Provide community service information

School: Grade: 1st
Group:
Teacher: Week Dates:
Social Practice of the Language: Understandandconvey
informationaboutgoodsandservices.
Learning Environment:
Familiar and Community
Product 1:
Acting-outa dialogue
Specific Competency: Giveandreceive informationfor performing community
service.
Achievement (s): Identifiestopic, purposeandintendedaudience. Predictsthe
general meaningfrom words andexpressionssimilar tothose of the mother
tongue. Distinguishesexpressionsin oral exchanges. Recognizes the
compositionof expressionsin oral exchanges. Producesexpressionsto provide
information. Adjustsvolume andspeed when constructing oral texts.
CONTENTS
Knowing about the Language:
Listen and check a dialogue aboutthe performance of community service.
Understandthegeneral meaning andmain ideas.
Exchange informationaboutthe performance of community Service.
Doing withthe Language:
Topic, purposeandintendedaudience.
Contextclues: environmentsounds, backgroundnoise, relationshipbetweenparticipants, attitudes, etc.
Formof communication:on-site, distance.
Structureof dialogue, opening, body, closure.
Speech registers.
Repertoire of wordsnecessary for this social practice of the language.
Compositionofexpressions.
Similarities and differences between the mothertongueand Englishlanguage.
All Ready 1 Lesson Plan
Unit 1, Lessons 1 and 2

Acoustic features: tone, intonationandpronunciation.
Sentence types.
Connectors(e.g., if, then, and, because).
Verbs: modals.
Beingthrough the Language:
Participate appropriatelyduringoral exchanges.
Fosterconfidence withininterpersonalrelationships.
Lesson/
Week/
Class
Lesson
Stages
Activities Procedures
Notes
&
Materials
Lesson 1
Week 1
Class 1
Lead-in
Class introduction
1. Number the pictures in the order
you hear them.
2. Label the places in Activity 1 using
words from the box.
Reading: Let’s Go to Boulder
* T introduces his/herself to Ss pointingto his/herself saying:Hello!I’m (name), I’m (age)
and I’m (nationality).Then T asks Ss to write their name, age, and nationality and the T
points the Ss and elicits theinformation.
1. T plays the CD and asks for volunteers to describewhat they heard and say where they
can hear those sounds.After that, Ss open their Student Books to page 8 and look at the
pictures,they may describethem aloud.T asks Ss to number the pictures in the correct
order and plays the CD again for Ss to check their answers.They can compare with a
classmate.
2. T goes over the words in the box with the Ss, and asks them to write the name of the
places on the spaces provided usingwords from the box, and then has students exchange
books with a classmateto compare and check their answers.
* T asks Ss to open their Readers to page 7 and flick through the pages of Chapter 1
focusingon the pictures.Ss describewhat they see. Then T reads aloud paragraph by
paragraph asking questions between them to increaseSs’interest in the information.
Then T tells them to work in pairs in theComprehension Questions,p.17, and finally
checks answers orally.
All Ready
Student Book
1
p.8
CD Audio
track 02
Reader
p. 7-17
I know
Reading

Lesson 1
Week 1
Class 2
I build 3. Listen and circleTfor True of F for
False.
4. Listen to the conversation and
complete the sentences.
5. Match the places to the
community servicethey offer.
3. T asks Ss to open their Student Books to page 8 and look atthe pictureand tells them
that they aregoing to listen to the conversation between the people in the picture. T
plays the CD and asks comprehension questions atdifferent points if needed and then
asks Ss to circleTof F as they listen.Then T checks answers orally.
4. T asks Ss to look at the pictureon page 9 and tells Ss that they are goingto listen to the
conversation between the people in the picture, plays the CD pausingif necessary and
askingcomprehension questions atdifferent points.Then T reads the firstquestion aloud
and asks Ss to complete the two sentences individually.Finally,Treads the two sentences
aloud,havingSs answer altogether.
5. T asks Ss to match the places to the community servicethey offer and has them to
shareand compare their answers with a classmate.
All Ready
Student Book
1
p. 8 & 9
CD Audio
track 03 & 04
I think
Lesson 1
Week 1
Class 3
6. Read the underlined expressions
in each conversation and decide
which ones ask for help and which
ones offer help or information.
7. Read the conversations in Activity
6 again.Writethe offers and
requests under the correct heading.
8. Complete the sentences.
6. T asks Ss to open their Student Books to page 10 and look at the firstpicture, then has
them to read the firstconversation in silence,explains newvocabulary if necessary and
asks questions aboutthe conversation to check comprehension, and then repeats with
the other two pictures and conversations.
7. T asks the Ss to work in pairs and to read the conversations in activity 6 again.To
distinguish composition of expressions,Tasks them to write the underlined expressions
under the correct heading, allowingenough time for Ss to do this,and walkingaround
the class,monitoringand helpingif necessary.Then T asks for volunteers to come to the
board and write the offers and requests on the table.
8. T asks Ss to think about the conversations and complete the sentences on page 11
individually.They have to shareand compare their answers with a classmateto foster
confidence within interpersonal relationships.
All Ready
Student Book
1
p. 10 & 11
Lesson 1
Week 2
Class 1
I practice
9. In pairs,decidewhich expressions
come first,second, and at the end of
the conversation.Then write the
conversation in order.
10. Dividethe conversation into
opening, body, and closure.
11. Write the services each place
provides.
9. Ss open their Student Books to page 11 and get in pairs.Then look at the sentences in
activity 9 and decide which expressions comefirst,second, and at the end of the
conversation,and then write the conversation in order on the spaceprovided. T asks for
volunteers to act out the conversation and have the rest of the classcompareand check
their answers.
10. To determine sequence of enunciation and identify structure of dialogue,Ss have to
look at the three boxes and notice that conversations havean opening, a body, and
closure.Ss have to look back at the conversation in activity 9 and dividethe conversation.
They need to shareand compare their answers with a classmate.
11. T asks Ss to the example to write the services and elicitsanswers with a classmateand
for volunteers to read their answers.
All Ready
Student Book
1
p. 11

I can
12. In pairs,take turns sayingthe
sentences. Then match the
expressions belowto make
appropriatesuggestions.
13. Write the suggestions in activity
12 and add two of your own.
12. T asks Ss to read the sentences in silenceand asks them if there areany new words,
if so, explains their meaningand models their pronunciation.Then Ss look at the
expressions and match them to make appropriatesuggestions.Then Ss read the
suggestions aloud.They can go to the Glossary on page156 to clarify themeaning of
words.
13. To compose sentences to provideand be provided with information,T has Ss share
and compare their answers with another classmateand for volunteers to read aloud the
sentences they added.
All Ready
Student Book
1
p. 12 & 13
Lesson 2
Week 2
Class 2
I know
1. Match the expressions to the
person who normally says it.
2. Match the signs to the places
where you may see them.
3. Listen to the hip hop song about
communities while you read along.
Then answer the questions.
1. Ss open their Student Book to page 14 and look at the pictures,and then match the
expressions to the person who normally says it,after that compare with a partner.
2. Ss look at the pictures in exercise 2 and T asks where they see that kind of signs, then
Ss match them with the places. Then Ss compare answers with a partner.
3. T plays the CD and Ss listen to the song, after that, in pairs,answer the questions about
the song, some volunteer can read his/her answers aloud.
All Ready
Student Book
1
p.14 & 15
CD Audio
track 05
I build
Lesson 2
Week2
Class 3
4. Listen to the conversations and
answer the questions.
5. Read these extracts from the
conversations in activity 4.Write A
for Affirmative sentences. Q for
Questions and N for Negative
sentences.
6. Read the conversation and label its
parts usingwords from the box.
7. How do you say the sentences in
4. T explains Ss thatthey aregoing to listen to some conversations and then plays the CD.
After that, in pairs,Ss answer the questions about the conversations;they can use the
pictures as clues.
5. T encourages Ss to read the extracts form the conversations and reflectif they are
affirmative,questions,or negative sentences. Then Ss write A, Q or N on the lines.
6. Ss look at the pictureand say what they are doing,and then read the conversation
individually,after that they have to label the parts of the conversation and comparewith
a partner.
7. Finally,Ss haveto write on the spacegiven how they say the sentences in the last
All Ready
Student Book
1
p.16 & 17
CD Audio
I think

Activity 6 in your own language? conversation in Spanish. track 06

Lesson 2
Week 3
Class 7
8. Read the sentences. What do
you notice about the word order?
9. Write the sentences in Activity 8
in the correct placein the table.
10. Unscramblethe sentences.
8. T asks Ss to open their Student Books to page 18 and read the sentences in the Activity
8 and reflect about the word order.
9. Then Ss write the sentences in the correct placein the table; Ss can work in pairs.
10. T ask Ss to look at the pictures,and then elicits them to unscramblethe sentences, Ss
can work in groups of tree and compare their answers with other Ss.
All Ready
Student
Book 1
p. 18
I practice
Lesson 2
Week 3
Class 8
11. Read the listof community
services.Writewhat you can do
there usingwords from the box.
12. In pairs,choosea community
service.Write the expressions you
need to starta conversation,find
information,and end the
conversation.
13. Write your conversation and
practiceitwith a classmate.
11. Ss read the listof community services given.Then they have to write what they can do
there, they may use the words given. T elicits volunteers to read aloud their answers,the
whole class checks them.
12. Ss in pairs need to choosea community serviceto write expressions to start,find
information,and end the conversation;they can use the conversations of the unitas
examples.
13. Then Ss write the conversation on the spacegiven and actout with a classmate;they
can change roles to practice.
All Ready
Student
Book 1
p. 19
I can
Product 1:
Acting-out a
dialogue
Week 3
I get ready
1. I pairs,chooseoneof the
community services.
2. Work in pairs.Decidewhat you
need from the servicethat you
chose.
3. What materials do you need?
Make a list.
1. T explains thatthey are going to act-out a dialogueas their firstproduct.First,Ss have
to chooseone of the community services.
2. Then they may work in pairs and plan whatthey need form the servicethey chose.
3. After that discusswhich materialsthey can bring next class to help them do a better
job.
All Ready
Student
Book 1
p. 20 & 21I plan

Product 1:
Acting-out a
dialogue
Week 4
Class 10
I do
4. Decide which questions to ask.
5. Discuss your possibleanswers
and offer more detail.Here is
some useful vocabulary.
6. Write out your dialoguewith a
proper ending. Followthe example
below.
7. Decide roles and turns of
participation.
4. T elicits theSs to continue with their product; they work in pairs again and then decide
what questions the need to ask in the conversation.
5. Then they have to discuss the possibleanswers with details,they may use their
dictionaries.
6. After that, Ss write the dialoguewith a proper ending. They can look at the examples or
use them.
7. Finally,they need to decide what roleto take and their turn of participation.They must
practiceseveral times before the presentation.
All Ready
Student
Book 1
p. 21
All ready to
share
8. In pairs,practicethe dialogue
and act itout in front of your
group.
8. T decides placeand time of the presentations.Ss, after several practices,may act itout
in front of the group. Together, T and Ss, decide which presentation was the best.
All Ready
Student
Book 1
p. 21
Self-Test
Week 4
Class 11
I learn Check Very well, well or need help. T explains to Ss that they have to check accordingto their performance. Ss individually
need to reflect and answer the self-assessment.
All Ready
Student
Book 1
p. 21
Formative
Assessment
Formative
Assessment
1. Match the parts of the
sentences.
2. Use the phrases in the box to
complete the conversations.
As partial assessment,Ss have to answer the test.
All Ready
Student

Week 4
Class 12
Where are these people? Book 1
p.166

School: Grade: 1st
Group:
Social Practice of the Language: Readandunderstanddifferent
typesof literary texts of English-speakingcountries.
Literary and Ludic
Product 2:
Big book
Specific Competency: Readclassictales andwrite a shortstory basedon them Achievement (s): Usesknowncomprehensionstrategies. Recognizes the general
meaningfrom some details. Formulatesandanswers questionsinorder to
locate specific information. Expresses personalreactions toliterary texts, using
knownoral expressions. Retells eventsusing images. Organizessentences into
a sequence of actions.
CONTENTS
Graphic components.
Textual components.
Narrativeelements.
Verb tenses: past.
Verb forms: progressive.
Adverbsof time andpronouns.

