 2 script.
Class
Lesson 13.Read the excerpt from the 13. Read the instructions and ask a S to explain what they p.117
3 story are going to do. Tell Ss to turn to page 179. Ask them to
Week I can 14. Read the text in Activity 13 analyze the organizer and pay attention to the information TGuide p.
30 15. Compare your script they will need. Go back to page 117 and read the text 118
Class 16. Work in groups. Choose silently.
88 and act one of the script 14. Read the instructions and tell Ss to write the script for
17. Did you enjoy acting in the the story. Direct Ss attention to the quoted text that can be
play? included in the script.
15. Have Ss share what they have done and compare their
scripts. Encourage Ss to provide feedback.
16. Join two pairs together so Ss can act out their scripts.
17. Have a brief discussion on Ss reactions during the
short performance.
Lesson Stages Activities Procedures Notes &
4 Materials
Lesson I know 1. What makes someone a 1. Elicit the names of the actors and general information p. 118
4 good actor? about them. Ask: Who do you like best? Who do you think
Week 2. Listen to the Big Sell excerpt is a better actor? TGuide p.
30 and circle T or F. Track 23 2. Ask general questions about it: What are they looking for 119- 120
Class I build 3. Listen to the two readings of in the play The Big Sell? What do they want to sell? Play
89 the excerpt from the play The the CD. Check answers as a class.
Big Sell Track 24 3. Play the CD and then have Ss decide which of the two
4. Circle the characteristics readings is better.
that make the reading of the 4. Read the instructions and have a volunteer read the
play in Activity 3 better. options. Ask Ss to circle the characteristics that make the
5. Answer the questions about reading of the play better and check answers as a class.
the play 5. Ask Ss to read and answer questions in pairs. You might
play the CD one more time (Track 20) in case Ss are unsure
about the answers.
Lesson 6. Listen to these lines said 6. Play the CD twice and have Ss place arrows where the p.119-120
4 with different stage direction. intonation goes significantly up or significantly down.
Week I think Does the meaning change? 7. Have different volunteers read the sentences out loud TGuide
30 Track 25 and elicit answers. p.120-121
Class 7. Complete the sentences with 8. Have a volunteer read the paragraph out loud. Then tell
90 words from the box. Ss to circle the verbs in the text.
8. Read the paragraph. Circle 9. Ask Ss to read the list of tenses in the left column and
the.. then the sentences in the right column. Then match the
9.Match the sentences tense.
10. Read the sentences 10. Work in pairs and answer the questions.
I plan
I do
Product Stages Activities Procedures for: Performance Notes

& Materials
Lesson 11. Read the table and 11. Ask them to get in pairs and fill in the blanks. Check p.120-122
4 complete answers as a class.
Week I 12. Work in pairs. Act out 12. Ask them to choose a speaker and perform a TGuide
31 practi 13. Answer the riddles using dramatized reading of the text with their partners. p.122
Class ce 11. 14. Look at Lilianas backpack 13. Have Ss read the riddles and fill in the gaps.
91 14. Ask them to take a look at the items and describe
them. Ask Ss to unscramble the sentences.
Lesson 15. Choose a theme to write 15. Ss must take notes to have a clear idea of what they p.122-123
4 a will write about.
Week I can 16. Write out the riddle from 16. Ask Ss to follow the model on the board and write their
31 Activity15 own riddle.
TGuide
Class 17. Complete the conversation 17. Ask Ss to complete the conversation on their own.
p.123
92 to make a script. 18. Ask Ss to get in groups of three and share information
18. You are in Mexico City about Mexico City. Then have a brainstorm and write on the
12. 19. Work in pairs. Act out board ideas about interesting places.
19. Give Ss a couple of minutes to practice their telephone
conversations and choose the best way to say them.
Product Stages13. Activities Procedures for: Performance of a Short Play
2
Week I get 1. Can you name these famous 1. Ask Ss what they know about the works of William p.124
31 ready plays? Shakespeare. Ask them to share their thoughts about
Class 2.Select a short play these classics and discuss the meaning of the topics of TGuide
93 3. Determine who will interpret each play in the illustrations on page 124. p.124
I plan the protagonist, secondary, 2. Organize the Ss in groups, each group chooses their own
4. Read the selected play out short play.
loud 3. Have Ss consider who will play each role. Ask them to
5. Plan the stage directions take into consideration the length of the dialogues, the
6. Determine the date and time characteristics of each character, etc.
for each groups performance 4. Have Ss read their dialogues and determine the best
7. What materials will you way to say them.
need? Make a list. 5. Have Ss write their stage directions on their scripts.
8.Read and rehearse the 6. Have Ss decide in which order they will perform their
dialogues plays.
7. Ask Ss to think about all the things they will need in
order to carry out their performances.
I do 8. Rehearse their short plays. Encourage them to rehearse
several times at home. Tell them to pay special attention to
pronunciation and intonation. A good practice is reading
your lines first very slowly and then very fast.
Product Stages Activities Procedures for: Performance Notes

