All ready! 3 lesson plans

Lesson/
Week/
Class
Lesson
Stages
Activities Procedures Notes
& Materials
Lesson 1
Week 1
Class 1
I know
1.Look at the picture p.8
2. Have you ever been in a
situation like this one? How did you
feel?
3. Listen to the conversation
Track 2
4. Listen and answer the questions.
Track 3
5. Read the conversation and
underline the sentences that
express condition
1. 1. Ask Ss to read the speech bubbles. Then ask: Who are they?
What is happening? Where are they?
2. 2. Ask Ss to share their experience with the class
3. 3. Play the CD. Ask: Who are they? Why is Mrs. Macdonald
calling? Is he happy? Why or why not? Play the CD again and Ss
have to circle T or F as they listen to It. Ask Ss to share and
compare their answers.
4. 4. Play the CD. Ask: How is Mrs. Macdonald feeling now? What is
the problem now? Explain you are going to play the conversation
again and they have to listen for the answers to the questions.
5. Ss work in pairs and read the conversation. When most of the Ss
have finished, ask a few comprehension questions: Where does the
conversation take place? What is the situation? What is the
receptionist´s attitude? Then ask Ss to read again and to underline
the sentences that express condition. Ask volunteers to perform the
conversation.
p.8
Audioscript
on p.182
Student Book
T monitors
the class by
walking
around the
class
I build
Lesson 1
Class 2
I think
6. Look at the sentences and circle
the if clause and underline the
result clause.
7. Match the example to the
explanation
8.Read the sentences and answer
the questions
9. Choose a word from the box that
corresponds…
10. Complete the sentences using
words from the box
Reader: I Am Now More Aware
Pages 7-19
6. Ask Ss to read the sentences and identify the clauses by circling
the if clause and underlining the result clause.
7. Make sure the Ss understand the sentences and clarify if
necessary. Then ask them to match the example sentences to the
explanation.
8. Ask Ss to read each of the sentences individually. Then read
each of the sentences and questions out loud and have Ss give the
answers in unison.
9. Ask Ss to choose a word from the box that corresponds to the
meaning of each sentence. When they finish, have them share and
compare answers with a classmate.
10. Ask Ss to carefully select a word from the box to complete each
of the sentences, individually. To check answers, ask for volunteers
to read each of the sentences out loud.
p.9
Draw Ss’
attention to
the verb
tense used
and the
modals used
p. 10
Lesson 1
11.Match the columns
12. Listen and complete the
11. Ask Ss to match the columns to complete the sentences. Check
answers by having volunteers read the complete sentence out loud. p. 10

Class 3
I
practice
conversation.
Track 04
13. Act out the conversation
14. Read and offer solutions
Complete the organizer
12. Ask Ss to describe the situation. Ask: Who are they? Where are
they? Play the CD Ask What solutions were offered? Who offered
these solutions? Play the CD again in order to complete the
sentences.
13. Ask Ss to find a partner and act out the conversation.
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
p.11
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson1
Week 2
Class 4
I can
16. Read and answer questions
17. Number the events p.12
18. Complete the sentences p.12
19. Read the story and write p.19
20. Write sentences
16. Ask Ss to read the conversation. Check by having different Ss
share their answers.
17. Tell Ss to work in pairs and number the events. Check answers.
18. Explain to Ss that they have to complete the sentences using
information from the conversation in Activity 16.
19. Ask Ss to read the story individually and silently.
20. Ask Ss to write sentences based on the story in activity 19.
T walks
around the
class and
monitor Ss
Glossary on
p. 156 of
their Student
Book
Lesson2 Stages Activities Procedures Notes &
Materials
Lesson 2
Week 2
Class 5
I know 1. Look at the pictures
2. Label the pictures in Activity 1
Reader: I Am Now More Aware
Pages 7-19
1. In pairs discuss the meaning of the words in the bubbles.
2. Go over the words in the box with the Ss. Make sure they all
understand them. Then ask them to label the pictures in activity 1.
Ask Ss to open their Readers on page 7. Elicit from them what they
think the story will be about. Ask Ss to read the first page and so
on.
p.14
Glossary to
identify the
meaning of
unknown
words
Lesson 2
Week2
Class 6
I build 3. Listen to the voicemail. Track 05
4. Listen and complete. Track 06
5.Circle the best option
6.Underline the comparative
3. Play the CD. Ask comprehension question: What’s the
magazine’s name? Why did Karen call? Where is Karen from? Ss
answer the questions according to the conversation.
4. Ask Ss to follow the conversation in their book, without trying to
complete it. Play the CD again and ask them to complete the
conversation using the words from the box.
5. Draw Ss’ attention to the sentences and ask them to circle the
option they think best completes each of the sentences.
6. Elicit from Ss the use and form of the comparative and
superlative adjectives. Then ask them to read the sentences and
p.14
p.15
Walk around
the class,
monitor and
help Ss if
necessary

7.Look at the comments
underline the comparative adjectives and circle the superlative
adjectives.
7. Elicit the meaning of complain from Ss. Then ask Ss to read the
comments and decide if they praise or complain and to write P or C.
Ask them to share and compare their answers.
p.16
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson2
Week 3
Class 7
I
practice
8. Circle the best option
9. Look at the conversation
10.Listen to the conversation
Track07
11. In pairs act out the conversation
12. Choose the best option
8. Draw Ss’ attention to the reflection box and ask them to circle the
best option to complete the rules.
9. Ask Ss to go over the conversation in Activity 4 to answer the
questions.
10. Ask Ss to listen first, without trying to complete the conversation
and to simply follow it in their books. Play the CD. Ask a few
comprehension questions to make sure that Ss follow the
conversations.
11. Ask Ss to work in pairs and act out the conversation.
12. Ask Ss to read the sentences and choose the best option to
complete them.
p.16
p.17
p.17
T monitors
the class
Lesson 2
Week3
Class 8 I can
13.Read the complaints and
complete
14.Change the sentences
15. Are these problems common..?
16.Write a conversation
17.Act out the conversation
13. Ask Ss to read the complaints and complete them. Check
answers.
14. Make sure Ss understand how to transform the main sentences
into a comparative and superlative form.
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. Explain to Ss that they have to complete the conversation by
writing a complaint related to that problem of the director of a health
institution.
17. In pairs, ask Ss to practice the conversation, taking turns being
the director and the patient.
p.17
p.18
p.19
Product 1
Stages Activities Procedures for: Telephone Complaint Voicemail Notes &
Materials
Week 3
Class 9
I get
ready
1.Work in groups
2. Write the names of the people
1. Explain they are going to make a telephone complaint to an
institution of their choice and leave a voicemail with it. Ask them to
P.20

3.Decide on the types of services
4.Find as much related vocabulary
5. What materials do you need?
work in groups of three. Allow time for Ss to discuss and decide.
2. Ask them to write the names of all the people in their group.
3. Ask Ss to think all the different services offered at the institution
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.
Walk around
the class and
monitor
Product Lesson
Stages
& Materials
Week 4
Class 10
I do 6. Invent a situation based on the
institution chosen.
7. Work in groups
8. Write ideas
9. Practice reading your voicemail
I learn
6. Explain to Ss that they have to invent a situation using the
questions as cues. Ask them to try to answer all of them and to
make notes about the answers.
7. Draw Ss’ attention to the table in their Student Books and to
the kind of information they should include in their introduction
and body of their complaint. Also have them refer to the Useful
Expressions box and choose any examples they consider
appropriate for their complaint.
8. Remind Ss that when making a complaint, it is also important
to suggest possible solutions to the problem or situation.
9. Ask Ss to practice reading their voicemail complaint in their
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
solutions for each of the complaints.
Ask Ss what they can do now that they couldn´t 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.
p.20-21
Walk around
the class
monitor and
help Ss if
necessary
p.21
All ready to
share
Week 4
Class 11
Self
evaluation
1. 1. Go page 166 1. To self-asses go to page 166 and complete the checklist on
page 6.
Wee 4
Class 12
Formal
Assessment
1. 1. Formal assessment 1. Ss do their formal assessment from page 154 in the Teacher’s
Guide.