Non-frequentorabsentletter groupsfoundin mother tongue(e.g., ee, gh).
Differences between British andAmerican variants(e.g., -our/-or, -re/-er).
Select andcheck classic tales.
Read andunderstandthe general meaning andmain ideas of a classic tale.
Speak aboutand rewrite key events of a classic tale.
Being through the Language:
Acknowledge reading as a recreational activity.
Understandandappropriately contributein discussions.
Foster respect towardsothers’ opinions.

Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 3
Week 5
Class 13
I know 1. In pairs,discuss whatyou
remember aboutthe story.
2. Read the extract and circleTfor
true and F for false.
3. Skim the text to find the general
idea of each paragraph.
4. Scan the paragraphs to find the
specific information below.
1. Ss open their Student Books to page 22 and look at the picture, then T elicits some
volunteers to tell their classmates whatthey remember about the Story of KingArthur.
2. Ss read the Story and then circleTor F, they can work in pairs,atthe end T asks for
some volunteer to read the answers aloud,the rest of the group can correct them.
For activities 3 and 4,Ss have to skimthe text, write on the lines the main ideas of each
paragraph,and then scan them to answer the questions.
All Ready
Student Book
1
p. 22 & 23
I build
I think
Lesson 3
Week 5
Class 14
5. Match the sentences to the
elements in narrativeand text
components.
6. Complete the sentences using
words from the box.
7. Write the correct tense after each
sentence: pastsimple,past
continuous,or interrupted past.
5. Ss have to reflect about the elements of the narrativeand the text components, and
then they may match the columns aboutthem.
6. Then T asks Ss to work in pairs or individually and tell them to read the paragraph and
then complete the sentences usingthe words given.
7. T explains theverb tenses on the board and writes some examples, and then Ss say in
what tenses the sentences are, after that, T asks Ss to write the correct tense after the
sentences given.
All Ready
Student Book
1
p. 24
Lesson 3
8. Complete the sentences using
words from the box.
9. Number the events from the story
8. T asks Ss to remember when to use each of the verb tenses and elicits somevolunteers
to write on the board some examples of each, after that, Ss complete the ruleusing
words from the box.
9. Then Ss have to look at the pictures and number the events from the story in the
All Ready
Student Book

Week 5
Class 15
I practice
in the correct order.
10. Underline the actions in past
simpleand circlethe actions in past
continuous.
11. Listen to the story and complete
the text usingwords from the box.
correct order, they can use the story on page 22 and 23 to look for clues.
10. Finally,Ss read the paragraph aboutKingArthur and underlinethe actions in past
simpleand circlethe actions in pastcontinuous;they can check their answers with a
partner.
11. T plays the CD and Ss listen to the story to complete the text usingthe words given. Ss
can ask the T to play again the track if they need. Then T asks for some volunteers to read
the paragraphs to check the answers.
1
p. 25 & 26
CD Audio
track 07

Lesson 3
Week 6
Class 16
I practice 12. Complete the organizer.
13. Read the table and complete the
organizer.
14. Skim and scamthe fableagain
and answer the questions.
12. T asks Ss to open their Student Books to page 26 and ask for some ideas aboutthe
story they heard lastclass.Then T encourages Ss to complete the organizer usingthe
information from the story.
13. Then T elicits fromSs what a fable is.Then Ss read individually thefable on page 26
and complete the organizer about it.
14. Ss need to read the fableagain and answer the questions.They may check their
answers with a partner.
All Ready
Student Book
1
p. 26 & 27
I can
Lesson 4
Week 6
Class 17
I know
1. Check the fairy tales you know.
Work in pairs,chooseone taleand
write what you remember about it.
2. Match the sentences to the
pictures.
3. Number the events in the correct
order.
1. T asks Ss to remember some of the tales that they read as children,and then Ss open
their Student Books to page 28, look at the pictures,and check the fairy tales thatthey
know. Then, in pairs, they choose one taleand write the story on the lines.
2. Then Ss look at the pictures and read the sentences, they have to match them.
3. Ss read the sentences about the laststory,and then they have to number the events in
the correct order.
All Ready
Student Book
1
p. 28 & 29
I build
Lesson 4
Week 6
Class 18
4. Check the story of The Silkies in
Activity 3. Writea cross nextto the
things you didn’t likeand a check
mark next to the things you liked.
5. Check the story of The Silkies in
Activity 4 again and answer the
questions.
6. Skim The Silkies again and
complete the organizer with the key
events from the story in activity 4.
4. T writes on the board like and don’t like and asks for some volunteers to write the
things that they likeand don’t like.Then T asks them to open their Student Books to page
29 and put a cross next to the things they didn’t likeand a check mark next to the things
they liked.
5. Then Ss have to read the story of the Silkies again and,in pairs,answer the questions
about them. Finally,Tasks for some volunteers to read aloud their answers to check
them.
All Ready
Student Book
1
p. 29 & 30
I think

Lesson 4
Week 7
Class 19
I think
7. Match the words to the
descriptions.
8. Read The Silkies in Activity 4
again.Writecomplete sentences
about the events you liked or
didn’t likefrom the story using
words from the box.
9. Write the sentences under the
correct heading.
10. Circlethe correct option.
7. T asks Ss to open their Student Books to page 30 and asks for some volunteers to
comment about the story of the Silkies in Activity 4.Then Ss individually haveto match
the words to the descriptions.
8. Then the Ss complete the table about likes and dislikes,usingcomplete sentences and
the words from the box.
9. Ss write the correct sentences under the causeor effect usingthe phrases fromthe
box.
10. Finally,Ss read the sentences and decide the correct option to complete them; they
have to circlethem.
All Ready
Student
Book 1
p. 30 & 31
I practice
Lesson 4
Week 7
Class 20
I can
11. Read the story and write the
correct tense of the verb in each
parenthesis.
12. In pairs,complete the
paragraphs accordingto the events
in the story.
13. Answer the questions about
the story in Activity 11.
14. Complete the organizer with
information from the story in
Activity 11.
15. In pairs,rewrite the story of
The City Mouse and the Country
Mouse. Writea different ending to
the story.
11. Ss read the story and write the correct tense of the verb in each parenthesis.Then T
asks for volunteers to read aloud some sentences to check answers.
12. Ss work in pairs to complete the paragraphs,accordingto the events in the story. After
that, Ss exchange books with another pair of Ss to check answers.
13. Ss individually read the story in Activity 11 and answer the questions about it.
Afterwards, T asks some Ss to read a question and its answer aloud,and the rest of the Ss
correct their work.
14. T explains whatan organizer is.Then elicits someexamples of causeand
consequences. Subsequently, Ss complete the organizer individually with the information
about the story of the City Mouse and the Country Mouse.
15. Finally,Ss work in pairs to rewrite the story of the City Mouse and the Country Mouse
but writinga different ending to the story.
All Ready
Student
Book 1
p. 32 & 33
Product 2 I get ready
1. Work in pairs.Choosea story or
classictaleyou like.
2. Decide on the importantevents
1. T elicits somedefinitions of broadsheetbook and tells Ss that they are going to make
one. FirstT asks Ss to work in pairs and choosea story or classictalethey like.
2. Ss must decide on the important events they remember from the story and write
All Ready
Student

Week 7
Class 21
I plan
of the story.
3. Decide how many pages you will
use for your book.
Make a list.
5. Complete the organizer on page
176 in the worksheets section with
the text components and key
events of the story you chose.
sentences usingpasttense.
3 & 4. Ss decide the number of pages and what materials they aregoing to need for the
broadsheet book.
5. Usingthe organizer on page 176,Ss write the title, subtitle, main character(s),other
characters,setting, events in order, climax or turningpoint, and conclusion of the story
they chose.
Book 1
p. 34 & 35
I do

Product 2
Week 8
Class 22
I do
6. Compose and arrangesentences
based on the key events. Try to
includethese elements.
7. Write your sentences on the
pages of the broadsheet book and
illustratethem.
8. Put the pages of the broadsheet
book together. Design a cover for
your book with the names of the
authors.
9. In pairs,taketurns readingthe
broadsheet out loud to practice
pronunciation;changeyour speed
and intonation to make your story
more interesting.
10. Find a primary group to read
your book to and donate it to them
when you finish.
6. T asks Ss to open their Student Books to page 34 and draw their attention to the sticky
notes, explains thatthey have to compose the sentences for their books based on the key
events they included in Activity 5, and that they should try to includethe information on
the sticky notes with them to make sure they understand all the possibleinformation that
can be included in their stories.
7. T asks Ss to write the sentences they composed in Activity 6 on the corresponding
pages of their books and to illustrateeach of the pages in their broadsheet book. Guide
each of them to choose different sentences to write and illustrate.
8. Ask Ss to design a cover for their book that includes the titleof their story, their names
as authors,and an illustration.Allowtime for them to do this.Once they finish,ask them
to put the pages of their books together.
9. Draw Ss’ attention to the useful expressions chartand encouragethem to usesome of
these expressions to present their story to the class. Ask Ss to take turns readingtheir
story.
10. Have each pair of Ss selecta primary group to read their book to, and help them
arrangea readingsession for this group.
All Ready
Student
Book 1
p. 35
I learn
All ready to
share
Self-test
Week 8
Class 23
I learn
Check the “I learn”box.
Ask Ss what they can do now that they couldn’t do at the beginningof the learning
environment. Have them answer the I learn box. Explain thatits purposeis to asses their
performance while makingthe product, in order to improve weaknesses and reinforce
strengths duringthe process.
All Ready
Student
Book 1
p. 35
Product 2
Week 8
Class 24
Formal
assessment
1. Read the text and then use the
words in the box to complete the
story.
2. Read the text and write the
correct tense of the verbs in
parentheses.
Ask Ss to answer the test individually.
All Ready
Student
Book 1
p. 167

School: Grade: 1st
Group:
Social Practice of the Language: Understandandwrite
instructions.
FormationandAcademic
Product 1: Instructionmanualtolearn how to use a
bilingual dictionary.
Specific Competency:
Write instructionstouse a bilingual dictionary.
Achievement (s): Locatesandreadsthe definitions of words bothin English and
Spanish. Understandstheuseof uppercase letters, lower case letters and
abbreviationsin a dictionary. Completesandwrites sentences in order to
organize theminto a sequence, from a model. Removes and/oradds
Information toedit aninstructionsmanual.
CONTENTS
Textual organizationpatterns:listings.
Typographicsigns.
Arabic andromannumbers.
Abbreviations.
Articles, nouns, adverbs, adjectivesandpronouns.