& Materials
Week I do 14. Have a dress rehearsal 9. Advise S to choose clothing that is suitable for their play. p. 125
32
Class 10. Remind groups about their order of appearance, as
94 15. Perform the play in front of the agreed last class. Have each group come to the front to
All perform. Give positive feedback to actors once theyve T Guide
class
ready finished performing. 125
to
I Learn
share Ask Ss what they can do now that they couldnt do at the
responses. Then have them answer the I learn box in Continuous
order to improve weaknesses and reinforce strengths and Global
during the process. Briefly have them discuss their Assessment
responses to the self-assessment in groups or with the rest Chart p.126
School: Grade:
of Group:
the class. Give positive feedback for their effort and
progress.
Teacher:
Week Self-
Unit Title: 1.Self-test 1. Self-Test: page 172 of the Student Book Week Dates: Self-Test
32 Test
Class
Social Practice of the Language: Produce Learning Environment 1: Product 1: Debate
95
texts to participate in academic events Formation and Academic
Week Test 1.Formal Evaluation Environment
1. Formal Assessment: page 161 of the Teachers Guide Test
32
Specific Competency: Write arguments in
Class Achievement (s): Can detect and establish links between a
96
favor or against a subject to intervene in a personal stance and information which agrees or disagrees
debate with it., emphasize or clarify agreements or disagreement,
solve doubts and encourage feedback in order to edit
agreements and/disagreements.
Topic, purpose and intended audience, textual and graphic components. Word repertoire;
synonyms; verb forms: passive, connectors (but, while, however, yet); possessive genitive;
pronouns: personal and reflexive. Regular and irregular verbs. Word endings (e.g. y, ie, and
e), punctuation.
All
AllReady
ReadyLesson
LessonPlan
Plan
CONTENTS
Unit 5, Lesson 1 and 22

