This document contains the schedule and lesson plans for an English class for the week of February 5-9. On Monday there are no classes for Mexican Constitution Day. Tuesday's lesson focuses on reading and discussing learning outcomes. Wednesday's lesson involves listening exercises and grammar practice. Thursday focuses on vocabulary building through listening and spelling activities. Friday's lesson emphasizes speaking skills like describing events and expressing preferences through role plays and group presentations.

1. Unit 5
Level 1 English 2nd Book
Teacher: Cristina Avendano 2nd
QUARTER

2. MONDAY FEB. 5
• No classes Mexican Constitution Day…( Constitucion Politica de los
Estados Unidos Mexicanos.) Is the current constitution of Mexico. It
was drafted in Santiago de Queretaro, in the State of Queretaro, by a
constitutional convention, during the Mexican Revolution. It was
approved by the Constitutional Congress on 5th of February 1917. It
is the successor to the Constitution of 1857, and earlier Mexican
Constitutions.

3. TUESDAY FEB. 6th
Will have students read for the first 30 minutes of class, as their weekly activity.
Session 1
Section Learning Outcomes Exploring the Topic Portfolio
Pages 209 211 211
M.I. VL, IE, N VS, VL, LM, K VS, IE
Minutes 5 10 25
Objectives To be aware of the learning expectations To reflect on music and the feelings it produces in us To recall previous knowledge
To organize ideas and thoughts
Activities &
Strategies
Pre-activity
1. T projects the Learning Outcomes APP CS Then,
T reads them and makes questions about when
they would use them in real life.
Activity
2. In teams, SS discuss when it is useful to:
- give and respond to invitations
- express locations
- express preferences, likes, and dislikes
- ask for and give directions
- write and design a poster
- write a newspaper article
T reminds SS that they have to think about
examples they have experienced or they can
imagine.
Post-activities
3. Groups share with the rest of the class what
they came up with, specifying the objectives they
are most and least comfortable with.
T guides SS to make sure they include the topic
Face the Music.
4. T writes some SS’ ideas using APP CS > pencil.
Pre-activities
1. T tells SS to concentrate on what they’re going to
see. With APP CS, T projects the images on p. 211 for
five seconds. SS in groups write on a piece of paper a
list of the people, objects, etc. they remember from
the pictures using the Round Robin Strategy. The
group with the largest list reads their words. T elicits
the common topic of them.
2. Then, T shows the questions.
Activities
3. In pairs, SS describe the pictures using at least three
adjectives.
4. T uses APP CS > blank and pencil to write some
adjectives.
5. T asks SS to stand up, put their hand, up and quickly
find a partner to discuss questions on p. 211 with.
Post-activity
6. Living Mind Map 
* Round Robin Strategy: SS take turns in their teams
responding orally to one question each.
Post-activities
1. T divides SS in groups of four and uses APP CS > Timer to keep
time.
2. In one minute, each S brainstorms ideas about the topic Face the
Music. SS write the ideas in a short list.
3. Then, in pairs, SS have two minutes to share their ideas. Add the
new ideas to the list.
4. In three minutes, SS share and add the ideas in their group.
5. Using the same group, SS organize the list of ideas into a Mind
Map. The Mind Map should include at least various branches.
6. T suggests SS to include drawings, paper clippings, or other
materials to show their ideas.
7. T picks up one of the Mind Maps and hangs it on the classroom
wall (English corner).
8. SS keep their Mind Maps in their folders.
9. SS add more ideas and branches over the unit.
*Living Mind Map: add to the Living Mind Map
* Self-Assessment: SS answer the Self-assessment questions at the
bottom of the page.
Resources Book
iPad APP CS
APP CS tools: Book
iPad APP CS
APP CS tools: Book, construction paper,
markers, magazines
iPad APP CS
APP CS tool:

4. WEDNESDAY FEB. 7TH
Session 2
Section Listening
Pages 214, 212, 354
M.I. VS, M, VL, LM, IE
Minutes 25
Objectives To improve auditory discrimination and pronunciation
To talk about imaginary facts
To improve grammar comprehension skills
Activities & Strategies Pre-activities
1. To introduce the topic of the conversation, T shows SS some schedules where they can buy tickets for a concert, music festival, band practice, etc.
2. Then, T asks SS to tell the rest of the class what they know about each one of them, speaking in full sentences. For this, they use Numbered Heads Together Strategy.
3. T tells SS to go to p. 212. T plays Track 24 and SS have to repeat the words with the best intonation and pronunciation as possible and point at the words as they hear them. * T should not repeat the
words to allow SS to listen to different accents.
Activities
4. SS take a quick look to p. 214 and then listen to Track 27.
5. SS complete the first two activities individually and check them in their groups. T also marks the answers using APP CS > circle and pencil
6. T plays Track 27 again ant SS number the sentences in the correct order.
7. Before correcting it on the blackboard, if a group has any questions about the activity, T encourages them to ask to other groups.
8. T uses APP CS > random selector to choose a S to correct this using APP CS > pencil
9. In pairs, SS imagine that one of them does not get to a meeting on time and create a list of possible solutions.
Post-activities
10. SS comment the idioms.
11. SS complete the Language Check box on p. 214. In pairs, SS share their answers.
*Numbered Heads Together: Step 1: T gives a question to whole class: When you use this modal? Step 2: All SS have thinking + writing time. APP CS > timer Step 3: SS put heads together, discuss until
consensus. Step 4: T selects a number at random. APP CS > random Step 5: Numbered SS respond in a variety of ways.
Resources Book Track 24, 27
iPad APP CS
APP CS tool:
Language Check
Time: 15 Minutes Grammar Appendix p. 354 – Would love + to –infinitive / Verbs + to –infinitive / Verbs followed by to –infinitive or -ing
Pre-activity
1. T plays Track 27 again and asks SS to clap their hands whenever they listen to “Would love + to –infinitive”, “verbs + to –infinitive” or “verbs followed by to –infinitive or –ing”, and the writer of each
group writes how many times they heard each one of them.
Activity
2. Then, groups share the numbers they wrote with the rest of the class.
Post-activity
3. If SS need more practices, go to grammar appendix and explain them the concepts. Complete as many corresponding activities as necessary.