Connectors.
Verb forms: imperative.
Upperand lower case letters.
Punctuation.
Select andcheck bilingual dictionaries.
Understandtheuse of the textual componentsinbilingual dictionaries.
Write instructions.
Edit instructions.
Showcuriosity andinterest in searchingand obtaininginformation.
Favorcooperationand integrationin school work.

Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 1
Week 1
Class 1
I know
1. Answer the questions.
* Reading
1. T asks Ss to open their Student Books to page 38. To selectbilingual dictionaries,T
directs Ss’attention to the pictures and asks them questions encouragingspeaking
about it.
* T asks Ss to open their Readers to page 33. After that, T has them read the title and
flip through the text. Ss have to predictthe text. Then T reads out loud with proper
intonation and asks Ss to followalongsilently.TheSs can summarizethe main ideas of
the text. Finally,Ss mustcomplete the comprehension questions on page 43; firstthey
answer the six questions aboutthe text and then work in pairs to discussthethree
questions.
All Ready
Student Book
1
p. 38
Reading
Lesson 1
Week 1
Class 2
I build
2. Look at the book pages and answer
the questions.
3. Read the two dictionary pages in
Activity 2. Choose the best option.
2. T asks Ss to open their Student Books to page 38, points at the firstpicture,and asks
what type of book itis,and does the samewith the next picture.Next, Ss describeeach
of the two pages. T asks Ss to go over the book pages,write a listof textual and graphic
components, and has Ss to look at the book pages to answer the questions,checking
answers with the classby askingdifferentSs to read their answers out loud.
3. With this activity,Ss will recognizegraphic and text components, as well as recognize
the number of entries. Ss open their Student Books to page 39. T asks the Ss to read the
statements, they have to look in their dictionaries,or check in their Readers. Then T has
Ss compare their answers with a partner.
All Ready
Student Book
1
p. 38 & 39
I think

Lesson 1
Week 1
Class 3
4. Read these dictionary entries and
5. Read the dictionary pageand
complete the table.
6. Complete the listof dictionary
components with words from the box.
7. Match the parts of speech to their
definitions.
4. T asks Ss to open their Student Books to page 40. Ss have to work individually,T
points to the firstdictionary entry and has them describeit, elicitinganswers from
different students. To complete this activity,Ss may analyzethe dictionary entries
before and also check their Readers to clarify any doubt. Finally,Ttells some volunteers
to read the answers to the classand correctany mistakes.
5. Ss have to open their dictionaries,they have to find the page with the numbers,
symbols,and abbreviations.Texplains theimportance of this page to understand
information from the dictionary.Then T points to the dictionary pageon the Student
Books, interprets the different parts of the page, and completes the table.
6. Ss have to read the words and T asks them where they can find these types of words,
elicitingsomeanswers,and has them complete the activity.T can check the answers by
askingthe whole class to read the sentences out loud.
7. T writes a sentence on the board and asks somevolunteers to underlinethe noun,
verb, adjective,adverb, pronoun, and conjunction,and then asks Ss the definition of
each partof speech. T clarifies any doubts.Then T asks Ss to open their Student Books
to page 42 and has them match the parts of speech with the definitions.Tchecks
answers with the classby askingto read the definitions outloud.
All Ready
Student Book
1
p. 40-42

Lesson 1
Week 2
Class 1
I practice
8. Label the parts of the dictionary
entry with the words in the box.
9. Read the dictionary entries and find
the information.
10. Read the newspaper article.Find
the meanings of the underlined words
in the entries in activity 9 and
complete the table.
*Reader. T asks Ss to open their Readers to page 36, starts by reading aloud with proper
inflection and intonation the information about entries.
8. T goes over the words in the box with the Ss. Have them explain whatthose words
mean. To identify entries and subentries,have them label the parts of the dictionary
entry with the words in the box. Read the answers and have them correct any mistakes.
9. T asks Ss to open their Student Books to page 43 and calls theSs’attention to the
words on the entries. To locate words in English and in their nativelanguagein a
dictionary,Tasks Ss to complete the activity by readingthe entries.
10. T calls Ss’attention to the pictureand has them say what type of text itis, asks
them to mention some characteristicsof newspapers,and then asks them to complete
the table. Ss can compare their translationswith a partner and read out loud the parts
of speech to confirmtheir answers.
Reader
p.36-42
All Ready
Student Book
1
p. 42-43
I can
Lesson 2
Week 2
Class 2
I know
1. Where would you find these
instructions?
2. Read the manuals and choosea
headingfor each from the box.
3. Read the manuals in activity 2 again
and circlethe best option.
1. T ask Ss to open their Student Books to page 44. Have Ss look at the different texts
and ask them what they have in common. Go over the sentences with the Ss and ask
them in what situations they would hear these instructions.Havethem discuss their
2. T ask Ss to read the firsttext. Have them underline the connectors mark a sequence.
Ask them to read the text individually and then elicitthe main ideas and key words.
3. To establish thenumber of instructions or steps,have Ss read the texts in Activity 2
again and circlethebest option.
All Ready
Student Book
1
p. 44 & 45
I build
I thinkLesson 2
Week 2
4. Underline the imperative verb in
each sentence.
5. Read the manuals in Activity 2 again.
Underline all theconnectors and circle
4. T explains to Ss that you can use the imperative form to give an order, to give a
warning,an advice,an instruction,or to make a request. Ask Ss to open their Student
Books to page 46. Ask them to complete the activity.Allowthem to compare their
answers with a partner. To check the answers,have some Ss write the verbs on the
board.
All Ready
Student Book
1

Class 3
all the imperativeverbs.
6. Classify theimperatives from the
text in Activity 4 in the table.
7. Complete the tablewith phrases
from the box.
8. Circlethe best option.
5. T asks Ss to open their Readers to page 41. Ss read the texts in Activity 2 to recognize
the imperative verbs and the connectors. Ask them to underlineall the connectors and
circleall theimperative verbs.
6. Have Ss complete each phraseto form a sentence. Ask Ss to identify all the
imperative verbs and to classify them in affirmativeand negative.
7. T goes over the phrases with Ss and has them complete the table. To check answers,
T asks Ss to correct any mistakes.
8. Ask Ss to read the title and to tell you what the activity is about.Tell them they have
to complete the activity by choosingthe best option. Go around the classroomand give
help where necessary.
p.46 & 47

Lesson 2
Week 3
Class 1
I practice
9. Number the instructions in order.
10. Write a connector or phrasefrom
the box in front of each instruction in
Activity 9.
11. Compare your answers with a
classmate.
9. T asks Ss to open their Student Books to page 48. To have Ss order the sentences in a
logical sequence,go over the sentences with them. Have Ss complete the firstone
together.
10. T goes over the connectors in the box with your Ss. Have them go over the
instructions fromactivity 9 and write a connector or phase in the appropriateplace.
11. T has Ss work in pairs to check their answers. Then T has some volunteers to write
the answers on the board.
All Ready
Student Book
1
p. 48
Lesson 2
Week 3
Class 2
I can
12. Use this dictionary excerptto
complete the translation of the
phrase.
13. Compare your answers with a
classmate.
14. Write the steps you followed to
look up the word gear in Activity 12.
12. Ask Ss to open their Student Books to page 49.Tell Ss they have to complete the
activity by lookingup the phrasein the dictionary.Go around and give help if necessary.
13. Have Ss work in pairs to compare their answers from activity 12.Monitor. Have
some volunteers write the answers on the board.
14. Ask Ss to write the steps they followed individually.Havethem edit their
instructions.Monitor and help them to edit the instructions.Then have students
rewrite their instructions.
All Ready
Student Book
1
p. 49
Product 1
Week 3
Class 3
I get
ready
1. What dictionary do you use for
English class?
2. It is useful? Why or why not?
1. Ss answer the question on page 50 individually.
2. Have Ss discussthequestions in their groups. Find out your students’ opinions by
askinga speaker from each group to sharetheir answers with the rest of the class.
All Ready
Student Book
1
p. 50
I plan
3. Work in groups of five.
4. Distributein your group the actions
to make the instruction manual.
5. What materials do you need? Make
a list.
3. Dividethe class into groups of five students. Explain to Ss that they are going to work
on their firstproductof this unit: an instruction manual on howto use a Bilingual
Dictionary.
4. Tell Ss that they have to discussand decideon the actions they have to perform to
make the instruction manual. Explain to Ss that they have to open their Readers to
check some information aboutbilingual dictionaries.
5. Ask Ss to make a listof materials they need. Go around the class and makesure
All Ready
Student Book
1
p. 50

everybody participates in theactivity.