Unit
Explore a topic of interest from various sources, read texts and interpret 5, Lesson
general 1 and
sense, main
ideas, and some details: use strategies to point out information in agreement and/or
disagreement with a personal stance, identify relationships between parts of the text, establish
connection between a personal stance and information in agreement or disagreement with a
personal stance. Write agreements or disagreements about a topic of interest to participate in
a debate: write a short text that expresses agreements and/disagreements. Edit agreements
and or disagreements.
Solve conflicts and foster understanding and respect, propose foundations for collective work,
Photocopiable
and promote D.R. Macmillan
cooperation, Publishers,
constructive S.A. de C.V.
criticism, and2013. Onlyother
respect for teaching purposes.
peoples opinion,
Unit 4, L
}
Class
Lesson I Know 1. Look at the pictures and 1. Ask them look at the photographs and describe them. p.128-129
1 describe them to a classmate. Point out that they should try to recognize the topic or the
Week 2. Work in pairs. Discuss which common factor linking the photographs.
33 situations from Activity 1 are 2. Elicit ideas from the meaning of controversial and, if TGuide
Class controversial and which not. necessary, explain or elaborate the meaning. Have Ss work p.128-129
97 3. Match the opinions to the in pairs and let them discuss the situations shown from
correct pictures. Activity 1 they think are controversial. Reader:
3. Read the three opinions out loud and check for Make the
understanding. Ask Ss if they agree or disagree which each World a
Reader: Make the World a statement. Better
Better Place p.111-120 Place
Reader: Make the World a Better Place. Ask Ss open the p.111-120
4. Skim the text and underline Reader on page 111. Ask them to guess what they think
the most appropriate title of the chapter will be about. Ask Ss to go through it by just
the debate. looking at the photos and ask them what they think the
functions of the photos are. Write the following questions
5. Read the text in Activity 4 on the board: What is a debate? What does the moderator
again and match the beginning do? Whats abstention? Is a decision always reached?
of each sentence to the correct Share their views with the rest of the class. Ask: What
ending. debates would you like to see at school? Elicit suggestions
and write them on the board. Then ask Ss to read through
the rest of the chapter. Once they have finished, ask them
to compare if any of the topics that were raised in the text
matched the suggestions on the board. Look at the
comprehension questions on page 121 and ask them to
work in pairs and answer the questions.
4. Ask Ss to read the two titles from the box in Activity 4
and say if they agree with them or not.
5. Elicit from Ss the two positions in a discussion or debate
for and against. Tell them to think what the arguments for
and against wearing a uniform at school could be.
Lesson I think 6.Look at the pictures and 6. Look at the pictures in Activity 6. From what they can p.130
1 guess see, ask them to guess what the teen radio debate is
Week 7. Listen to the teen radio. about. Have them describe the pictures and help them with TGuide
33 Track 26 vocabulary to express their ideas. p.130
Class 8.Read the sentences and 7. Ss will listen to a debate about school uniforms and then
Audioscript
98 answer complete the table.
p.189
9. Complete the sentences with 8. Ask Ss to read and answer the question and underline
words from the box. passive verbs in the text. Check their answers.
9. Ss complete the sentences by choosing the correct word
from the box. Check answer.
Lesson I think 10.Add the apostrophe to the 10. Ss Add apostrophes where appropriate. Check answers. p.131-132
1 correct place in the underline 11. Ask Ss to work individually and match the first part of
Week words each sentence to the correct ending. TGuide
33 11.Match the beginning of each 12. Ss read the sentences and underline words with similar p.131
Class sentence meanings.
99 12. Read the sentences 13. Ss read the sentences and match the beginning of each
13.Match the beginning with one to the correct ending. Check answers.
the end 14. Complete the gaps in the sentences. Check their
14.Complete the sentences answers.

Class
Lesson I can 15.Unscramble the words to 15. Ss unscramble the phrases and write them out in their p.132-133
1 make phrases Sbooks. Remind them to use the correct punctuation and to
Week 16. Rewrite the following think about capital letters, etc. Check answers as a class. TGuide
34 sentences using synonyms of 16. Tell Ss to read the sentences and choose a word from p.132
Class10 the underlined words. the box to replace the underlined words in the sentences
0 17. Read the opinions and write 17. Ask Ss what the main topics. Then, ask them to put an
C for Cell phones and H for H for homework and C next to the opinions referring to
Homework. usage of cell phones. Check answers as a class.
18. Choose one of the topics 18. Divide Ss into groups. Ask Ss to go the corresponding p. Walk
from Activity 17, cell phones or of their Readers (113-118) and look at the arguments. around the
homework. Allow them a few minutes to read the information and then classroom
19. Work in groups. Discuss each group should decide who is going to be for against.
and compare your opinions Then they select information to write their arguments in
their Sbooks. Monitor and check.
19. Ss in their groups, begin their debates comparing
opinions and ideas. Check and offer individual help where
necessary.