School: Grade: Group:
Teacher:
Unit Title: Week Dates:
Social Practice of the Language: Read and
understand different types of literary texts distinctive
of English speaking countries.
Learning Environment 2:
Literary and Ludic
Product 2: Emotionary
Specific Competency: Read suspense literature
and describe moods
Achievement (s): Can use various strategies to comprehend
narratives, infer central sense and main ideas from details, formulate
and answer questions in order to infer information, compose opinions
regarding emotional states and organize paragraphs in order to create
texts.
CONTENTS
Knowing about the Language:
elements of a narrative; word repertoire; connectors; adjectives: comparative and superlative; pronouns:
reflexive (myself, ourselves) relative; conditionals, homophones, colophon, types of sentences, upper and
lower-case letters.
Doing with the Language:
Explore suspense narratives. Understand general sense, main ideas, and some details of a suspense
narrative: Read and re-read narratives, use diverse comprehension strategies, infer main ideas, distinguish
elements in narrative: narrator, characters and events infer characters´ emotional states from explicit
information, recognize purpose of a narrative, organize paragraphs to form texts.
Being through the language:
Foster respect towards other opinions, stimulate and aesthetic pleasure in literature, develop empathy
towards different moods.

Lesson/
Wee
k/
Class
Lesson
Stages
& Materials
Lesson3
Lesson3
Week 5
Class 13
I know 1. What is the difference between
horror stories and suspense stories?
2. Read the extracts
3.Read the extracts again
4.Match its extract to its purpose
1. Ask Ss what is the difference between horror and suspense stories.
Reinforce the concepts that horror stories focus on terror and fear while
in suspense stories the reader is not sure about what will happen.
2. Draw Ss’ attention to the different illustrations and elicit from them
what they see in each one. Ask them: Can you guess what the stories are
about? Ss are going to read extracts taken from different stories and that
they have to label each of the extracts with the correct title.
3. Draw Ss’ attention to the table in their Student Books and ask them to
read the extracts again to complete it. Check answers.
4. Explain to Ss that they have to read the extracts and match them to
their purpose. Then ask them to share and compare answers with a
classmate.
p.22
Refer Ss to the
Glossary on
p.157 to
clarify the
meaning of
words
I build
Lesson3
Week 5
Class 14
I think
5.Read the extracts again
6.Complete the organizer
7. Decide which extracts in Activity 2
these supporting details come from.
5. Ask Ss to reread the extracts from Activity 1 and answer the questions.
Share and compare their answers with a classmate.
6. Ask Ss to read the main ideas in the boxes and to complete the graphic
organizer correctly. Check answers.
7. Ask for volunteers to read the different details and have 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.
p.23-24
Alternative
activity p.38
Teacher´s
Guide.
Lesson 3
Week 5
Class 15 I think
8. Circle the adjectives in the passage
9. Circle the words that link two ideas
10. Complete the sentence using
words from the box.
8. Elicit from Ss the use of adjectives and their comparative and
superlative forms. Then draw Ss´ attention to the passages in their Books
and tell they have to circle the adjectives and underline the comparatives.
9. Elicit from Ss what connectors are. Ask them to read the sentences and
circle all the linking words they can find. Check answers orally.
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.
p.24-25
Teacher´s
Guide p.38-39

Lesson
3
Week 6
Class
16
I
practic
e
11.Read the paragraph and
answer
12.Match the sentences
13What scares you?
14. Read the paragraph and
answer the questions
11. Draw Ss’ attention to the illustrations. Elicit from them
what they can see in each of them and what they think the
paragraphs are about, based on the illustrations. Then ask for
Ss to read each of the paragraphs. After each reading, ask
for answers.
12. Draw Ss’ attention to the table and explain that they have
to match the words using connectors to form a sentence.
13. Ss work in pairs and ask each other what they are scared
of and why they think it scares them. Share their answers
with the rest of the class.
14. Elicit from Ss what they see and what they think the
paragraphs are about based on the pictures. Then ask Ss to
read each paragraph individually and silently.
p.25-27
Teacher´s
Guide p 39-
40
Walk
around the
Class and
monitor
Refer Ss to
the
Glossary in
p.157.
I can
Lesson
4
Lesson
stages
Activities Procedures Notes &
Materials
Lesson
4
Week 6
Class
17
I know 1.How do horror or suspense
stories or movies make you feel
Reader: the Ghost
2. Read the extract. Circle T or
F
3.Read the extract in activity 2
1. Write the words: horror and suspense on the board. Ask:
What is the first thing that comes to your mind when you hear
the word horror? Have different Ss participate. Then ask the
same question for the word suspense. Write the answers on
the board. Ask them if they felt any of the words they
mentioned. Ask Ss to 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
intended for. Ask Ss to get into pairs and have them take
turns reading the pages of the story.
2. Draw Ss’ attention to the statements and explain they have
to circle T or F. Check answers orally.
3. Ask Ss to read the extract in Activity 2 and focus on
Arthur’s emotional reactions. Explain they have to match the
p.28
Reader:
the Ghost
p.20-32
Teacher´s
Guide p.41
p.28-29

parts of the story with Arthur’s emotional reactions.
Lesson
4
Week 6
Class
18
I think 4.Look at the sentences
5.Read the rule and complete
6.Circle the emotions and
underline
7.Label the pictures
8. Work in pairs and explain the
words you know
4. Read the questions out loud and elicit the answers from
Ss.
5. Ask Ss to read the rule, ask for Ss to explain it in their own
words. Then draw their attention to the table and ask them to
complete it following the pattern.
6. Ask them how they express happiness, hanger, fear,
sadness, etc. Then draw their attention to the sentences and
ask them to circle the emotions and underline the actions that
express emotions.
7. Ask Ss to work in pairs and take turns describing 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.
p.29-30
Teacher´s
Guide p.42-
43
Glossary on
p.157
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 4
Week 7
Class19
I practice
9. Complete the organizer
10. Complete the sentences with…
11.Which emotions from Activity 9
12.Circle the correct reflexive noun
9. Explain that they have to complete the graphic organizer, using the
words from Activity 8 that express each of the feelings in it. Check
answers orally.
10. Tell Ss they have to complete the sentences with their own opinions.
Ask Ss to share their opinions with the class.
11. Have Ss go back to Activity 9 and choose at least five emotions they
would include in their suspense story. Ask them to write those words
down in the space provided.
12. Elicit from Ss the use and form of reflexive pronouns. Then ask them
p. 30
p.31
Walk around
the class and
monitor Ss

13. Number the paragraphs to
make a story
to read the sentences and circle the correct pronoun to complete them.
Then check answers.
13. Ask Ss to work in pairs. Have them read the paragraphs and number
them in the appropriate order to make a story. Ask a few comprehension
questions when most of the Ss have finished.
Teacher´s
Guide p.44
p.32
Lesson4
Week 7
Class 20
I can
14.Read the story in Activity 13
15.Answer the questions
16.Describe each boy´s emotions
17.Write an ending to the story
14. Ask Ss to go back to the story in Activity 13 and read it again in the
appropriate order. In pairs discuss what they liked and didn’t like about it.
Share their impressions with the rest of the Ss.
15. Ask Ss to answer the questions based on the story in Activity 13.
16. Ask Ss to complete the chart by describing each boy’s emotional
states in the story. Check answers orally.
17. Work in pairs and discuss a possible ending for the story.
p.32- 33
Teacher´s
Guide p.45
Monitor the
work
Product 2 Stages Activities Procedures for: Emotionary Notes
Week 7
Class 21
I get ready 1.Choose a suspense story
2.Read the story in silence
1. Ss select from various sources a suspense narrative. Explain what an
Emotionary is. Go to T´s Guide page 46.
2. Read the selected narrative in silence. Ask them to underline all the
words they can find that express emotions.
3. Ask Ss to think of the materials they will need to create their
Emotionary and to make a list in the space provided.
p.34
Teacher´s
Guide p.46
Refer Ss on
p.176
I plan
Product
2
Stages Activities Procedures for: Emotionary Notes&
Materials
Week 8
Class 22 I do
4.Read the story again and complete
the organizer
5. Circle the basic emotions you
found in your story and relate them
to the feelings in the box.
6. Organize a classroom assembly to
read and present the Emotionary.
4. Draw Ss’ attention to the graphic organizer and explain they have to fill
it in with the emotions they highlighted in their stories in the previous
class. Check answers.
5. Ask Ss to circle the basic emotions they found in their stories. Then ask
them to relate them to the feelings in the box.
6. Suggest Ss to display their emotionaries on the classroom walls, so that
the rest of the group can walk around the classroom reading them. Then
you can ask for 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 Ss to look at the Useful
Expressions box in their Student Books before coming to the front to
present their own Emotionary.
p.34- 35
Refer Ss to the
Worksheets
section on p.
176
Teacher´s
Guide p.47
Continuous
and Global
Assessment