Product 1
Week 4
Class 1
I do
6. Draw the dictionary pages on a
white sheet of paper.
7. Copy the entries into the correct
dictionary pages.Use alphabetical
order.
8. Choose two entries from Activity 7,
one English-Spanish and theother
Spanish-English.Writethem on a
white sheet of paper.
9. Draw lines to the different parts of
the entry and label them.
10. Make a listof important symbols
and abbreviations in a bilingual
dictionary and writeit down on a
different sheet of paper.
11. Write the instructions to find
translationsand meanings in the
correct order in your manual.
12. Re-read to revisepunctuation and
spelling.
13. Remove and/or add information to
improve the text.
14. Take all thesheets of paper and
staplethem to make the manual.
6. Have Ss work in their groups from previous class.Ask Ss to open their Student Books
to page 50. Ask them to revisethe different actions they will followto write the
instruction manual.Explain to Ss that they have to draw the dictionary pages on a white
sheet of paper. Tell them that they can open their bilingual dictionaries.Havethem
includeboth sections.Walk around the classroomand give help where necessary.
7. Explain to Ss that now they have to copy the entries into the correct pages. Remind
them that it has to be the same way as in a dictionary:in alphabetical order.
8. Ask Ss to look at the dictionary entries in Activity 7. Have them choose an entry from
the English-Spanish section and another from the Spanish-English section.Then ask Ss
to write the entries on a white sheet of paper.
9. Ask Ss to choose one of the entries and label itwith its parts:entry, partof speech,
translation,pronunciation,etc. Have Ss do the same with the other entry.
10. Ask Ss to write the useful symbols and abbreviation on a separate sheet of paper for
them to consult.
11. Ask to read different instructions fromprevious activities and theReader chapter.
Help them to summarize their own version of the instructions on how to find a
translation.Monitor and check their dictionary pages.
12. Remind them that when they finish,they have to check the punctuation and
spellingof their summaries.
13. Have some students read their instructions outloud to the rest of the classand ask
other Ss to recommend improvements.
14. Finally,haveSs take all sheets of paper and staplethem to make the manual.Make
sure the entire group have finished their manuals.
All Ready
Student Book
1
p. 50 & 51
All ready
to share
15. Display your manual for others to
read.
15. Ask the different groups to display their manuals in theclassroom.Then have the
different groups read their manuals out loud.Finally,votefor the best manual.
All Ready
Student Book
1

p. 51
Self-test
Week 4
Class 2
I learn
environment and listen to their responses.Encourage them to identify the activities
that they found especially helpful duringtheprocess of makingthe product.
All Ready
Student Book
1
p. 51
Formal
assessment
Week 4
Class 3
1. Look at the dictionary entries and
complete the parts of speech.
2. Number the instructions in order.
Briefly,have Ss discusstheir responses to the self-assessmentin groups or with the rest
of the class.Givepositivefeedback for their effort and progress.
All Ready
Student Book
1
p. 168

School: Grade: 1st
Group:
Social Practice of the Language: Interpretandexpress
informationpublishedindiverse media
FamiliarandCommunity
Product 2:
Plenary
SpecificCompetency:
Exchange opinionsregardingthe contentsof aradio program
Achievement(s):Identifieswordsusedtolinkideas.Detectsspeechregister.
Writesexpressionstoproduce opinions. Answersquestionstoexpress
opinionsorpointsof viewaboutthe contentsof an oral text. Expandsmain
ideasinan oral exchange.
CONTENTS
Knowingabout the Language:
Form of communication.
Structure of radio programs.
Speechregisters.
Speakingturns.
Repertoire of wordsnecessaryforthissocial practice of the language.
Connectors.
Verbs:modals.
SyntacticdifferencesbetweenBritishandAmericanvarieties:possessive constructions(e.g.,Have yougota notebook?, Doyouhave a
notebook?).

Syntacticparticularitiesof the Englishlanguage:absence of relative pronoun.
Understand thegeneralmeaning and main ideas: Predictthegeneral meaning. Differentiate parts of a radio program. Recognize
sentences andexpressionsused by presenter and/or otherparticipants. Identify the use of wordsto connect ideas. Determine the
relationshipbetween soundeffects andcontents. Detect speech register. Distinguishbehavioradoptedby speakerstosupportmeaning
construction. Write sentences usedby the presenter and/or the participants. Define sequenceof statements.
Exchangeopinionsregarding thecontents: Answerquestionsto express opinions. Structure, write andread opinions. Formulatequestions
aboutthe contentof a program. Includerelevant details and interestinginformationin an opinion. Determinetone andintonationof
sentences. Establish rules andturnsof participationfor an exchange of opinions. Beginan exchange. Use expressionsandlinguistic
resources to ask for details and explanations.
Recognize the influence of media in everyday life.
Foster respect andattentiontowards the opinionsof others.

Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 3
Week 5
Class 1
I know
Reading
1. Answer these questions.
1. Dividethe class in groups of three. Ask Ss to open their Student Books to page 52. Go
over the questions with them. Ask your Ss to take turns askingand answeringthe
questions.Go around and listen to some of the students’ answers.Then have Ss join
another group to compare their answers.Find out the students’ preferences.
All Ready
Student Book
1
p. 52
Reader p. 50-
51
Lesson 3
Week 5
Class 2
I build
2. Listen to a radio programand match
the questions to the answers.
3. Listen again and circleTfor True or F
for False.
4. Underline the correct completion
for each sentence.
5. Read the program’s scripts and
check the answers in Activity 1.
2. Ask Ss to open their Student Books to page 52. To establish subjectmatter and
intended audience, go over the questions with the students. Play the CD and have
students match the columns.Check the activity with the class.
3. Ask Ss to open their Readers to pages 50-55 and ask them to mention the different
parts of the program. To distinguish behaviorsadopted by speakers to supportmeaning
construction and speech register, ask Ss some questions about it and elicitanswers
from the whole group. Ask Ss to open their Student Books to page 52. Play the CD and
have SS circlethe correct option.
4. Ask Ss questions aboutthe radio program. Elicitanswers fromdifferent Ss. Have Ss
open their Student Books to page 53, read the questions,and choosethe correct
option.
5. Have them read the program’s scriptto check the answers to Activities 1-4.
All Ready
Student Book
1
p. 52 & 53
CD Audio
track 08

Lesson 3
Week 15
Class 3
I think
6. Read the excerpt from another radio
program. Circlethe best option.
7. Work in pairs.Explain to your
classmatehowyou chose your
answers.
8. Listen to the radio programand
9. Complete the tableby comparing
characteristicsof the two radio
programs.
10. Check the characteristics that
make a radio programinteresting for
teenagers in each pair of sentences.
6. Ask Ss to open their Student Book to page 53.Have them read the text in Activity 5
and underline the words that the hostuses to welcome his guests. Have them also say
how many participants takepartin the program. Have Ss circlethe best option.
7. Dividethe class in pairs.Ask Ss to take turns to explain to their partners why they
chose their answers.
8. Tell your Ss that they are goingto listen to a radio program. Ask them to read the
questions first.Then play the CD for Ss to answer the questions.Check answers with
the class.
9. Tell Ss that you are going to play the CD to listen to the radio programfrom the
previous activity.Play the CD again and have Ss to complete the table. Have some Ss
write the answers on the board.
10. Have Ss read the sentences. To promote self-reflection,have Ss answer the activity
individually.Check answers with the class.
All Ready
Student Book
1
p. 54 & 55
CD Audio
track 09

Lesson 3
Week 6
Class 1
I practice
11. Read the scripts and find atleast
one example of each of the
expressions.
12. Complete these sentences with
words from the box.
11. Ask Ss to open their Student Books to page 56.Have them read the scripts and ask
them questions aboutthem. Go over the scripts to identify words used to connect
ideas and have Ss underlinethem. Ask Ss to complete the activity.
12. To identify words used to connect ideas,go over the words from the box with your
Ss. Have them complete the sentences with these words.
All Ready
Student Book
1
p. 56
I think
13. Listen to another radio program
14. Listen again and circlethebest
option.
15. Complete the sentences with the
words in the box.
13. Have Ss read the questions. Tell your Ss that they are going to listen to a new radio
program. Ask them to take notes in their notebooks whilethey listen.Play the CD for Ss
to answer the questions.You may have to play the CD more than once.
14. Have Ss read the statements. Play the CD from the previous activity again and have
them confirmtheir guesses.Have the classread the answers out loud.
15. Go over the words with Ss and make surethey understand them. Elicitone example
with each of the words on the board and have Ss complete the sentences.
All Ready
Student Book
1
p. 57
CD Audio
track 10
Lesson 4
Week 6
Class 2
I know
1. Discuss thequestion.
1. Write on the board: Ads. Ask Ss what the word means and where we can find ads.
Elicitanswers fromdifferent Ss.Dividethe class into groups of five and ask Ss to open
their Student Books to page 58. Have Ss discuss thequestions in their groups and give
reasons for their answers.Then have a speaker from each group sharetheir answers
with the rest of the class.
All Ready
Student Book
1
p. 58
I build
complete the evaluation form.
3. Listen again and answer the
questions.
2. Have Ss read the questions and make surethey understand them. Pay special
attention to some features. Play the CD and have Ss answer the questions. Then ask Ss
to form groups of three and have them compare their answers.Finally,havedifferent
groups read their answers.
3. Have Ss read the questions.Tell them they are goingto listen to the same program
again,and they are goingto answer the questions.Then have Ss to compare their
All Ready
Student Book
1
p. 58
CD Audio
track 09
Lesson 4
Week 6
I think
4. Read these sentences and underline
the word in each that gives a
suggestion or advice.
5. Read the sentences in Activity 4 and
4. Ask Ss to open their Student Books to page 59 and have them read the sentences.
Ask them to continue in the same way. Refer them to the Glossary on page 159.Then
have Ss to complete the activity.
5. Ask Ss to go over the sentences from Activity 4 and analyzethem. Have Ss write the
sentences on the board accordingto their degree.
All Ready
Student Book
1
p. 59 & 60
CD Audio

Class 3
6. Listen to the people givingopinions
about a radio program. CircleP for
Positiveopinion and N for Negative
opinion.
7. Work in pairs.Taketurns reading
the opinions in Activity 6 usingthe
appropriateintonation.
8. Complete the sentences with
positiveor negative.
6. Go over the instructions in this activity with the Ss. Have them read the sentences
and ask them to go to their Glossary atthe back of the book if they have any vocabulary
questions.Play the CD. Have your Ss pay attention to the way people talk in the audio.
Play the recordingagain for Ss to complete the activity.
7. Have Ss work in pairs.Explain to your Ss that they have to read the opinions in
Activity 6 out loud to a partner.
8. Call Ss’attention to the box and have them complete the ideas.Tell them that they
can use their dictionaries to check the meanings of words they don’t know. Ask two Ss
randomly to read the answers.
track 11