2 & Materials
Lesson I know 1.Complete the questionnaire 1. Ask them if they remember the first video game they p. 134-135
2 for you played. Then Ss work individually in the questionnaire on
Week 2.Complete the questionnaire p.134 and complete the first column about themselves. TGuide
34 in Activity1 for a classmate 2. Ss complete the second column of the questionnaire for p.133-135
Class10 3. Do you think video games their classmate.
1 I build are a good influence on 3. Ask Ss to read the question and answer it. Share their
teenagers?.. answers.
4. Look at the pictures in the 4. Ss look at the pictures in Activity 6. Without reading,
text in Activity6. have them tell you which of the topics from Activity 4 the
5. Skim the text in Activity 6. text refers to.
6. Read the text and label it. 5. Ask Ss to skim the text and write two advantages and
two disadvantages of video games. Share their answers.
6. Ss individually read the text and label it with the
components from the box. Check answers as a class.
Lesson I build 7. Read the text in Activity 6 7. Ask Ss to read the text and underline the main ideas that p.135-137
2 again show agreement and circle the ones that show
Week I think 8. Read the text and underline disagreement. TGuide
34 9. Match the beginning of 8. Ask Ss to read the text and find and underline the p.134-135
Class each expressions that show agreement and disagreement. Monitor
102 10. Read the sentences and Check answers.
circle 9. Match the beginning of each sentence to the correct
11. Complete the sentences ending.
with words from the box 10. Ss circle the connectors that join two ideas. Check the
answers.
11. Ss complete the sentences in this activity. Check the
answers.
Week/ n &
Class Stages Materials
Lesson 12.Read the text and underline 12. Tell Ss to underline the words that end in y. Then ask p.137-138
2 13.Look at the table in Activity Ss to write the different words from the text in the
Week I think 12 appropriate column of the table. Ask Ss to compare their TGuide
35 14. Complete the sentences answers in pairs. p.136
Class with.. 13. Ss look at the words in the table from Activity 12. Draw
I
103 15. Read the rule and answer their attention to the nouns and then to the verbs. Ss circle
practi 16. Read the arguments and the words ending in y that change.
ce match 14. Ss look at the words in the box in Activity 14 and use
17. Match the columns to them to complete the sentences.
complete the sentences 15. Point out how the spelling changes, for words ending in
a consonant y. Ask Ss to read the sentence and answer
the question in pairs.
16. Have Ss look at the pictures and read the speech
bubbles in Activity 16.Then Ss read the titles of the
arguments and match them with the correct picture.
17. Ask Ss to read the beginnings and ends of the
sentences in Activity 17 and to match them to make
complete sentences.
Lesson 18.Read the debate topics and 18. Ask Ss to check the debate which is most interesting to p. 139
2 check them from the list in Activity 18.
Week I can 19.Complete the sentences 19. Ask Ss to read both sides. To write sentences to express TGuide
35 about agreeing or disagreeing, ask them to complete the phrases, p.137
Class 20. Put all the information adding their personal point of view.
104 together 20. Ss write a short text that expresses agreeing and / or Walk
21. Work in groups. Share your disagreeing arguments. Remind Ss to read their work to around and
texts. check for spelling, grammar, and punctuation. monitor
21. Ss work in groups and take turns to read their texts to
one another.
Product Stages Activities Procedure for: Debate
1
Week I get 1. Read the texts. Check the 1. Ask Ss to look at the pictures on page 140 of their p. 140-141
35 ready topic Student Books and identify the arguments presented. Then
Class 2. Read the arguments for and choose the topic that most interests them. TGuide
105 against 2. Ss read the arguments for and against for the topic they p.138-139
3. Research your topic using a chose in Activity 1. They select the argument they most
variety of different sources. agree with.
4. Write three extra arguments 3. Ss search information from various sources.
supporting the side you chose 4. Ss organize their information in agreement or
in Activity2 disagreements with a personal stance.
I plan 5. Work in groups. Compare 5. Divide the class into two groups, one will debate cell
your ideas. phones, and the other one will debate school uniforms.
6. Write down the ideas from Then ask Ss to subdivide their groups into those for and
your group. those against the argument.
7. Write the final version. 6. Have Ss to organize their ideas and remind them that its
Choose a moderator. important to plan their text. Collect the draft version of
their texts. Check their drafts before the next lesson.
7. Hand back the drafts of Ss texts with corrections. Ss
I do should then write the final version of their texts.
Product Stages Activities Procedures for : Debate Notes