Ask Ss what they can do now that they couldn’t do at the beginning of the
learning environment and listen to their responses. Then have them
answer the I learn box and take note.
Chart p. 48
Week 8
Class 23 Self-Test
1.Self- test Ask Ss to go to page 167 in their Student Books. Sbooks p.167
Week8
Class 24
Formal
Assessment
1.Apply the formal assessment Ss do their formal assessment from page 155 in the Teacher´s Guide. Teacher´s
Guide p.155

All Ready Lesson Plan
Unit 2, Lesson 1 and 2

Teacher:
Social Practice of the Language: Understand and
write instructions.
Formation and Academic
Product 1: Instruction Album
Specific Competency: Interpret and write
instructions for a simple experiment
Achievement (s): Can understand and interpret order and sequences
of instruction elements to carry out an experiment, write and classify
simple and complex sentences in order to create instruction
sequences, remove, add, change, and/or rearrange information to edit
an instruction manual.
CONTENTS
Text components: word repertoire; adverbs: of sequence (after, firstly, next), frequency (twice, often, never):
verb tenses: simple present; prepositional phrases (instead of, at least), recognize verbs forms: imperative,
gerund and infinitive, patterns of textual arrangement.
Select and explore sets of instructions to perform a simple experiment, interpret instructions, write
instructions, and edit sets of instructions.
Construct and consolidate knowledge about our surroundings, promote creative and proactive attitudes in
collaborative work.

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 9
Class 25 I Know
1 .Do you like science? Why or why
not?
2.Are you good at sciences? Why or
why not? How do you think you could
improve in this area?
Reader: Science Can Be Fun p. 33-42
1. Ask Ss to work in pairs and then discuss if they like the science subjects
in their grade and give arguments for their answers: Do you like science in
third grade? Why do / don’t you like science? Ask Ss to look at the picture
in their Student Books on page 38 and describe it: What is he doing?
Where is he?
2. Ask Ss these questions and give them plenty of time to answer. Let Ss
answer voluntarily and listen to all of their classmates.
Ask SS to open their Readers to page 33 and to read the title of the text.
Have Ss flip through the chapter and look at the pictures to predict what
the text will be about. Ask Ss to read Chapter 3 individually and have
them underline the words they don’t understand. Then Ss read the text
again and discuss what the text is about. Ss go to page 43 in their Readers
and look at the comprehension questions. Check understanding and ask
them to work in pairs and answer the questions. Check answers.
p.38
Walk around
the class and
find out Ss´
answers
Reader
Answer Key on
p.171 of the
Teacher´s
Guide
Lesson 1
Week 9
Class 26
I build 3.Look at this extract and answer
the questions.
4. Label the parts of this extract with
the words in the box.
5.Read these instructions for an
experiment and answer the questions
6. Read these sentences. Underline the
infinitive and circle the gerunds.
3. Ask Ss to open their Student Books to page 38 to examine the
distribution and function of text and graphic components. Ask Ss to look
at the extract on the same page. Ask them to read the title and name the
type of publication. Elicit information from different Ss. Ask Ss to work in
groups of three or four to do the experiment. Ask Ss to read the extract
and answer the questions.
4. Ask Ss to read the words from the box and label the parts of the
extract. Have Ss work individually. Once they have finished, have
volunteers say their answers out loud.
5. Have Ss read the title of the experiment. Ask them to explain the
experiment. Let Ss read the instructions for an experiment and answer
the questions. Check answers.
6. Write on the board the following: Reading is the activity my sister likes
the most. I don´t 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
p.38-39
Glossary on p.
158
p.40
Walk around
the classroom
I think

do the exercise.
Lesson1
Week 9
Class 27
I practice 7. Read the examples and circle..
8. Look at the pictures ….
9.Complete the sentences
10. Write the instructions from Activity
9
11.Coircle the correct verb forms
7. Ask Ss to write four sentences in their notebooks; two using the gerund
and two using the infinitive. Check their work. Then ask them to open
their book to page 40, read the examples in the Reflection box, analyze
them and circle the best option.
8. Ask Ss to look at each of the pictures and describe them, then number
the pictures in the correct order.
9. Ss complete the sentences with words from the box.
10. Ask Ss to read the sentences in Activity 9 again and 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.
p.40-42
Teacher´s
Guide p.53
Walk around
the classroom

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 10
Class 28
I can
12.Look at the pictures and number
them in the correct order
13. Listen to the TV show and check
your answers. Track 08
14. Work in pairs. Look back at the
pictures in Activity 12 and write
instructions.
12. As Ss to look at the pictures and predict what the experiment is about.
Point to each of the pictures and revise vocabulary. Ask them to identify
the order of the pictures. Elicit answers from different Ss. Then ask them
to work individually. Have them look at the pictures and number them in
the correct order. Compare and discuss their answers.
13. Verify the arrangement of the sequences in the sentences, play the
CD and have them check their answers. Play the CD more than once.
Check answers.
14. Play the CD and have Ss take notes. Play the CD more than once. Then
ask Ss to organize their notes. After that, 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.
p. 42-43
Audioscript on
p.184 Sbooks
Teacher´s
Guide p. 54
Lesson 2
Lesson2
Week10
Class29
I Know 1. Can you think of any really cool jobs
that use science?
2. How do you think science can help
the environment?
3. Read the instructions and complete
the title.
4.Read the instructions in Activity 3
again and answer those questions
1. Work in groups of three, have Ss take turns to discuss the question.
Share their answers.
2. Ask Ss how branches of science can help to solve environmental
problems. Elicit their ideas and write them on the board.
3. Ask Ss to read the list of materials. Tell them to underline the words
they don´t know. Ask them to look at the pictures, read the instructions,
and complete the title.
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.
p.44-445
Glossary on p.
158
TGuide p.56
I build
Lesson 2
Week 10
Class 30
I think
5. Look at the illustrations and
instructions and answer the questions.
6. Listen to the TV program again and
match the sentences. Track 08
7.Write the sentences from Activity6 in
the correct column
8. Circle the best option.
5. Ask Ss to describe the formats, have Ss look at the illustrations and
answer the questions.
6. Play the CD and ask Ss to match the sentences. Check their answers.
7. Explain Ss that they are going to write the sentences from Activity 6 in
the correct column (simple or complex sentences). Ask Ss to answer the
exercise individually. Then ask Ss to share their answers with a partner.
8. Ask Ss to read the sentences and to circle the best option.
p.46-47
Audioscript on
p. 184 SBooks

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

3. Ask Ss to make a plan. Ask Ss to read the questions. They have to
distribute group work.
4. Ss make a list of the materials they will need for the experiment.
materials next
class
Product
Week
Stages Activities Procedures for: Instruction Album Notes
& Materials
Week 12
Class 34
I do 5. With your group design a manual
for your experiment.
6. Remember to include…
7. Make any necessary corrections to
your text and copy it onto clean sheets
of notebook paper.
8. Put your manual together with the
ones from the rest of the class to
make an album.
9. Agree on the design of the album
and write the index.
10. Add the album to the classroom´s
library.
I Learn
5. Ask Ss to work in the same groups on the following questions: What
should the manual for an experiment include? What should it look like?
Elicit answers from Ss. Ask Ss to work in their groups to make specific
notes on what they will put on each page.
6. Ask Ss to give the necessary details for explaining the steps, as well as
the materials needed for each step. Recommend your Ss to use these
sentences as a checklist for their first draft.
7. Ss check if their instructions are clear and complete and if they don’t
have errors in grammar, spelling, or punctuation. After that, they can
write the final version of the instruction manual.
8. Ss have to put their manual together with the ones from the rest of
the class to make an album.
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 classroom’s library. This album may be used as a reference book in
the future.
Ss answer the I learn box. Explain that its purpose is to assess their
performance while making the product in order to improve weaknesses
and reinforce strengths during the process.
p.51
Chapter3 of
the Reader to
get ideas.
Monitor and
give help
where
necessary
All ready
to share
Week 12
Class 35
Self. test 1. Self-test Self-test: page 168 of the Student Book

Week 12
Class 36
Formal
assessment
2. Formal assessment Formal Assessment: page 156 in the Teacher’s Guide.

Lesson/ Lesson Activities Procedures Notes
Teacher:
Social Practice of the Language: Interpret and
convey information published in various media
familiar and Community
Product 2: Oral presentation
about a TV program
Specific Competency: Share emotions and
reactions caused by a TV program
Achievement (s): Can anticipate main ideas and 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.
CONTENTS
Speech register, sound effects: word repertoire. Visual resources and sound resources. Syntactic
particularities of the English language: lack of gender in nouns and adjectives,
Using the language in the necessary purposes. Explore a TV program, interpret the general meaning and
some details of a TV program, clarify meaning of words, reflect on the relationship between actions, images,
dialogues and sound effects, negotiate meaning, point out speech register, share emotions and reactions
caused by a TV program.
Transmit and disseminate information objectively, value the credibility of mass media, and acknowledge the
influence of media in everyday life.