Lesson 4
Week 7
Class 1
I practice
9. Match the questions to the
answers.
10. Write the words in the box in the
correct columns in the table.
11. Complete the conversation with
the appropriatewords and phrases
from the tablein Activity 10.
9. Dividethe class into pairsand letSs ask the questions to their partners.Have Ss open
their Student Books to page 60. Have them match the questions to the answers.
10. Go over the words in the box with your Ss. Explain thatthey have to complete the
table with these words.Tell them that they have to read the different sentences from
left to rightand give them plenty of time to complete the activity.
11. Have Ss read the dialogue.Tell them that they have to complete itwith words from
the box in activity 10.Check answers with the class by writingthe missingwords on the
board.
All Ready
Student
Book 1
p. 60 & 61
Lesson 4
Week 7
Class 2
I can
12. Complete the organizer with the
main characteristicsof a radio
program.
complete the table.
your own opinions of the program in
Activity 13.
15. Write your own opinions of
Teens Ask.
16. In groups of fivediscuss your
opinions.When you finish,present a
conclusion to the rest of the class.
12. Ask Ss to open their Student Books to page 62.Have Ss to complete the organizer of
a radio program. Explain if they do not remember the name of the main features.
13. Play the CD once and ask them to write the words or ideas on the board.Ask Ss to
read the instructions of the activity.Play the CD a second time and let Ss complete the
table. Tell them to usethe words and ideas on the board if necessary.
14. To compose and write opinions to support their oral production,includingrelevant
details and interesting information in an opinion,haveSs complete the sentences with
their own opinions of the program.
15. Ask Ss to open their Student Books to page 184 and look attrack 10. Have them read
the audio and go through the previous activities to gather information to write.
16. Dividethe class in groups of five.Ask Ss to sharetheir opinions aboutthe program
they have justlistened to and establish therules of participation for an exchange of
opinion.
All Ready
Student
Book 1
p. 62 & 63
CD Audio
track 10
Product 2
Week 7
I get ready
1. Think of two or three radio
programs that you know and
complete the form.
2. Decide on the duration of the
plenary.
3. Work in groups.Choose one
program for everyone to listen to.
1. Ask Ss to open their Ss Book to page 64. Explain thatthey are going to participatein a
plenary about radio programs,and ask them to decide aboutwhat programs they will be
talkingabout. Tell them they have to choose two or three different programs and fill out
a table. Let them complete the table individually.
2. Dividethe class into groups of four or five. Tell Ss that firstthey have to complete the
information they included in their tables from the previous stage and then they have to
decide on the duration of the plenary.
3. Tell Ss they have to chooseone program from the table in Activity 1 for everyone to
All Ready
Student
Book 1
p. 64
I plan

Class 3
I do
4. Establish theturns and the
duration of each participation.
Make a list.
6. After you listen to the program,
complete the organizer on page 177
in the Worksheets section.
listen.Remind them that they should complete their table with as much information as
possible.
4. After all thegroups have decided on the duration of the plenary,have Ss establish the
turns and the duration of each participation.
5. Now that Ss know how the plenary will go, they should consider the materials they
will need to use. Have them make a listof materials.
6. Ss discussaboutthe program they listened to. Have them complete the organizer on
page 177. Monitor and make surethe different teams have completed the organizer.

Product 2
Week 8
Class 1
I do
7. In your group, practiceand check
your opinions.Correctany errors in
your sentences.
8. Discuss theprograms in a plenary.
Followthe procedure below.
9. Pay attention to the interventions
of others and ask questions to obtain
further information.
7. Have Ss open their Student Book to page 65. Ask them to write their opinions about
the program on a different piece of paper. They have written or given their opinions in
different activities throughoutthe unit. Then ask your Ss to correct any mistakes and to
rewrite their sentences. Revise that the sentences are understandable.
8. Go over the procedure with Ss. Ask them to establish therules and turns for the
exchange of opinions.
9. Tell them that everybody has to pay attention to their classmates’ interventions and
ask questions to clarify or obtain moreinformation.Foster respect and attention
towards the opinions of others.
All Ready
Student
Book 1
p. 65
All ready to
share
Self-test
Week 8
Class 2
I learn
environment and listen to their responses.Encourage them to identify the activities that
they found especially helpful duringtheprocess of makingthe product.
All Ready
Student
Book 1
p. 65
Week 8
Class 3
Formal
assessment
1. Complete the tablewith the
expressions in the box.
2. Match the columns.
All Ready
Student
Book 1
p. 169

School: Grade: 1st
Group:
Social Practice of the Language: Participatein
language gamesto work with specific linguistic
aspects.
Literary and Ludic
Product 1:
Forecast
Participate in language gamesto recognize and comprehendfuture tense in
forecasts
Achievement (s): Recognizesfutureverbforms within sentences. Classifies
sentences by the typesof future verbform found in them. Comparessentences
thatexpress future situationsto oneswhich express pastand/or present
situations. Formulatesandanswers questionsinorder to understandforecasts.
CONTENTS
Verb tenses: present, past, future (will, shall, be + goingto).
Sentence types.
Non-frequentorabsentletter groupsfoundin mother tongue. (e.g., sh, ll).
Conventionalwriting of words.
Punctuation:apostrophe.

Check written forecast examples. Identify situations in which forecasts are made. Recognize topic, purpose and intended audience.
Distinguish graphic and text components.
Understand characteristicsofthefuture tense. Listen to the reading of forecasts containing verb forms in future tense. Identify sentences
that express future situations and conditions, and their composition. Classify sentences according to the future verb form. Complete
sentences with words used in future situations and conditions. Compare sentences that express future situations to those that express
past and/or present situations. Answer questions formulated to create forecasts based on current situations.
Write sentences that express future tenses, in order to make a forecast. Write words that express future tense. Write questions about
future situations. Complete sentences with the future verb form. Arrange sentences in a sequence. Write down sentences to make a
forecast about a real or fictitious situation.
Promotefeedback amongclassmates.
Showa goodattitudeto auto-evaluatepossibilitiesandcapacities.

Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 1
Week 17
Class 49
I know
1. Have you played these games?
2. What are your favorite types of
games?
3. Read the extract and answer the
questions.
1. Ask Ss to open their Student Books to page 68. Encourage them to predict firstwhat
they think the lesson will beabout. Briefly discusseach of the games addressing the basic
rules for each game and who plays them.
2. To use languageas a means to promote recreational activities,discussthedifferences
between board games, video games, card games, word games, guessinggames,
playground games, etc. and elicitmore examples from Ss. Invite volunteers to sharethe
names of their favoritegames with the class.
3. DivideSs into small groups of four or five, and ask them to take turns readingthe
extract and answeringthe questions on page 69.
All Ready
Student Book
1
p. 68
Reader
p. 59- 68
I build
Lesson 1
Week 17
Class 50
I think
4. Read the sentences and classify
them in the organizer.
5. Read the sentences and underline
the one that makes a prediction
about the future.
6. Listen to this extract from an
interview about video games and
match the person’s predictions about
the future.
7. Look at the sentences in Activity 6
and answer the question.
8. Complete the rules.
4. InstructSs to open their Student Books to page 69. Read each of the statements out
loud to the class.To identify sentences that express future situations and conditions,and
their composition,ask Ss to work with a partner to classify them accordingto whether
they are past,present, or future. Monitor and check.
5. Ask Ss to repeat the same process from Activity 4 to identify the tense of each
statement by analyzingthe context of each one.
6. Play the interview for the Ss and ask them to match the predictions accordingto what
they hear on the recording.
7. Ss look at the sentences in Activity 6 and answer the question.
8. Tell Ss to work in pairs and encouragethem to use the information they discovered in
the previous activities to answer correctly.Check answers as a class.
All Ready
Student Book
1
p. 69 & 70
CD Audio
track 12

Lesson 1
Week 17
Class 51
I practice
9. Complete the text usingthe
correct tense of the verbs.
10. Write the sentences in the
correct order.
11. Listen again to the interview and
complete it.
12. Write three predictions aboutthe
future of video games.
13. Work in pairs.Discussthe
predictions in activity 12 and add
three more.
9. Ask Ss to open their Student Books to page 71. Ss complete the text usingthe correct
tense of the verbs.
10. InstructSs to unscramblethe words to write sentences about the future of gaming.
They should be ableto arrangethe sentences sequence to express future situations.Have
them work independently and check answers with a partner.
11. Ask Ss to listen to the interview and complete the missinginformation.Monitor and
check.
12. Ss write three sentences from the interview on the previous page to express future
tense.
13. DivideSs into pairs. Then Ss compare predictions and discussthreemore possible
advances or changes in gaming with their partners.Ss then add their new predictions to
their existinglist.Monitor and provideindividual help.
All Ready
Student Book
1
p. 71 - 73
CD Audio
track 12
I can

Lesson 1
Week 18
Class 52
I can
14. Work with another pair and
shareyour predictions aboutthe
future of video games.
15. In groups, make a poster about
the future of video games.
14. Tell pairs to join another pair to discuss their predictions.Proposeseveral questions
for the new groups to consider.Monitor group discussions.
15. Ask Ss to open their Student Books to page 73.Have Ss work in groups of four. Tell
them to refer back to the components written on the board to guide them through the
creation process.Ss should present their posters to their classmates atthe end of the
class and givean informal explanation of their poster.
All Ready
Student Book
1
p. 73
Lesson 2
Week 18
Class 53
I know 1. Do you read your horoscope? Do
you believe that horoscopes can
predictthe future? Why or why not?
2. What is your sign?
3. What other things can you make
predictions about?
4. Read this text and answer the
questions.
1 & 2. Ss discuss thequestions with the entire class.
3. InstructSs to look at the two pictures on page 74 of the Student Books and identify
them as a cloudy day or a sunny day.
4. Elicitwhether the articleis froma textbook, a newspaper, or a magazine. Ask Ss to
read the tips again silently and then elicitthe things that can be observed. Have Ss go
over the articleagain,circlethe things that can help people predict the weather, and
then underlinethe words that talk about weather. Monitor and check.
All Ready
Student Book
1
p. 74
I build
I think
Lesson 2
Week 18
Class 54
5. Write two things that you will be
ableto tell your friends after reading
the text in Activity 4.
6. Now listen to the weather forecast
and circleT for True or F for False.
7. Read these sentences. What do
you notice?
8. Write the correct sentence form
Activity 7 under each picture.
5. Ss read the articlein Activity 4 again quickly and decidewhich two predictions they will
sharewith their friends.
6. Before playingthe recording, ask Ss to read the three statements in the activity.
Instructthem to listen to the forecastand to mark the answers in their Student Books.
7. Ss should be ableto see that the firstsentence uses the auxiliary verb will whilethe
second sentence uses is going to.
8. Now ask Ss to work with a partner to identify which sentence from Activity 7 best
describes the firstphoto and which sentence best describes the second photo. Check
answers together.
All Ready
Student Book
1
p. 75
CD Audio
track 13
I practice

Lesson 2
Week 19
Class 55
I practice
9. Look at the Activity 4 and
classify theunderlined expressions.
11. Match the sentences to their
meanings.
12. Match the two parts of the
conversations.
9. To classify sentences accordingto the future verb form, ask Ss to open their Student
Books to page 76. Instructthem to work with a partner to classify the underlined
expressions fromActivity 4 into the most appropriatecategory. Monitor and check
answers as a class.
10. Tell Ss to use their answers from the previous activity to discover the general rule used
for future expressions.
11. Now instructSs to usethe rulefrom the previous exerciseto match the two sentences
in this activity to their meanings.
12. Ask Ss to work in groups of three. They should identify the subject of each sentence to
help them match the appropriateresponse.
All Ready
Student
Book 1
p. 76 & 77
I can
Lesson 2
Week 19
Class 56
13. Read this text and complete
the weather on the table.
14. Use the words in Activity 13 to
complete the organizer.
15. Read this two-day weather
forecastand complete itwith the
correct symbols.
16. Write a two-day weather
forecastfor the placeyou livein or
a placeyou know.
17. Write an e-mail to a friend
describingthe two-day weather
forecast.
13. To distinguish graphic and text components, instructthem to work with a partner to
fill in thetable with symbols to indicatethe weather predicted.
14. Workingas a class,Ss should complete the organizer usingcomplete sentences.
15. InstructSs to work individually to drawthe appropriatesymbol next to each day’s
forecast.
16. Have Ss complete the table aboutthe local weather for the next two days.
17. Ss work autonomously to compose an e-mail to a friend describingthe forecastfrom
the previous activity.Design several scenariosas a classto providethe context of the e-
mail.
All Ready
Student
Book 1
p. 77-79
Product 1
Week 19
I get ready 1. Match the situations in the
present with those in the past.
2. Work in groups of three. Select a
subjectto write about.
3. Make a listof the information
1. FirstSs individually match the situations in thepresent with those in the past.
2. Then Ss work in groups of three and select a subject to write about.
3. Ss now work in their groups to make a listof the information they will includein their
setting.
4. Ss should usetheir listfromActivity 3 to create a column titled The Present on the left
All Ready
Student
Book 1
p. 80 & 81
I plan

Class 57
you will includein thepresent
setting.
4. Brainstormwhat the future
setting will be like.
5. What materials will you need?
Make a list.
sideof the paper. They should use the rightsideof the paper to make a second column
titled The Future.
5. It is time for Ss to make a preliminary plan for creatingtheir forecast. They must
prepare a listof materials.