1 & Materials
Week All 8. Organize a debate. Use and 8. Both groups will debate. Decide which topic will be p. 141
36 ready present the ideas from the debated first, the moderator of the first group presents the
Class to texts in Activity 7. introduction. Then they signal who can start, and they
106 share 9. When the debate is over, manage the debate until the end. Groups take turns to put
vote on who is for, who is forward their arguments. Each debate will have fifteen
against and who abstains. minutes. Be strict with the time limit.
9. At the end of each debate, the moderator should briefly
resume the main arguments and ask the rest of the class to
vote by rising their hands to show if they are for, against, TGuide
or if they abstain. The moderator counts the votes and p.139
announces the winner of each debate.
I Learn
School: responses
Grade: to the self-assessment in groups or with the rest
Group:
progress.
Teacher:
Ask Ss to reflect on Lesson 1 and 2. Ask them what theyve
Unit Title: Weekthem
learned in the debates and in English. Encourage Dates:
to
say what they found easy and difficult in the lessons.
Week Self- of1.the
Social Practice Self-test
Language: Interpret 1. Self-Test:Environment
Learning page 172 of the2:
Student Book
Product Self-Test
2: Activity Schedule
36 Test
and convey
Class instructions found in daily life Familiar and Community
107 Environment
Week Test
Specific Competency:1. Formal Evaluationand offer
Understand 1. Formal Assessment:
Achievement page
(s): Can 161 of
adjust the Teachers
volume, Guideand tone
intonation, Test
36
instructions
Class to plan a field trip. to emphasize or clarify instructions, offer explanations to
108 clarify instructions, rephrase instructions to confirm
comprehension, compose instructions, appraise the
pertinence of following or not, instructions.
Topic, purpose, and intended audience, context clues, word repertoire; verbs: modals; verb
tenses; verb forms: imperative; future tense verb forms All Ready Lesson Plan
Doing with the Language: Unit
Unit 5,
5,Lesson
Lesson 33and
and44
All Ready
Allmedium,
Ready Lesson Plan
Lesson Plan
CONTENTS
Listen to and explore instructions to plan a field trip: identify place and distinguish
volume, tone, rhythm, speed, and intonation. Interpret general sense,
Unit
Unit 5,
main 5,
Lesson
Lesson
ideas,
3 and 4
and some3 and 4
details: infer meaning, identify sentence structure, and establish sequence of enunciation.
Offer instructions for the planning of a field trip: write instructions, determine speech register,
rephrase ideas, and judge the relevance of instructions.
Foster group interaction, strengthen interpersonal bonds, and become aware of mutual
responsibility with the group.
Class
Lesson I Know 1.Make a list of the differences 1. Ss look at the pictures in Activity 1. Elicit what is p.142-143
3 you see between the pictures happening in each one. Then elicit the main features that
Week 2. Work in pairs. Look at the are different. Finally, ask Ss where they would prefer to go
37 items used for camping and and why. Glossary on
Class number them. 2. Ask: What equipment do you need to go camping? Elicit p. 165
109 3. Work in groups. Decide on ideas. Then have Ss working in pairs look at the pictures
the same order of importance and identify the camping items. TGuide p.
for the items in Activity 2 3. Ss get into groups and compare their answers. Ss justify 140-141
Reader: A Week Away p.124- their answers.
I build 134 Reader
4.Look at the pictures and Reader: A Week Away. Read the title of the Chapter 10. Answer Key
guess what the telephone call Elicit ideas as to what they think the chapter is about. Ask on p. 172.
is about them to read pages 124-133. Ss go to page 134 and look
5. Listen to the message to at the comprehension questions. Share and compare their
confirm your prediction. Track answers.
27 4. Ss describe what they can see. Elicit ideas and write
6. Listen to the message again them on the board for reference.
and check. Track 27 5. Tell Ss they are going to listen to the message and see if
7. Listen to the message and matches their predictions from Activity 4. Play the CD.
match. Track 27 6. Ss listen to the message again and check the items Amy
needs to pack for the trip.
7. Ss listen to the message again, but this time they need
to match the first half of the sentences in Activity 7 to the
correct endings.
Lesson 8. Read the text and write MI 8. Ss read the text and write MI or D in the gaps. p.144
3 for main idea or D for detail. 9. Read the sentences in Activity 9 and circle the best
Week I think 9. Read the sentences and option. TGuide
37 circle the best option to 10. Ask Ss to read the sentences in Activity10 and to try p.142
Class complete each one and complete them orally. Then ask them to complete them
110 10. Complete the sentences in their Sbooks and check their answers with a partner.
with words from the box.
Lesson 11. Read the letter. 11. Ss circle the sentences with need and underline the p.145-146
3 12.Match the beginning of each sentences which give instructions. Check answers as a
Week I 13. read the sentences and class. TGuide
37 practi number 12. Draw Ss attention to the list of items attached to the p.142-143
Class ce 14. Complete the instructions letter in Activity 1. Have Ss look at the beginnings and
111 15. Read the sentences and endings of the sentences and match them to make
write complete sentences.
16.Read the sentences and 13. Ss read the sentences and put them in the correct
write the appropriate order.
instructions 14. Ask Ss to think of instructions they could make with
those verbs. Finally, have Ss complete the sentences.
15. Ss read the sentences and write which instruction from
Activity 14 they refer to.
16. Ss look at the sentences. Ask if they are problems or
instructions. Ss write the corresponding instructions. Check
answers as a class.