Week/
Class
Stages & Materials
Lesson 3
Week 13
Class 37
I Know 1.What types of TV shows do you
enjoy watching?
Reader: All Alone
1. Focus Ss’ attention on the pictures of TV programs. Ask Ss to describe
each of them. In groups of three discuss the question. Ask them to give
reasons why they like / don’t like the TV shows they mention. Have Ss
share their answers with the rest of the class.
Have Ss open their Readers to page 46. Read the title and 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.
p.52
Readers p.46-
56
TGuide p.63
Lesson 3
Week 13
Class 38
I build 2.Read the description of a TV show
3Read the TV guide in Activity 2
4.Is this problem common in your
community
5. Listen to the first part of the TV
show. Track 09
6. Listen to excerpts from three
segments. Track 10
7. Listen to the excerpts again and
write. Track 10
2. Ask Ss where they can find information about their favorite TV
programs. Go back to Activity 1 and review the different types of TV
shows. On page 52 examine the distribution and function of texts and
graphic components. Tell Ss to look at the text and ask them: Where can
you read a text like this? What type of text is this? How do you know?
3. Ss read the text again and answer the questions.
4. Ask Ss what health problems are the most common in their
community.
5. Play the CD and ask Ss to answer the questions.
6. Direct Ss’ attention to the pictures and have them describe each one.
Play the CD and ask Ss to number the scenes.
7. Ss determine the role of the participants in a TV program. Tell Ss they
have to write who is the host interviewing in each scene. Play the CD.
p.52 -53
TGuide p.64I think
Lesson3
Week13 I think
8.Look at the transcription
9.Underline the best option
8. Ss read the transcription from a documentary and answer the
questions. Remind them to read the questions first and then read the
p.54-56

Class 39 10.Complete the questions
11. Work in pairs. Compare your
answers from Activity 10
12.Look at the storyboard scenes
13. Listen to the segment from the
documentary. Track 11
script and find the answer.
9. Direct Ss’ attention to the Reflection Box. Then Ss read the sentences
and circle the best option to complete them.
10. Ss read and complete the questions.
11. In pairs, compare and discuss Activity 10.
12. Ss look at the storyboard scenes and number them in order.
13. Play the CD and ask Ss to check their answers from Activity 12.
Audioscript on
p. 185 SBooks
I practice
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 3
Week 14
Class 40
I can 14.Read the descriptions of a TV show
15.Dicuss your answers from Activity
14
16.Do you volunteer?
14. Ask Ss to explain what an earthquake is: What is an earthquake? Next
have Ss to explain what a tsunami is: What is a tsunami? In their books,
page 57, ask Ss to read the text and recognize cognates and the words
they know. After that, have Ss look at the text and locate the information.
Ask them to complete the notes.
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 don’t know any place or
institution, ask them to research the information and place it on the
school’s bulletin board.
p.57
Monitor the
activity
Use
dictionaries
Lesson 4 Lesson
Stages
Activities Procedures Notes &
materials
Lesson 4
Week 14
Class 41
I know 1. Is it easy for you to express your
emotions?
2. Check the situations in which you
usually express emotions.
3. Listen to the conversation and
answer the question. How did the kids
feel after watching the TV show? Track
12
Reader: All Alone
1. Write on the board the heading: Emotions. Ask Ss to write in their
notebooks as many words as they can relate to this word. Divide the class
into groups of three. Tell them to discuss the question in their books on
page 58. Have them explain if they can or can’t easily express their
emotions and why.
2. Direct your Ss’ attention to the pictures and ask them to describe each
one. Have Ss complete the activity. Compare their answers and tell them
to describe what they feel for the situation they have checked.
3. Go over the instructions and the questions. Elicit the meaning of upset.
Play the CD and ask Ss to answer the questions. Play the recording more
than once. Check answers with the class.
p.58
Walk around
the classroom
and find out
some of your
Ss’ answers
TGuide p.68
I build

Lesson 4
Week 14
Class 42 I think
underline the expressions.
5. Complete the table with the phrases
your underlined in Activity 6.Read the
phrases in Activity 4
7. Look the adjectives in Activity 4
8.Read the sentences and answer the
questions below.
4. Go over the instructions with the Ss. Then, ask Ss to complete the
activity. Next, have them to compare their answers with a partner.
5. Elicit some examples of things that cause positive and negative
emotions to your Ss: What makes you feel happy? What makes you feel
sad? Ss complete the table. Check answers.
6. Ask Ss to go to Activity 6 and answer it. Check answers as a class, ask
some Ss to read the answers out loud.
7. Ask Ss to complete the activity and discuss the questions
8. Go over the questions and ask Ss what the answers will be.
p. 59-60
Glossary on
p.159.
TGuide p.69-
70
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 4
Week 15
Class 43
I
practice
9.Read the sentences and choose the
best option in the box
10. Complete the table with words
from the box.
9. Ss read the different texts. Write the underlined words in the first text
on the board: groups-group and elicit the relationship between them
(plural, singular). Then ask Ss to write down in their notebooks the rest of
the underlined words in different sets. Ask Ss to read the two statements
in the box and circle the best option in each one. Elicit the 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.
p.61
TGuide p.70
Dictionary
Lesson 4
Week 15
Class 44
I can 11. Complete the review of All Alone
with nouns and adjectives
12.Complete the conversation
13. Work in pairs. Check your answers
and practice the dialogue.
14. Think about a TV program or a
movie that is a documentary or is
based on real events. Answer the
11. Point to the review and ask Ss to identify it and to comment about it:
What type of text is that? Where can you find a similar text? Do you
usually read this type of texts? Do you like these texts? Why? Ask Ss to
read and complete the review with words from the table in Activity 10.
Ask them to read the whole text. Check answers.
12. Ask them to read the conversation first and then try to guess if they
need a word or a phrase.
13. Ask Ss to work in pairs. To ask questions about the contents of a TV
program, have Ss compare their conversations from Activity 12 with their
partners. Ask them to practice the dialogue together. Have different Ss
role play their conversation in front of the class.
14. Go over the instructions and the questions along with the Ss. To
answer questions about the contents of a TV program, have Ss answer
p.62-63
TGuide p.70-
71
Go around the
classroom and
give help
when
necessary

questions
15. Share your answers from
Activity14 with your class or with a
classmate.
the questions. Check as a class.
15. Have Ss share their answers from the previous activity with their
partners. Ask them to explain their ideas during this discussion. Take
some notes and give a whole class feedback session to correct their
mistakes after they have finished this activity. This is a good opportunity
to assess speaking: clarity when speaking, use of complete sentences,
volume, posture, and eye contact.
Product 2 Stages Activities Procedure for: Oral presentation
Week 15
Class 45
I get
ready
1. What kind of documentaries are you
interested in?
2. Work in groups. Use a program
guide to choose a documentary that
sounds interesting to you
3. Before watching the program, fill
out Part 1 of the Documentary
Presentation.
4. Watch the program and fill out part
2
5. Fill part 3
6. Compare your forms
1. Ask Ss about their favorite TV channels to watch documentaries
2. Ask Ss to read a program guide and choose a documentary they think
sounds interesting.
3. Ss are going to fill out part 1 of the documentary presentation form in
the worksheets section on page 177 about the documentary they chose.
4. Ask Ss to watch the program and to take some notes while they are
watching. Make sure they fill out part 2 of the form as they watch.
5. Finally, have Ss reflect on how the program made them feel. Fill out
part 3 of the documentary presentation form individually.
6. Ask Ss to compare their forms in their groups.
7. Finally, have Ss make a list of materials.
p. 64
Documentary
Presentation
Form in
Worksheets
section p. 177
I plan
I plan