Product 1
Week 20
Class 58
I do 6. Write a description of the
current situation.
7. Write your forecastabout the
future.
8. Work with another group. Read
your forecastaloud.
9. Placeyour forecastin a visible
placein the classroom.
6. Tell Ss to open their Student Books to page 81. Students write a description of the
current situation usingthe listfromActivity 4.
7. After Ss write their descriptions of the current situation they must rewrite itusing
future tenses.
8. Students switch forecasts with another group and perform peer edits.
9. The forecastshould be displayed in a prominent placein the classroomto make the
display visually appealing.
All Ready
Student
Book 1
p. 81
All ready to
share
Self-test
Week 20
Class 59
I learn
All Ready
Student
Book 1
p. 81
Product 1
Week 20
Class 60
Formal
assessment
1. Complete the predictions about
the future of books.
will or goingto.
Briefly,have Ss discusstheir responses to the self-assessmentin groups or with the rest of
the class.Givepositivefeedback for their effort and progress.
All Ready
Student
Book 1
p. 170

School: Grade: 1st
Group:
Social Practice of the Language: Readandrewrite
informative texts from a particular field.
Environment:
Academic andeducational
Product 2:
Chartsof humanbody systems.
Write notesto describe the componentsofdifferent humanbody systemsina
chart.
Achievement (s): Answersquestionsinorderto give a description. Structures
andwrites sentences. Organize terms anddescriptionsinto a table. Writes
sentences in order to write notes. Verifies spelling conventionsin orderto edit
notes.
CONTENTS
Graphic and textual components.
Text organizationpatterns.
Verb tense: simple present.
Determiners: demonstratives.
Nouns:with/withoutdeterminer, compound, countable/uncountable.

Verb forms: passive, pastparticiple.
Adjectives: comparativeand superlative.
Punctuation.
Select and check chartsof human bodysystems. Examinedistributionofgraphic andtext components. Recognizetextorganization.
Reflect on the use of images and/or illustrations. Identify topic, purposeandintended audience.
Understand information fromreading outloud. Recognizedescriptionof components. Identify newwords. Pointout information. Answer
questionstodescribe components. Identify thegraphicresources used to link componentsanddescriptions.
Write notesto describea chart. Completesentences in order to describe components. Organizetermsand descriptionsona table.
Rewrite simple sentences aboutdescriptions. Determine the numberof descriptionsnecessary in relation to images. Choosegraphic
resources in order to link the text to images. Structure andwrite sentences.
Edit charts, with the teacher’sguidance. Check punctuationandspellingconventions. Mark andclarify doubts. Addor removeinformation
to improvea text. Adjust languagein accordance to intendedaudience andpurpose. Write final version.
Take the proper decisionsto favor one’sself andone’ssurroundings.
Reflect and act on one’sown andothers’ physicalwell-being.
Promoterespect and collaborationat work.
Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 3
1. What parts of the body or body 1. Tell Ss to open their Student Books to page 82. Ask them to identify the organs and
All Ready
Student

Week 21
Class 61
I know systems are these diagrams?
2. What other parts of the body or
systems do you know?
3. Listen to the conversation and put a
cross under the body part that is not
described.
systems shown in the pictures and discusswhatthe purposeof each organ is.
2. Ask Ss to work in groups of three and brainstormother organs and systems.
3. Ss will listen to Myslimexplainingparts of the body to Pepe. As they should pay
special attention to the body parts that are mentioned so that they can identify the
body parts.
Book 1
p. 82
Reader
p. 72-81I build
Lesson 3
Week 21
Class 62
I think
4. Listen to Myslimand circleTfor
True or F for False.
5. Which partof the body would you
liketo visit?
6. Look at the diagramand complete
the parts of the digestive system.
7. Read the texts and write the parts of
the body on the note pad.
8. Read the paragraphs in Activity 7
4. Ss take turns reading the four statements in the activity.Play the recordingand tell Ss
to circlethecorrect answer.
5. Ask Ss to write down the part of the body that they would most like to visit.
6. Invite Ss to look at the diagramand complete the parts of the digestivesystem.
7. Ss read the texts and write the parts of the body on the note pad.
8. ElicitSs to read the paragraphs in thelastactivity to answer the questions.
9. Ss look at the sentences and complete them usingthe information from the previous
activity.
All Ready
Student
Book 1
p. 83 & 84
CD Audio
track 14 &
15
Lesson 3
Week 21
Class 63
10. Underline the verbs in each
sentence. Then answer the questions.
12. Complete the information with a,
an, or the.
13. Circlethe correct option. Then
label the diagrams on page 178 in the
worksheets section.
14. Label the diagrams.Then complete
the text below with information from
10. Have Ss open their Student Books to page 85. Have Ss underlinethe verb in each of
the sentences. After Ss identify the verbs, answer each of the three questions as a class.
11. Elicitwhatthe present tense is used for: facts and routines.Based on what the Ss
sawin the lastactivity,they should have enough information to complete the rules as a
class.
12. Ask Ss to work individually to read the information and fill in the missingwords.
13. Have Ss to read the sentences silently;elicitthe body parteach sentences i s about.
Then instructSs to work with a partner to choosethe correct verb form in each
sentence. Then have Ss turn to page 178 in the Worksheets section,and label the
diagrams in pairs.Monitor and check.
All Ready
Student
Book 1
p. 85 & 86
I practice

Activity 13. 14. Have Ss work in pairs and label thediagrams.Then have them look back atActivity 3
and complete the missinginformation.Monitor and check.

Lesson 3
Week 22
Class 64
I can
15. Read the statements and circleT
for True or F for False.
16. Complete this organizer with
information aboutone of the body
systems in Activity 14.
17. Make notes about the body system
in Activity 16.
18. Find classmatethatmade notes
about another body system and share
your information.
15. Tell Ss to open their Student Books to page 87. They have to read the statements
and say if the sentences are true or false.
16. Have Ss choosea body system in Activity 14 and individually complete the
organizer.
17. To complete sentences in order to describecomponents, instructSs to select
information from the Student Book and the Reader.
18. Tell Ss to stand up and walk around to find a classmatethat made notes about
another body system and shareyour information.
All Ready
Student
Book 1
p. 87
Lesson 4
Week 22
Class 65
I know 1. Name the parts of the body you
know.
2. In pairs,label the diagram.How
many words did you remember?
3. Read Pepe’s textbook. Then match
the sentences on page 90.
1. Tell Ss to write as many parts as they can in five minutes. When they have finished,
brainstormtheir ideas and write them on the board.
2. Ask Ss to label the diagramindividually,when they have finished,ask them to work in
pairs and comparetheir answers.
3. Ask Ss to open their Readers to page 76-77 and elicitwhether itis a narrativeor
informativetext. Then have Ss open their Student Books to page 89. Have Ss write the
names of the bones/parts of the body next to the numbers on the board.
All Ready
Student
Book 1
p. 88 & 89
readers
p.76-77
I build
Lesson 4
Week 22
I think
4. Read the text in Activity 3 and
5. Read the text again and find the
information.
6. Read the examples and match them
to the correctsentence.
7. Circlethe correct option.
4. Tell Ss to silently read the extract from Pepe’s textbook again.Ask Ss to explain the
parts of the body positions and to write their answers and opinions in their Student
Books.
5. Ask Ss to work individually to answer the questions in activity 3.Encourage Ss to
answer in complete sentences.
6. ElicitSs to read the examples and match them to the correct sentence.
7. Usingthe information from the previous activity,Ss should be ableto complete the
All Ready
Student
Book 1
p. 90 & 91

Class 66 I practice 8. Match the description to the
pictures.
ruleindividually or with a partner.
8. Have Ss match the descriptions to the pictures individually.Check answers as a class.

Lesson 4
Week 23
Class 67
I practice
9. Group the parts of the body.
10. Label the parts of the body.
11. Match the sentence halves.Then
complete them usingthe parts of
the body in Activity 10.
12. Read the notes. Write the
complete sentences.
9. InstructSs to open their Student Books to page 92. Have Ss work in pairs and classify
the words into two groups. Monitor and check.
10. Nominate individual Ss to identify each diagram.Have Ss work in pairs to complete
the labels.
11. Now instructSs to usethe information fromthe previous activity to complete the
sentences. Check answers as a class.
12. Have Ss work in pairs and do a quick review of pasttenses and past participles.Have
them work in pairs and complete the sentences from the notes. Monitor and check.
All Ready
Student
Book 1
p. 92 & 93
Lesson 4
Week 23
Class 68
I can
13. Listen to Myslimtalk about the
skeletal system and take notes about
the spineand the muscles.
14. Listen again to Myslimand label
the diagramof the skeletal system.
15. Add information aboutanother
body system.
16. Work in groups.Complete the
information.
13. To rewrite simplesentences about descriptions in a conventional manner,have Ss
listen and take notes; pause the CD if necessary.Ask them to get together in pairs and
compare their notes.
14. To choose graphic resources in order to link the text and images,Ss listen again and
label the chartof the skeletal system.
15. Ss add information aboutanother body system.
16. Pairs work together to complete information about their body system, writing
complete sentences about the labeled diagram.
All Ready
Student
Book 1
p. 93
CD Audio
track 16
Product 2
Week 23
Class 69
I get ready 1. Write the system of the body and
two parts of the body.
1. InstructSs to open their Student Books to page 94 and write the name of the system
of the body and the parts of the body.
All Ready
Student
Book 1
p. 94
I plan
2. Work in groups.Select a system in
the human body.
3. Search for information from
different sources.
4. Make a listof the information you
2. Tell Ss to work in groups of three and have them to select one of the systems.
3. Tell Ss that they will haveto search for information from different sources.
4. Elicits Ss to make a listof the information they will include.
5. Ss decide the materials they are going to need to present this product.
All Ready
Student
Book 1
p. 94 & 95

will include.
5. What materials will you need?
Make a list.