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

4 Lesso & Materials
n
Stages
Lesson I know 1. What do you like to do on 1. Elicit the activities. Ask Ss what they usually do on the p.148-150
4 ..? weekend, and if ever includes any of these activities.
Week I build 2. Have you ever traveled with 2. Elicit answers. In pairs, ask them to discuss the TGuide
38 ? questions together. p.145-146
Class11 3. Read the text and underline 3. Ask Ss to read the text and underline the plans
3 . mentioned.
4. Listen to the Head Explorer 4. Play the CD and ask Ss to complete the activity by Audioscript
and check. Track 28 recognizing general information regarding a field trip. p.190
5. Listen to the conversation 5. Play the CD and ask Ss to identify the gist of the
and identify. Track 29 conversation.
6. Listen to the conversation. 6. Give Ss some time to read over the sentences before
Track29 playing the CD. Alternatively have Ss listen again and look
at the Audioscript, to check their answers.
Lesson 7.Look at the itinerary 7. Ask Ss to read the sentences expressing plans. Elicit p.150-151
4 I think 8. Read the sentences answers.
Week 9. Read the sentences and 8. Ss write N (Now) or F (Future) next to each sentence.
38 circle 9. Ss read the sentences and decide whether each one is T
Class 10. Read the text and circle the or F.
114 verb 10. Ask Ss to read the text to find out the verbs that refer
11. Choose the best option to the future.
11. Ss read the two sentences and choose the best option.

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

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

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Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Product Lesson Activities Procedures Notes

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

All Ready Lesson

Unit Title: Week Dates:

Lesson/ Lesson Activities Procedures Notes

Product Stages Activities Procedures for: Emotionary Notes&

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

Unit Title: Week Dates:

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

Lesson/ Lesson Activities Procedures Notes

Product Stages Activities Procedures for: Instruction Album Notes

Ss answer the I learn box. Explain that its purpose is to

Doing with the Language:

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesso Activities Procedures Notes

Product Activities Procedures Notes

School: Grade: Group:

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

Doing with the Language:

Being through the language:

Understand language games as recreational activities, foster patience in task performance,

Lesson/ Lesson Activities Procedures Notes

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

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

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

Doing with the Language:

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

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

School: Grade: Group:

Doing with the Language:

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

Product Stages Activities Procedures for: Performance Notes

Product Stages Activities Procedures for: Performance Notes

Unit 5, Lesson 1 and 22

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson Stages Activities Procedures Notes

Product Stages Activities Procedures for : Debate Notes

Being through the language:

Lesson/ Lesson Activities Procedures Notes

Lesson Activities Procedures Notes

Lesson/ Lesson Activities Procedures Notes

Product Stages Activities Procedures for: Activity Schedule Notes

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