Product 2 Stages Activities Procedures Notes
& Materials
Week 16
Class 46
I do 8. Use the information in the form
9.After you made your outline,
prepare your presentation
10.Decide who will give each part of
the presentation and practice
11. Check your sentences
12. Give your presentation
13. Pay attention to the intervention
of others and live a little time at the
end for a question and answer session.
I learn
8. Go over the instructions with the Ss. Explain that they have to make
their own outlines in their notebooks. Go over the outline with the Ss and
clarify doubts. Make sure they all understand the outline and the activity
before they start working.
9. Once they have their outline, Ss can start writing the sentences they
will use in their presentations.
10. Establish turns and extension for each participation. Have Ss decide
who will give each part of the presentation.
11. Ask Ss to check their sentences for errors in grammar, spelling, and
punctuation. Help them correct their sentences and rewrite them without
any mistakes.
12. Ask Ss to give their oral presentations. Remind them to speak out
loudly, and clearly, don’t speak too fast and make eye contact with
members of their audience.
13. Make sure your Ss understand that everybody should be quiet while
the different groups give their presentations.
Ask Ss what they can do now that they couldn´t do at the beginning of the
answer the I learn box in order to improve weaknesses and reinforce
strengths during the process.
p. 64
Walk around
the classroom
and make sure
they all are
completing
their outlines
correctly.
TGuide p.73
Continuous
and Global
Assessment
Chart p. 74
All ready
to share
Week 16
Class 47 Self-Test
1. Self-test
Self-Test: page 169 of the Student Book Self-Test
Week 16
Class 48 Test
2. Formal Evaluation Formal Assessment: page157 of the Teacher’s Guide Test

Teacher:
Social Practice of the Language: Participate in language
games to work with specific linguistic features
Learning Environment 1: Literary
and Ludic
Product 1: Memory Game
Specific Competency: Participate in language games to
comprehend and write irregular verb forms.
Achievement (s): Can compare sentences with and without irregular verb
forms, classify sentences according to their verb tense, use perfect verb
tenses and the simple past in sentences and texts and compose and dictate
sentences with irregular verb tenses.
CONTENTS
Verb tense: present perfect, past perfect, and future perfect, and simple past; verb forms: past, past participle,
irregular verb forms, similarities between words, digraphs, textual and graphic components.
Explore word games, understand the characteristics of irregular verb forms, write sentences with irregular verb forms
to create a language game.
Understand language games as recreational activities, foster patience in task performance, create environments that
foster participation in ludic activities.

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 17
Class 49
I Know
1. Do you like to play board games?
Which is your favorite? Why you do
like it?
2. Why do you think that board games
are still played in this age of high-tech
games?
Reader: Games Unplugged p.59-68
3.Read the descriptions of four
different board games and answer the
questions
4. Complete the table with the
components of these games.
1. Have Ss work in pairs, study the pictures, and identify the games by
name. Ask Ss to find three similarities and three differences between the
games.
2. Draw a large Venn Diagram on the board and add the following
heading: Characteristics of Games. One circle corresponds to board
games and the other to video games. Have Ss complete their own
diagrams with characteristics of both. Elicit answers.
Reader: Games Unplugged. Ss read the title and predict what the text is
about. Ss can find the meaning of unknown words in the Glossary on page
70-71. Ss read pages 59-65. Have Ss turn to page 69 and look at the
comprehension questions and answer the questions. Check answers.
3. Read each of the four questions from the activity out loud and elicit the
answers for each question on page 69 and ask Ss to elaborate on the
answer.
4. Ss complete the table with check marks where appropriate.
p.68- 70
TGuide p.77
Glossary on
p.70-71
Reader
Answer key on
p. 69
I build
Lesson1
Week 17
Class 50
I think 5. Listen to the conversation and circle
T or F. Track 13.
6. Read about the ancient board game
and underline the verbs in past.
7.Classify the verbs from Activity 5
8. Read these sentences and underline
the irregular verbs.
5. Allow Ss to read the True-False statements and explain that they
should listen for the answers.
6. Have Ss individually go over the text on page 70, underline the verbs,
and then compare their answers with a partner.
7. Classify the verbs from Activity 5 in these boxes.
8. Have Ss underline the irregular verbs. Then have them circle the
auxiliaries: have, had, won’t have.
p.69- 70
TGuide p.77-
78
Lesson 1
Week 17
Class 51 I
practice
9. Read the sentences in Activity 8
10. Match the sentences
11.Complete the rules
12. Complete the table.
13.Read the sentences and unscramble
them
14.Complete the sentences with words
from the box
9. Elicit the sentence that talks about the future. Next, elicit the sentence
that talks about the past. Elicit words that can be used to indicate the
future: tomorrow, next year, in 2020, etc.
10. Analyze the four diagrams. Ask which of the diagrams best represents
an action in the past that is over. Then ask them which one of the four
sentences best describes an action that is over and done with, and elicit
the second sentence.
11. Have Ss work in pairs to complete the rules in the activity. Monitor
and check.
p.71-72
TGuide p. 79-
80
Verb List on p.
181

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.
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 18
Class 52
I can
15. Use some of the verbs in Activity
12 to write five sentences
16. Read the instructions for the Bingo
game and put them in order.
17. Work in groups. Make the verb list
and the Bingo cards.
18. Play the game.
15. Use the verbs from the table in Activity 12. To compose sentences
containing irregular verbs, encourage Ss to write some examples in the
negative and interrogative. When Ss have finished writing their examples,
ask each S to share one of their examples with a classmate.
16. Ask Ss to work with a partner and number the steps listed on page 73
in sequential order. Check answers as a class.
17. Divide the class into groups of four. In each group, should devise a list
of 25 regular and irregular verbs. Instruct Ss to divide a sheet of paper
into twelve 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 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.
p. 73
TGuide p.80
Lesson 2 Stages Activities Procedures Notes
& Materials
Lesson 2
Week 18
Class 53
I know 1. Work in pairs. How many different
words can you make with these
letters? Write the words.
1. 1. Write on the board the question: Who was Albert Mosher Butts and
what did he do? Ss open their Students Book on page 74.
2. 2. Nominate Ss to take turns reading the text out aloud. At the end of the
text, ask Ss to answer the question on the board.
p. 74-75
Glossary on p.
160

2.Count the number of pints for each
word and add up the total
3. Read the history of a word game
and answer the questions
4.Number the events
3. Some letters are worth more points than others and Ss should therefore
review the letter tile values shown in the image from this activity.
4. 3. Now ask Ss to read the text silently and make and acrostic puzzle with
the inventor´s first name and other words in the text, example on Teacher
Guide page 81.
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.
TGuide p.81
I build
Lesson 2
Week 18
Class 54
I think
5.underline the verbs in the sentence
6.Read the sentences and circle the
irregular verbs
7. Classify the irregular verbs in the
table. Notice the patterns.
8.
5. Ask Ss to look back at the events listed in Activity 4. Instruct them to
underline the verbs in each sentence. Ask Ss if they notice anything in
particular that these words have in common.
6. Ss underline the irregular verbs
7. Instruct Ss to work with a partner to classify the remaining verbs from
the activity in the appropriate column.
8. Have Ss work in pairs to complete the rules about regular and irregular
verbs. Monitor and check.
p. 75-76
TGuide p.82-
83

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 2
Week 19
Class 55
I practice 9.Unscramble the verbs
10. Complete the text with the verbs in
Activity 9
11.Complete the crossword puzzle
12. Use words from the crossword in
Activity 11 to complete the sentences.
9. Ss will have to unscramble the words to form the verb inn simple past.
Answer individually. Check answers as a class.
10. Allow Ss time to read the text and decide the best answer before
going to the board.
11. Tell Ss to take a minute to read each of the clues listed to complete
the crossword puzzle. Working with a partner, Ss should use their
irregular verbs list and refer back to the previous activities to help them
complete the activity.
12. Ss can now use the answers from the crossword to complete the
sentences for Activity 12.
p.76-78
Lesson 2
Week 19
Class 56
I
can
13.Read the text and write six verbs on
the cards on p. 79
14. Exchange books with a classmate.
Find the sets of verbs.
15. Listen to the conversation and
continue the game. Track 14
16. In pairs play irregular verbs.
Concentration (Memory)
17. Write four sentences using the
verbs
13. Instruct Ss to take turns reading the text out loud with a partner. Have
Ss select the verbs they will write on the cards on page 79.
14. Ask Ss to exchange books and circle the sets of verbs, using different
colors with a classmate.
15. Play the audio once and ask how much the Ss understood, next play
the rest of the audio and ask Ss to explain the rest of the game in their
own words.
16. Each pair should prepare 18 small squares of construction paper and
write the base form of the first verb they choose on one square, the
simple past on another and the past participle on the third. Clarify
instructions.
17. After Ss have collected their sets, they should form silly sentences
using each of the three verb forms in the same sentences.
p.78-79
TGuide
p.84-85
Verb List on p.
181.
Product:1 Stages Activities Procedures for: Memory Game Notes&
materials
Week 19
Class 57
I get
ready
1. Write a name for each game
2. Check the rules that are for the game
of Concentration (Memory)
1. Nominate a student to read the first description listed in Activity 1.
Elicit which game is being described (Concentration / Memory) Do the
same for the next two descriptions given (Don’t Say the Word, Bingo)
2. Review the rules for Concentration as a class before looking at the rules
listed in the activity. After briefly discussing the game, read each of the
p.80-81
Glossary on p.
161