Product 2
Week 24
Class 70
I do
6. Select a chartto illustratethe
information aboutthe body system.
7. Write notes to explain the
information in the chart.
6. To selecta chartto organize the information,have Ss select an appropriatechart,
examine the distribution of the labels on the chart, and label the different parts of the
body.
7. To write notes to explain the components of the chartand use graphic resources,Ss
should write notes to clarify information aboutthe part of the body they selected.
All Ready
Student
Book 1
p. 95
All ready to
share
8. Display your chartfor the class to
read.
8. When teams have finished creatingtheir charts,they should be shared with the rest
of the class and displayed in a prominent placein the classroom.
All Ready
Student
Book 1
p. 95
Self-test
Week 24
Class 71
I learn
All Ready
Student
Book 1
p. 95
Week 24
Class 72
Formal
assessment
1. Look at the sentences and circle
the correct words.
2. Use the words to write complete
sentences.
All Ready
Student
Book 1
p. 171

School: Grade: 1st
Group:
Social Practice of the Language: Understandand
Produceoral exchanges related to leisure situations
Familiar and community
Product 1:
Interview
Exchange likes and dislikes in a dialogue.
Achievement (s): Recognizesthespeakersandlisteners behaviorthat supports
the constructionof meaning. Requestsclarifications. Writes sentences.
Formulatesquestionstoclarify doubts. Anticipatesthe general meaningto
start a dialogue.
CONTENTS
Contextclues.
Speech registers.
Structureof dialogues:opening, body andclosure.
Acoustic features.
Sentence types.

Connectors.
Questiontags.
Syntacticparticularities of the English language:sentences using“like”, strandedprepositions(e.g., The manI talkedto).
Syntacticdifferences between British andAmerican varieties: collective nounsconcordance.
Listen and check likesand dislikesaboutleisureactivities. Observe andcomprehendnon-verbalcommunication. Identify topic, purpose
andintended audience. Recognize situationsinwhich likes anddislikes are shared. Identify leisure activities by name.
Understand thegeneralmeaning and main ideasin a dialogue. Anticipatethegeneral meaning. Identify andcompare formsfor
expressing likes anddislikes. Establishsequence of statements. Identify wordsused to link ideas. Recognize behavioradoptedby speakers
to clarify andconfirm comprehension. Identify speech register.
Expresslikes and dislikesin a dialogue. Writesentences. Organize sentencesin a sequence. Include details in main ideas. Express pointsof
view in favorand against. Uselinguistic resourcesto confirm comprehension. Usenon-verballanguage. Recognizethe appropriatetime
to interrupta speaker. Practice and follow rhythm, speedand pronunciation. Startadialogue to express likes anddislikes aboutleisure
activities.
Use languageto Exchange commoninterests.
Promoteinterpersonalrelationships.

Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 1
Week 24
Class 73
I know
1. What arethese texts? What are
they used for?
1. Have Ss open their Student Books to page 98. Ask Ss to identify the topic of the reading
and who they believe in the intended audience is.Try to elicitas much vocabulary as you
can from the Ss.
*Reader: Teenagers arethe Future of the World.
All Ready
Student
Book 1
p. 98
Reader
p. 85-94
Lesson 1
Week 24
Class 74
I build
number the followingsentences in
the order you hear them.
3. Listen again and write the name
on the quiz. CircleT for True or F for
False.
4. Listen one more time and write
the expressions used to confirmthat
the person understands.
5. Read the sentences and circlethe
words that followthe verbs. Whatdo
these words have in common? What
2. Have Ss listen to the conversation and number the followingsentences in the order
you hear them.
3. Tell Ss to listen again,write the name on the quiz,and then circleTfor True or F for
False.
4. Tell Ss to listen one more time and write the expressions used to confirmthat the
person understands.
5. Have Ss read the sentences and circlethewords that followthe verbs. What do these
words have in common? What is different?
6. Ss look at these sentences and answer the questions.
All Ready
Student
Book 1
p. 98 & 99
CD Audio
track 17I think

is different?
6. Look at these sentences and
Lesson 1
Week 24
Class 75
7. Underline the question that
requires a Yes or No answer. Circle
the question that requires you to
give information.
8. Look at these sentences and
10. Listen and check the personality
quizfor Ben.
11. Complete Sissy’s personality quiz
results with and or but.
12. Complete the conversation.
7. Asks Ss to go to page 100 and underlinethe question that requires a Yes or No answer,
and then circlethequestion that requires you to give information.
8. Read the questions and ask Ss to answer them by lookingatthe sentences.
9. Have Ss to read the firstsentence and elicitthe answer from the class.
10. Tell Ss to complete Sissy’s personality quizresults with and or but.
11. Then ask them to complete Sissy’s personality quizresults with and or but on their
own, and later to check answers with the person next to them.
12. Followup the previous activity by askingSs if they shareSissy’s likes and dislikes.
Have different volunteers come to the front to complete the text with the information
they heard in the lastactivity.
All Ready
Student
Book 1
p. 100 &
101
CD Audio
track 18
I practice
Lesson 1
Week 25
Class 76
I can
13. Take the quiz.Check all the
activities you likeand find out
which category fits you best.
14. Write a shortparagraph about
you based on your quiz results.Use
Ben’s paragraph as a model.
15. Work in groups and discuss
your likes and dislikes accordingto
the quizin Activity 13. Ask follow
up questions.
13. Explain thatthey will take the quizand that they should check all the activities they
like.Ss take the quiz, check all the activities they like,and find out which category fits
those best.
14. Ask a student to read out loud Ben’s paragraph.Ss writea shortparagraph about
them based on their quizresults,they can use Ben’’s paragraph as a model.
15. Ask Ss to work in groups and discusstheir likes and dislikes accordingto the quiz in
Activity 13. Ask followup questions.
All Ready
Student
Book 1
p. 102 &
103

Lesson 2
Week 25
Class 77
I know
1. Who are these celebrities? What
do they do? What do you think
they likedoingin their free time?
2. Listen to the conversations and
match the hobbies to the celebrity.
3. Listen again and write the first
sentences used to starteach
conversation.
4. Label the parts of the
conversation with words from the
box.
5. Look at the sentences and
underlinethe reason given in each
sentence. Then circlethe word that
comes before the reason.
1. Ask Ss to open their Student Books to page 104.Give them time to look at the page. Ask
them to answer the questions.
2. Ask Ss to pair up with the person sittingnext to them. Then direct Ss’s attention to the
three boxes in the book. Play the CD. Tell them to listen to the conversation and then
match the columns.
3. Ss Listen again and writethe firstsentences used to starteach conversation.
4. To get Ss to understand the structureof enunciation,ask Ss to read the conversation
silently.Then explain the activity so Ss can label the conversation on their own.
5. Have Ss look at the sentences and underlinethe reason given in each sentence. Then
circlethe word that comes before the reason.
All Ready
Student
Book 1
p. 104 &
105
CD Audio
track 19
I build
I think
Lesson 2
Week 25
Class 78
6. Look at the questions.Circlethe
open question. Underlinethe
question tag.
7. Complete the following
sentences.
complete the sentences.
9. Circlethe opening and the
closingin the conversation in
Activity 8.
10. Role play the conversation with
a partner.
6. Ask Ss to open their Student Books to page 106 and look at the questions to circlethe
open question. After that underline the question tag.
7. Give Ss to fill in the gaps on their own. Then have them check their answers with the
persons next to them.
8. Ask Ss if they recognize the girl in the picture. Elicitwhat the listeningmightbe about.
Help Ss anticipatethe central senseof a conversation fromknown words and expressions.
Play the CD and fill in the blanks in pairs.
9. Ss have to circlethe opening and the closingin theconversation in Activity 8.
10. DivideSs into pairs to roleplay the conversation.
All Ready
Student
Book 1
p. 106 &
107
CD Audio
track 20I practice

Lesson 2
Week 26
Class 79
I practice
11. Match the followingcolumns.
12. Unscramblethe questions.
13. Complete the following
questions with questions tags.
information aboutyou.
11. Ask Ss to open their Student Books to page 108.Ask a volunteer to read the items out
loud,and then a different volunteer continues to read the column on the right. Have Ss to
match the two columns in pairs.
12. To get Ss to practicequestions tags,ask Ss to look at the word in the scrambled
sentences. Write their opinions on the board,and then ask Ss to unscramblethe
questions.
13. Ask a student to read the instructionsand haveSs do the activity in pairs.Check the
answer and ask a student directly.
14. Give Ss a few minutes to complete the sentences individually,and then sharetheir
answers.
All Ready
Student
Book 1
p. 108 &
109
Lesson 2
Week 26
Class 80
I can
15. Choose a celebrity and write
about his or her hobbies and free
time. Explain why you likethat
celebrity.
16. Talk about your favorite
celebrity with your partner. Use
followup questions and question
tags.
15. Ask Ss to open their Student Books to page 109.Ss have to choose a celebrity and
write about his or her hobbies and free time. Explain why you likethat celebrity.
16. Then, in groups, Ss talk about their favorite celebrity with their partners.Use followup
questions and question tags.
All Ready
Student
Book 1
p. 109
Product 1
Week 26
Class 81
I get ready
1. Check the activities you like
doingin your free time.
2. Work in pairs.Decideon a topic
for your interview.
3. Decide the time, place,and
duration of the interview.
1. Ask Ss to open their Student Books to page 110.Have them look at the pictures and
check the activities they likedoing in their free time.
2. Ss work in pairs and they have to decide on a topic for your interview.
3. Together decide the time, place,and duration of the interview.
4. Ss make a listof what materials they aregoing to need.
5. Compose the interview questions and answers about likes and dislikes (includefollow
All Ready
Student
Book 1
p. 110 &
I plan

I do
Make a list.
5. Compose the interview
questions and answers about likes
and dislikes (includefollowup
questions and question tags).
6. Check the questions and
answers for expellingand
grammar.
7. Decide who will bethe
interviewer and who will be the
interviewee.
up questions and question tags).
6. Check the questions and answers for spelling and grammar.
7. Decide who will bethe interviewer and who will bethe interviewee.
111

Product 1
Week 27
Class 82
All ready to
share
8. Practicethe interview for
pronunciation and fluency.
9. Perform the interview.
Ask Ss to open their Student Books to page 111,practice,and perform the interview in
front of the class.
All Ready
Student
Book 1
p. 111
Self-test
Week 27
Class 83
I learn
All Ready
Student
Book 1
p. 111
Formal
assessment
Week 27
Class 84
Formal
assessment
1. Complete the letter with words
from the box.
2. Match the columns.
Briefly,have Ss discusstheir responses to the self-assessmentin groups or with the rest of
the class.Givepositivefeedback for their effort and progress.
All Ready
Student
Book 1
p. 172

School: Grade: 1st
Group:
Social Practice of the Language: Understandand
express differences and similarities between cultural
aspects from Mexico andEnglish-speakingcountries.
Literary and Ludic
Product 2:
Recital
Specific Competency: Readandsingsongsinorder to identify humanvaluesin
English-speakingcountriesandMexico
Achievement (s): Recognizesmainideasin songs. Formulatesandanswers
questionsaboutthetreatment of information. Comparesinformationusing
knownexpressions. Singsverses and chorusesof songs. Detects rhythm,
speed andintonationof songs.