5. • Will have students read for 30 minutes.
THURSDAY FEB. 8TH
Session 3
Section Vocabulary Builder
Pages 215, 212
M.I. VS, M, VL, K
Minutes 40
Objectives To improve auditory discrimination
To practice spelling of the unit’s vocabulary
Activities & Strategies Pre-activities
1. T plays Track 25 and SS listen and repeat the sentences from the list on p. 212.
2. SS play Mime: (5 minutes)
1. Each S writes on a piece of paper a vocabulary word from the unit and place it on another S’s forehead.
2. SS go around asking questions to their classmates about their word but the answers have to be given by body language only. NO TALKING!
Activities
3. SS read the first activity before listening to Track 24.
4. In pairs, SS unscramble the words and write them under the corresponding picture.
5. T projects the correct answer APP CS
6. SS open their book on p. 212 and answer the second activity individually.
7. T plays the audio again. T should monitor the listening process by stopping the track periodically, checking comprehension by asking questions.
8. T uses the APP CS> random selector to choose a S to check the activity.
Post-activities
9. SS play Hot Potato:
1. SS sit on the floor forming a circle.
2. T starts the game. SS passes the ball while the music plays.
3. When the music stops, the S holding the ball has to stand up and spell a word from the vocabulary list.
4. For each vowel, SS have to raise right hand.
5. For each consonant, SS have to raise their left hand.
6. If a S gets mixed up, they have to start all over again.
10. SS play in pairs: student A will write with his/her finger a word from the list on student B’s back. Student B spells each letter and says the word. Then, SS switch
roles.
*If SS need extra support, you can find extra vocabulary activities on p. 327.
Resources Book
iPad APP CS
Tracks 24 and 25
APP CS tools:
Bonus Activities P. 327

6. FRIDAY FEB.9TH
Speaking
216, 316, 317
VS, IE, VL, M
40
To describe events and locations
To express preferences, likes, and dislikes
Pre-activities
1. T projects some of the suggested videos. APP CS
2. In their teams, SS orally discuss whether they have been to a musical, a concert, etc. *T may record SS’ discussions with APP CS > Microphone
Activities
3. In pairs, SS look at the pictures and take turns asking and answering the questions.
4. In groups, SS organize the list of ideas into a Mind Map. The Mind Map should include at least some branches: Events, Dates, Times, Prices, Necessary Equipment, etc.
5. In addition, teammates suggest some improvements using the Speaking Rubric at the end of the book.
6. In pairs, SS make plans to different events. They use role-play while they are talking.
Post-activities
7. SS present their conversation to the class. All groups should get a turn. APP CS > random
8. The class votes for the best plan. APP CS > stamp
9. SS create a music video with their favorite songs. To do this, T makes a quick survey to find the most popular songs among the SS and forms groups. In their groups, SS discuss what they want to
do: a part of the song, gestures, etc. *While SS are working in their groups, T projects Cooperative Group Rubric APP CS. It is important all SS are learn the lyrics they chose. They can use Musical.ly, a
social network around music (http://musical.ly/), to share it with friends.
10. SS evaluate their participation by using the Speaking Rubric and Cooperative Group Rubric.
*Living Mind Map: add to the Living Mind Map
*If SS need extra support, you can find extra speaking activities on page 328.
Book iPad APP CS
Speaking Rubric p. 316
Cooperative Group Rubric p. 317
Les Miserables – The Musical in London: https://www.youtube.com/watch?v=QanPSBjxT3M
The Lion King Circle of the Life Olivier Awards:
https://www.youtube.com/watch?v=Ost0aA7nrLA
Michael Jackson – Dangerous World Tour – Bremen (1992):
https://www.youtube.com/watch?v=cvtiXLGYwjA
Big Apple Circus: https://www.youtube.com/watch?v=xboinX8BcUw
APP CS tool:
P. 328