I plan 3. Work in pairs select eight irregular
verbs
4. What materials will you need? Make a
list.
rules from Activity 2 out loud to the class. As each rule is read, the class
should confirm whether it is a rule for the Concentration game or not. On
page 80, go over the rules individually and check the rules that
correspond to Concentration. Have them compare their answers with a
partner.
TGuide p.87
Product: 1 Stages Activities Procedures Notes
& Materials
Week 20
Class 58
I do 1. Write the irregular on one set of
cards.
2. Copy the sentences without the
verbs on the other set of cards.
3. Exchange your cards with another
pair. Play the Concentration
(Memory) Game
4. Read the sentences out loud each
time a pair is found
I learn
5. Now that the Ss have their 16 cards they should select eight squares
and write the base form of the irregular verbs on them using colored
markers.
6. Ss copy the sentences they created in Activity 3 on the remaining eight
cards, but leaving a blank space for the verb. Check for spelling and
grammar mistakes.
7. Ask Ss to trade their set with another team. Ss can also play more than
once if time allows or switch with more than one group.
8. Pairs play against each other. To read the verbs and sentences each
time a set is matched. Ss should read the sentences out loud. Ask Ss to
come up with an additional sentence using the same verb and tense.
Emphasize that Ss should read the sentences out loud to practice their
intonation, rhythm, and stress.
Ask Ss what they can do now that they couldn´t do at the beginning of the
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.
p. 81
Monitor Ss
TGuide p.87
Continuous
and Global
Assessment
p.100
All ready
to share
Week 20
Class 59
Self-Test3. Self-test Self-Test: page 170 of the Student Book Self-Test
Week 20
Class 60
Test 4. Formal Evaluation Formal Assessment: page 158 in the Teacher´s Guide Test

Uness1 and 2
All R

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 3
Week 21
Class 61
I know 1. What resources do you consider
useful for research? Why?
2. Read this extract from an
encyclopedia and answer the
questions
1. Ask Ss to identify the resource shown in each picture and, in pairs,
explain whether or not they find the resource useful and why. After
naming the resource in the photos, ask Ss to identify other resources.
2. Have Ss work in pairs to predict what the text will be about. Elicit the
graphic components commonly found in encyclopedias or websites. Have
Ss read the extract silently and make a list of eight unknown words. Then
have the four Ss work together to come up with a single list of 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.
p.82-83
TGuide p.88
Glossary on p.
161
I build
Lesson 3
Week 21
Class 62
I think
3.Read the text in Activity 2
5.Read the sentences and circle T or F
3. Number each of the four paragraphs 1 through 4 and match the main
ideas to the most appropriate paragraph. Check answers as a class by
nominating four individual Ss from different groups to reveal their
responses.
4. Ask Ss to work in groups of three to complete the organizer using the
information from Activity 2.
5. Have Ss answer the statements and then share their answers with a
partner.
p.84
TGuide p.89-
90
Lesson 3
Week 21
Class 63
I practice
6. Look at the past events. Match them
to the events that had happened
earlier.
7.Match the sentences to the
corresponding diagram
9. Cross out the sentence that is not
related to the main idea
10. Listen and check your answers.
Track 15
6. Ss read events 1 to 5. Explain that the events in the right column all
took place before one of the events in the left column. Ask Ss to match
the events that are related individually and then get together with a
classmate to compare and discuss their answers.
7. Have Ss work in pairs to decide the correct responses and then check
their answers with another pair.
8. Tell Ss to work in groups of three to complete the rules. Have Ss add
more examples from the Verb List on page 181.
9. Ask Ss to read the three paragraphs individually, marking the sentence
that is not related to the main idea. 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.
p.85-86
Verb List on
p.181
TGuide p.91
Monitor and
check

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

6. Where did these things happen?
7.Complete the table with the
underlined words from Activity 6
American Civil War lasted, using the circled information.
5. Ask Ss to write the dates they circled on the timeline and then work in
pairs and complete the information.
6. Ask Ss to underline the word that tells us how frequently events
happen and then ask them to circle the adverbs.
7. Tel Ss to write the adverbs in the appropriate place.
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 4
Week 23
Class 67
I practice 8. Complete the sentences
9.Match the ideas or events
10. Match the sentences to the
corresponding diagram and answer
the question.
11.Check the sentences that has two
ideas or events.
12. Read the sentences and underline
T or F
14. Unscramble the sentences
15. Complete the sentences
16. Use the events in the timeline to
complete the chart
8. Ss complete the sentences individually and compare their answers with
a partner. Check answers as a class.
9. Ss match the eight ideas together to create four pairs of statements
that correlate with one another.
10. Ss match the sentences to the diagrams. Check answers.
11. Ss select the three sentences that have two ideas or events.
12. Ss first identify the verbs in the sentences and answer T or F.
13. Complete the rules using the information learned in the previous
activities. Check answers as a class.
14. Provide adequate time to unscramble the sentences. Ss 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.
90-92
TGuide p.95-
97
Lesson 4
Week 23
Class 68
I can 17. Write sentences using when …
18. These sentences are about…
19. use the sentences in activity 18
20. Give your paragraph a title
17. Ss work with a classmate to match the two clauses and to place the
connector when in the most appropriate place, using commas where
necessary.
18. Ss should order the events in the sequence they occurred by writing
numbers 1 through 3 next to each sentence.
19. Divide the class into two groups. Assign the first group to write a
paragraph using the information provided in the previous exercise about
the French invasion of Mexico. Assign the second group to write a
p.93
TGuide p.97

paragraph about the missing settlers Roanoke Island.
20. Ss should write a fitting title for their paragraph.
Week 23
Class 69
I get
ready
I plan
1.Make a list of historical events
2. Working in groups
3. Complete the table with information
4. Decide on the graphic …..
1. Have Ss choose a historic event, brainstorm topics as a class.
2. Write the event they chose on a sheet of paper
3. Choose a scheme to organize information.
4. Ss should decide on the visual material that they can add to their
report.
p.94
TGuide p.98
Product 2 Stages Activities Procedures for: Anthology of reports on Historic Events Notes&
Materials

Product 2 Stages Activities Procedures for: Anthology of Reports on Historic Events Notes
& Materials
Week 24
Class 70
I do 6.Decide who in your group will
write about each idea
7. Find out more details about your
event. Add information to your
notes.
8. Use your notes to write the report
9. Edit the report and make any
necessary changes. Rewrite your
report and add the graphic.
10.Present your report to another
group.
11. Put your reports together to create
an anthology
12. Make an index
I learn
6. As a team member, each member should be responsible for
writing one of the main paragraphs, and the appropriate graphic
components.
7. Ss may need to search and select additional information from
various sources.
8. The reports should flow (in chronological order) and should be
visually appealing.
9. Each team member can take turns reading the other member’s
paragraph and suggesting changes.
10. Each group presents their report to another.
11. The class can consider arranging the reports chronologically,
alphabetically, by region, etc. The class must agree on the design
for the anthology since it is a group effort.
12. The index should include page numbers for each event, the title,
and a list of authors (a list of students’ names). Have Ss create a
cover page and back cover for the anthology for a more
professional, finished appearance.
Ask Ss what they can do now that they couldn´t do at the beginning
of the learning environment and listen to their responses. Then
have them answer the I learn box 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.
p. 95
TGuide p.99
TGuide
Continuous
and Global
Assessment
Chart on
p. 100
All
ready
to
share
Week 24
Class 71
Self-
Test
1.Self-test 1.Self-Test: page 171 of the Student Book Self-Test
Week 24
Class 72
Test 1.Formal Evaluation 1.Formal Assessment: p.159 of the Teacher´s Guide Test

Teacher:
incite oral exchange regarding leisure situations
Familiar and Community
Product 1: Testimonial
Specific Competency: interpret and offer
descriptions regarding unexpected situations in an
oral exchange.
Achievement (s): Can determine the function of pauses, rhythm and
intonation, negotiate meaning, rephrase ideas, use strategies to
repairs conversation, and anticipate central sense, main ideas and
some details in order to produce an oral text.
CONTENTS
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 didn´t go anywhere. They had no time to lose)
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.