CONTENTS
Topic, purposeandaudience.
Text distribution:verses, stanzasandchorus.
Acoustic features.
Verb tenses: progressiveforms, past.
Verb forms: pastparticiple.
Antonyms.
Nouns:singular/plural, compound.
Punctuation.
Upperand lower case letters.
Check songsthatreflecthuman values. Select songsbasedonkey words. Recognize text distributionofsongs. Determine topic and
intendedaudience.
Understand thegeneralmeaning and main ideasin songs. Anticipatecontent. Usediverse comprehensionstrategies. Clarify meaningof
words. Identify explicit andimplicit information. Identify key words in stanzasandchorus. Distinguishlanguagefeatures. Formulateand
answer questionsaboutthe content. Comparehow humanvaluesare expressed in songsof Englishspeakingcountriesand of Mexico.
Listen to and sing songs. Recognizecombinationofwords andthe soundsthey represent. Detect rhythm, speedandintonation. Follow
the chorusand recite the lyrics. Write down versesand/or chorus. Singsongswith andwithoutthe help of written lyrics.
Appreciate songsasa reflection of emotions, feelings and nature.

Showinterest in otherpeoples and cultures.
Promotecollective efforts in a cultural expression.
Lesson/
Week/
Class
Lesson
Stages
Notes
& Materials
Lesson 3
Week 5
Class 1
I know
Reading
1. Unscramblethe names of these
instruments.
1. Have Ss to open their Student Books to page 112 and tell them to look at the pictures.
Ask them if they know the names of the instruments and if anyone plays any of them.
Tell Ss to work with the person next to them and unscramblethe names of each
instrument.
*Have Ss to open their Readers to page 98. Ask Ss to read the chapter. When they
finish,ask for their opinions.
All Ready
Student
Book 1
p. 112
Reader
p. 98-107
Lesson 3
Week 5
Class 2
I build
2. Read the songtitle anddiscuss
whatthe songwill be about.
3. Use your dictionary to clarify the
meaning of these words.
4. Listen to the songand underline
the best option.
5. Listen again and number the
pictures in the order you hear them.
6. Read and recite the lyrics.Then
2. Ask Ss to open their Student Books to page 112.Have Ss read the title and discuss
what the songwill be about.
3. Ss review the vocabulary words.Ask Ss to decide what type of words they areand
give them opinions.Then have them look up the words in the dictionary.Remind Ss
they can clarify themeaning of words by usingthe dictionary atthe back of their books.
4. Tell them to read the lyricsof the song in pairs and find out the main idea.When they
have finished the song they may imaginewhat the songwill be like.Now play the CD. To
finish,haveSs answer the four questions in activity 4.
5. Ask Ss to look at the pictures to become familiarwith the artwork. Play the CD again
and have Ss work in pairs with the classmatebehind them to number the pictures in
All Ready
Student
Book 1
p. 112-115
CD Audio
track 21

singalong.
7. Look at the parts of the songand
circleTfor True of F for Falsefor the
statements below.
order.
6. Lead Ss and recite the lyrics for thewhole song out loud as a class.Remind Ss to use
their whisper voicein the correctparts of the chorus.
7. Ask Ss to think about the meaning of verse and choir.Clarify that chorus is partof the
song whilechoir is a group of singers.Finally,havevolunteers read the three true or
falsequestions.Play the CD and ask Ss to sharetheir answers.
Lesson 3
Week 5
Class 3
I think
8. Read the lyricsand underlinethe
verbs in the pasttense.
9. Look at these verbs from the
song. Circlethe regular ones and
explain how you know they are
regular.
10. Read the lyrics and writethe
words that followwas/were in these
sentences.
11. Match the sentences with the
correspondingdiagram.
8. Ask Ss to open their Student Books to page 115.Have volunteers read the
instructions.Tell Ss to underlineall the verbs in pastthey can find.
9. Encourage Ss to look at these verbs from the song. Circlethe regular ones and explain
how you know they areregular.
10. Have a volunteer read the instructions.Then read the firstsentence and elicitthe
answer. Tell Ss to fill in theblanks accordingto the songlyrics.
11. Have Ss look at the diagrams.Ask them to work in pairs and havea volunteer read
the firstsentence and match it with the correspondingdiagram.Then Ss match the rest
of the sentences individually.
12. Tell Ss to read the rules in the box. Give Ss a coupleof minutes to complete the
sentences. Check general comprehension by askingSs different examples.
All Ready
Student
Book 1
p. 115 &
116

Lesson 3
Week 6
Class 1
I practice
13. Label the parts of the following
song usingwords from the box.
14. Listen and write the verbs in the
pasttense.
15. Choose five verbs in the past
tense from the songand play bingo.
16. Write your own verse for Top
Secret Mission.
17. Work with a partner and singthe
verses you wrote in Activity 16 using
the Top Secret Mission music.
13. Ask Ss to open their Student Books to page 116 and take a look at the song. Then
read the firstverse. Ask Ss to read the next partof the song and ask again what partit is.
Finish the exercisein this same way until Ss have labeled all theparts.
14. Challengethem to see if they remember what goes in the blanks withoutlookingat
the lyrics.After that, play the CD so Ss can check their answers.
15. Ask Ss to choosefive verbs in pastfrom the songand fill their bingo card.Then Ss
play Verb bingo. The firststudent to cross outall his or her verb wins.
16. In pairs,tell Ss to write their own verse. Draw Ss’s attention to the fact that they
need to be creative.
17. In this activity your Ss will perform their verses for the rest of the class.Don’task
them to come to the front of the class or stand up.Encourage Ss to memorize their
songs and to perform seating in their placewithout lookingatthe lyrics.
All Ready
Student
Book 1
p. 116 &
117
CD Audio
track 22 &
23
I can
Lesson 2
Week 6
Class 2
I know
1. Number the musical genres in the
order you hear them.
2. Listen to the song. Complete with
words from the box.
3. Read the lyricsfromActivity 2 and
4. Check the instruments used in the
song.
5. Work in groups of three. Make
and answer questions aboutwhat
makes you feel happy and what
makes you feel sad.
1. Ask Ss to open their Student Books to page 118.Firstread the instructions.HaveSs
look at the pictures and elicitthe gender they see on the page. Then play the CD so Ss
can number the pictures.
2. Have Ss look at the lyrics of the song in pairs.Tell them to look at the words in the
box and check that Ss understand them. Then play the CD and have Ss complete the
lyrics.
3. Read the firstquestion out loud,and then ask for volunteers to read the other two
sentences. Ask Ss to answer the questions and compare them with a classmate.
4. In pairs,ask Ss to choosethe instruments used in the song in activity 2.Then elicitthe
answers.
5. Ss work in groups of three to ask and answer questions aboutwhat makes them
happy or sad.
All Ready
Student
Book 1
p. 118 &
119
CD Audio
track 24 &
25
I build

Lesson 4
Week 6
Class 3
I think
6. Circlethe words that describe
feelings in the song lyricsin Activity
2.
7. Which feelings areopposites?
8. Work in pairs and makea listof
values you find importantbesides
friendship.
10. Guess the hidden word.
11. Complete the sentence.
6. Ask Ss to open their Student Books to page 120.Ask for two volunteers to read the
instructions,and then ask them to go back to page 118 to circlethe words that describe
feelings.Do the firstone with them and then ask them to do the samewith the person
sittingnext to them.
7. ElicitfromSs which adjectives express positivefeelings,which ones express negative
feelings,and why.
8. Ask Ss to work in pairs and make a listof values they find important besides
friendship.
9. Ask a volunteer to read the instructions and the two sentences. Then ask Ss to do the
exercisein pairs.
10. Tell Ss to look at the pictures.Ask Ss if they remember the names of the instruments
on page 119, because that is the key for this exercise.
11. Ask Ss to fill in thespacewith what they justlearned about compound words.
All Ready
Student
Book 1
p. 120 &
121

Lesson 4
Week 3
Class 1
I practice
12. Read the sentences with
different intonations to express the
emotions in the box.
13. Listen to the songand complete.
14. Listen again and actout the
feelings as you hear them.
15. Underline the compound nuns.
Then dividethem on lines below.
12. Ask Ss to open their Student Books to page 121.Ask a volunteer to read the
instructions.Then read the six words expressingintonation.Ss should pair up with the
person sittingnext to them and practicesayingthewords.
13. This activity should help them understand the lyrics and recognizecombinations of
words and sounds that represent the rhythm. Play the CD and have Ss listen to the song
and fill in the gaps.
14. Play the CD one more time and encourage Ss to actout the words.
15. Ask Ss to read the instructionsand then ask a volunteer to read the words out loud.
Then, in pairs,underlinethecompound nouns. Then dividethem on the lines below.
All Ready
Student
Book 1
p. 121-123
CD Audio
track 26
Lesson 4
Week 3
Class 2
I can
16. Work in pairs.Complete the
organizer on page 179 in the
Worksheets section.
17. Work in pairs to write an original
song extract, write a verse and a
chorus.
18. Practicesingingyour verseand
chorus usingthe music from your
favoritesong.
19. In small groups,discuss if itwas
easy to shareyour feelings. Explain
your answer.
16. Ask Ss to open their Student Books to page 123 and to work in pairs.Then Ss
complete the organizer on page 179 in the Worksheets section.
17. Ss have to work in pairs to write an original songextract and write a verse and a
chorus.
18. Then Ss can practicesingingtheir verse and chorus usingthe music from their
favoritesongs.
19. To promote collectiveefforts in a cultural expression,get feedback from Ss.
All Ready
Student
Book 1
p. 123
Product 2
Week 3 I get ready
1. Listen to these songfragments
and describehow they make you
feel.
2. Dividethe class in groups.Each
group selects one song.
3. Check that you understand the
1. Ask Ss to open their Student Books to page 124.Explain that you will play only the
firstminute of some songs so Ss quickly reactand describetheir emotions for each one.
They must record their feelings in the spaceprovided.
2. Have Ss dividethemselves into groups of four. Have each group select a leader and
assign himor her responsibility to introduce their group’s song.
3. To understand the contents of the song, locatekey words in the verses and chorus.
All Ready
Student
Book 1
p. 124 &
125
CD Audio

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