Lesson/
Week/
Class
Lesson
Stages
& Materials

Lesson 1
Week 25
Class 73
I Know 1.Match the event to the country
Reader: Travel World p. 85-95
1. Ask Ss to analyze the pictures on the left. Ask: Do you know what these
events are? Where are they taking place? Are there any similar events in
your country? From the events shown in your Student Book, which one
would you like to go to? Try to elicit as much information as you can from
the Ss to motivate into conversation.
Reader: Travel World. Ask Ss to open their Readers to page 85. Ask them
to flick through the chapter to anticipate subject, purpose, and intended
audience. Tell them to take 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.
p.98
TGuide p.103
Reader
Answer Key on
p. 172 of the
TGuide.
Lesson 1
Week 25
Class 74
I build 2. Listen to the conversation. Track 17
3. Listen again and answer the
question. Track 17
4. Read the extract from the
conversation.
5.Look at the words in bold
6.Match the time phrases
7.Underline the correct opinion
8.Look at the adjectives
9.Match the rules to the examples
2. Ask Ss: Has anyone ever won a prize? What kind of prize was it? Then
tell them they will listen to a conversation of a radio program about a
woman winning a trip. Play the CD for a general understanding. Ss go
through the questions. Play the CD for a second time and ask Ss to check
their answers.
3. Play the CD. Have Ss listen to determine the place where the exchange
takes place. Finally, focus on question number 4.
4. Have a pair of volunteers read the dialogue. Work in pairs and circle
the words that tell you it is in the past.
5. Ask Ss to answer the questions together with their partners.
6. Tell Ss to match the columns. Check answers as a class.
7. Give Ss a few seconds to answer and then check as a class
8. Read the statements and tell Ss to answer True or False.
9. Ss go through the sentences and match. Check answers.
10. Ss answer the missing information.
p.98-100
TGuide p. 103-
104
Lesson 1
Week 25
Class 75
I practice 11. Listen to the unexpected situation.
Track 18
12. Listen again. Track 18.
13. Complete Raul´s e-mail
15. Write the time adverbs
16.Match the adjectives …
11. Pay attention to the details. Play the CD. Check answers.
12. Instruct Ss to read the four questions. Play the CD. Check answers.
13. Ss complete the sentences by changing the verbs in the box.
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.
p.101-102
Audioscript on
p.186 of
Sbooks
TGuide p.105-
106

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 26
Class 76
I can 17.Write five of these adjectives
18.Unscramble questions
19.Complete Carmen´s testimonial
20.Tell your friend about unexpected
situation
21. Work in pairs. Share..
22. Is it easy or difficult for you share
personal information?
17. Elicit the superlative forms orally. Give Ss time to go through the list
of adjectives and think of the superlative form of each one. Then write
them down in the lines from their book on page 102.
18. Elicit the first answer and then ask them to work in pairs and
complete the rest of the activity.
19. Ask Ss to read Carmen’s testimonial with the blank lines. Elicit the first
answer. Point out that the verbs must be changed to the past tense. Ss
complete the testimonial in pairs and share their answers with the class.
20. Ss brainstorm and make notes about answers to the questions. Then
ask them to write sentences to describe an unexpected experience of
their own using Carmen’s 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.
p.102-103
Glossary on
p.162
TGuide p.106
&Material
Lesson 2
Week 26
Class 77
I know 1. What do you know about these
Olympic Sports?
2. Read the articles, what are they
abut?
3. Listen to the interview. Track 19
4. Work in pairs. How similar…?
5. Answer the questions.
1. Elicit the sports that they watch. Ss look at the pictures and tell what
they know about each sport. Then ask Ss to get in groups of three and
discuss how the Olympic Games help relations between countries. Take
notes. Share their conclusion with the Ss.
2. Ask Ss to analyze both texts: What is similar about them? What is
different?
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.
104-105
TGuide
p. 107-108
Glossary on
p.162
I build

Lesson/
Week/
Class
Lesson
Stages
& Materials
Week 28
Class 82
I do 6. Make a graphic organizer
7. Write sentences to describe
8. Organize the sentences into a text.
9. Proofread your text
10. Practice reading your text out loud.
Think about speed, volume, and
dramatic effects.
11. Participate in an exchange of
testimonials. Ask follow-up questions.
I Learn
6. Have Ss make a graphic organizer to elaborate on all the details needed
to describe the unexpected situations. Remind Ss to include information
to answer all the Wh-questions: who, where, when, what, and why.
7. Next, have Ss write sentences to describe their unexpected situation.
8. Have Ss put their sentences into an organized paragraph. Remind them
about the need to have an introduction, body, and closing, as well as to
specify and be very clear about the when, where, what, who, and how,
plus general information about their experience.
9. Ask Ss to revise their text and to ask their group members to proofread
it carefully. Explain that peer editing allows group members to make a lot
of progress in a safe environment. As a team, they should check that all
members are contributing to the creation of a clear and organized text.
10. Ask Ss to practice their testimonials to their group partners before
they exchange experiences with other groups. Ask Ss to focus on
intonation, speed, and pronunciation.
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.
p.111
TGuide p.113
Continuous
and Global
Assessment
p.126
All ready
to share
Week 28
Class 83
Self-Test 1.Self-test Self-Test: page 171 of the Student Book Self-Test
Week 28
Class 84
Test 1.Formal Evaluation Formal Assessment: page 159 of the Teacher’s Guide Test

Teacher:
express differences and similarities between cultural
features from Mexico and English speaking countries
Literary and Ludic
Product 2: Performance of a
short play
Specific Competency: Read plays in order to
compare attitudes and behaviors adopted by English-
speaking and Mexican persons.
Achievement (s): Can use various comprehension strategies,
formulate and answer questions about the attitude and behavior of
persons, link non-verbal communication with the dialogue´s sense
and read short plays
CONTENTS
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.
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 conclude in the present. Perform a dramatized reading of a short play,
etc)]
Value drama as a reflection of attitudes and behavior, participate in communal cultural expressions, be
conscious of one´s own and other´s ideas and emotions

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 3
Week 29
Class 85
I Know 1.What is the difference between
these types of entertainment
2. Look at the different styles of texts.
Check the one used in theater plays.
Reader: The Big Sell p.98-107
1.Ss look at the pictures and tell what they represent. Make predictions
about the lesson’s topic. Get them involved by asking questions about
their favorite programs or how often they go to the theater, the types of
movie genre they prefer, etc.
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 participating in a
public performance and explain this will be this learning environment’s
project.
Ss open their Readers to page 98 and browse through the chapter’s
pages. Ask questions: Who is the author? What 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.
p.112
TGuide 114-
114
Reader
Answer Key on
p. 172 of the
TGuide.
Lesson 3
Week 29
Class 86
I build 3. Listen to the advertisement for a
local production of the Big Sell. Track
21.
4.Read the script and answer the
3. Tell Ss to look at the poster for the play The Big Sell. Ask Ss to share their
opinions on the poster: Is it attractive? What kind of information does it
show? Play the CD, have Ss identify the elements that differ between the
written text and the audio.
p.112-115
Audioscript on
p. 186

questions
5. Read the script in Activity 4 again
and underline the stage directions.
6.Label the script with words from the
box
7.Check the best option to describe
the main character
4. Have Ss look at the clipboards. Ask them: What text is it? Draw their
attention to characters / cast and elicit from them the difference between
both.
5. Ask: What do you notice about parenthesis? Why do you think there are
two different types of parenthesis?
6. Read the instructions and the words in the box. Give Ss a couple of
minutes to finish labeling the text and then have 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
TGuide 116
Glossary on p.
163
Lesson 3
Week 29
Class 87
I think 8.Read the definition and answer the
questions
9. Complete the table with words from
the box.
10. Read the script and choose the
best option.
11.Read the play script in Activity 10
12. Listen and complete the poster
advertising new play King Blear. Track
2
8. Ask a volunteer to read the definition.
9. Ask Ss to complete the sentences with the words in the box.
10. Ask volunteers to signal its different parts (author, title, setting,
characters, etc) Then ask Ss to choose the best option to complete the
sentence below.
11. Ask Ss to get in pairs and decide the stage directions they would write
for the dialogue.
12. Ask Ss to tell you what information is missing. Play the CD. 12. 12.
Have Ss listen again and look at the Audio script.
p.115-116
TGuide p.117
Audioscript p.
188
I Think

Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 3
Week 30
Class 88 I can
13.Read the excerpt from the story
14. Read the text in Activity 13
15. Compare your script
16. Work in groups. Choose and act
one of the script
17. Did you enjoy acting in the play?
13. Read the instructions and ask a S to explain what they are going to do.
Tell Ss to turn to page 179. Ask them to analyze the organizer and pay
attention to the information they will need. Go back to page 117 and read
the text silently.
14. Read the instructions and tell Ss to write the script for the story.
Direct Ss’ attention to the quoted text that can be included in the script.
15. Have Ss share what they have done and compare their scripts.
Encourage Ss to provide feedback.
16. Join two pairs together so Ss can act out their scripts.
17. Have a brief discussion on Ss’ reactions during the short performance.
p.117
TGuide p. 118
Lesson 4 Stages Activities Procedures Notes &
Materials
Lesson 4
Week 30
Class 89
I know 1. What makes someone a good actor?
2. Listen to the Big Sell excerpt and
circle T or F. Track 23
3. Listen to the two readings of the
excerpt from the play The Big Sell
Track 24
4. Circle the characteristics that make
the reading of the play in Activity 3
better.
5. Answer the questions about the play
1. Elicit the names of the actors and general information about them. Ask:
Who do you like best? Who do you think is a better actor?
2. Ask general questions about it: What are they looking for in the play
The Big Sell? What do they want to sell? Play the CD. Check answers as a
class.
3. Play the CD and then have Ss decide which of the two readings is
better.
4. Read the instructions and have a volunteer read the options. Ask Ss to
circle the characteristics that make the reading of the play better and
check answers as a class.
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.
p. 118
TGuide p. 119-
120
I build
Lesson 4
Week 30
Class 90 I think
6. Listen to these lines said with
different stage direction. Does the
meaning change? Track 25
7. Complete the sentences with words
from the box.
8. Read the paragraph. Circle the..
9.Match the sentences
10. Read the sentences
6. Play the CD twice and have Ss place arrows where the intonation goes
significantly up or significantly down.
7. Have different volunteers read the sentences out loud and elicit
answers.
8. Have a volunteer read the paragraph out loud. Then tell Ss to circle the
verbs in the text.
9. Ask Ss to read the list of tenses in the left column and then the
sentences in the right column. Then match the tense.
10. Work in pairs and answer the questions.
p.119-120
TGuide p.120-
121

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

Product Stages Activities Procedures for: Performance Notes
& Materials
Week 32
Class 94
I do 8. Have a dress rehearsal
9. Perform the play in front of the class
I Learn
9. Advise S to choose clothing that is suitable for their play.
10. Remind groups about their order of appearance, as agreed last class.
Have each group come to the front to perform. Give positive feedback to
actors once they’ve finished performing.
p. 125
T Guide 125
Continuous
and Global
Assessment
Chart p.126
All ready
to share
Week 32
Class 95
Self-Test 1.Self-test 1. Self-Test: page 172 of the Student Book Self-Test
Week 32
Class 96
Test 1.Formal Evaluation 1. Formal Assessment: page 161 of the Teacher’s Guide Test

Teacher:
Social Practice of the Language: Produce texts to
participate in academic events
Formation and Academic
Environment
Product 1: Debate
Specific Competency: Write arguments in favor or
against a subject to intervene in a debate
Achievement (s): Can detect and establish links between a personal
stance and information which agrees or disagrees with it., emphasize
or clarify agreements or disagreement, solve doubts and encourage
feedback in order to edit agreements and/disagreements.
CONTENTS
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.
Explore a topic of interest from various sources, read texts and interpret general 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, and promote
cooperation, constructive criticism, and respect other people´s opinion,

Unit 4, L
}
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 33
Class 97
I Know 1. Look at the pictures and describe
them to a classmate.
2. Work in pairs. Discuss which
situations from Activity 1 are
controversial and which not.
3. Match the opinions to the correct
pictures.
Reader: Make the World a Better
Place p.111-120
4. Skim the text and underline the
most appropriate title of the debate.
5. Read the text in Activity 4 again and
match the beginning of each sentence
to the correct ending.
1. Ask them look at the photographs and describe them. Point out that
they should try to recognize the topic or the common factor linking the
photographs.
2. Elicit ideas from the meaning of controversial and, if necessary, explain
or elaborate the meaning. Have Ss work in pairs and let them discuss the
situations shown from Activity 1 they think are controversial.
3. Read the three opinions out loud and check for understanding. Ask Ss if
they agree or disagree which each statement.
Reader: Make the World a Better Place. Ask Ss open the Reader on page
111. Ask them to guess what they think the chapter will be about. Ask Ss
to go through it by just looking at the photos and ask them what they
think the functions of the photos are. Write the following questions on
the board: What is a debate? What does the moderator do? What’s
abstention? Is a decision always reached? Share their views with the rest
of the class. Ask: What 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.
p.128-129
TGuide p.128-
129
Reader: Make
the World a
Better Place
p.111-120
Lesson 1 I think 6.Look at the pictures and guess 6. Look at the pictures in Activity 6. From what they can see, ask them to p.130

Week 33
Class 98
7. Listen to the teen radio. Track 26
8.Read the sentences and answer
9. Complete the sentences with words
from the box.
guess what the teen radio debate is about. Have them describe the
pictures and help them with vocabulary to express their ideas.
7. Ss will listen to a debate about school uniforms and then complete the
table.
8. Ask Ss to read and answer the question and underline passive verbs in
the text. Check their answers.
9. Ss complete the sentences by choosing the correct word from the box.
Check answer.
TGuide p.130
Audioscript
p.189
Lesson 1
Week 33
Class 99
I think 10.Add the apostrophe to the correct
place in the underline words
11.Match the beginning of each
sentence
12. Read the sentences
13.Match the beginning with the end
10. Ss Add apostrophes where appropriate. Check answers.
11. Ask Ss to work individually and match the first part of each sentence
to the correct ending.
12. Ss read the sentences and underline words with similar meanings.
13. Ss read the sentences and match the beginning of each one to the
correct ending. Check answers.
14. Complete the gaps in the sentences. Check their answers.
p.131-132
TGuide p.131
Lesson/
Week/
Class
Lesson
Stages
& Materials
Lesson 1
Week 34
Class100
I can 15.Unscramble the words to make
phrases
16. Rewrite the following sentences
using synonyms of the underlined
words.
17. Read the opinions and write C for
Cell phones and H for Homework.
18. Choose one of the topics from
Activity 17, cell phones or homework.
19. Work in groups. Discuss and
compare your opinions
15. Ss unscramble the phrases and write them out in their Sbooks.
Remind them to use the correct punctuation and to think about capital
letters, etc. Check answers as a class.
16. Tell Ss to read the sentences and choose a word from the box to
replace the underlined words in the sentences
17. Ask Ss what the main topics. Then, ask them to put an H for
homework and C next to the opinions referring to usage of cell phones.
Check answers as a class.
18. Divide Ss into groups. Ask Ss to go the corresponding p. of their
Readers (113-118) and look at the arguments. Allow them a few minutes
to read the information and then each group should decide who is going
to be for against. Then they select information to write their arguments in
their Sbooks. Monitor and check.
19. Ss in their groups, begin their debates comparing opinions and ideas.
p.132-133
TGuide p.132
Walk around
the classroom

Check and offer individual help where necessary.
& Materials
Lesson 2
Week 34
Class101
I know 1.Complete the questionnaire for you
2.Complete the questionnaire in
Activity1 for a classmate
3. Do you think video games are a
good influence on teenagers?..
4. Look at the pictures in the text in
Activity6.
5. Skim the text in Activity 6.
6. Read the text and label it.
1. Ask them if they remember the first video game they played. Then Ss
work individually in the questionnaire on p.134 and complete the first
column about themselves.
2. Ss complete the second column of the questionnaire for their
classmate.
3. Ask Ss to read the question and answer it. Share their answers.
4. Ss look at the pictures in Activity 6. Without reading, have them tell you
which of the topics from Activity 4 the text refers to.
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.
p. 134-135
TGuide p.133-
135
I build
Lesson 2
Week 34
Class 102
I build 7. Read the text in Activity 6 again
8. Read the text and underline
9. Match the beginning of each…
10. Read the sentences and circle
11. Complete the sentences with
words from the box
7. Ask Ss to read the text and underline the main ideas that show
agreement and circle the ones that show disagreement.
8. Ask Ss to read the text and find and underline the expressions that
show agreement and disagreement. Check answers.
9. Match the beginning of each sentence to the correct ending.
10. Ss circle the connectors that join two ideas. Check the answers.
11. Ss complete the sentences in this activity. Check the answers.
p.135-137
TGuide p.134-
135
Monitor
I think

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