5.cycle 4 second grade_secondary_school_2018-2019 (1)

CYCLE 4 SECOND GRADE SECONDARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
1A
Understand and express information related to goods and
services
Goods catalogue Books and website resources
1B
Read and understand different types of literary texts from
English-speaking countries
Comic strip
Books and website resources
2A Understand and write instructions
Instruction manual to face an
environmental emergency
2B Interpret and express information published in diverse media
Script for the dubbing of a silent
short film
3A
Participate in language games to work with specific linguistic
aspects
Hangman game
3B Read and rewrite informative texts from a particular field
Poster about the operation of a
device or machine
4A
Understand and produce oral exchanges related to leisure
situations
Autobiographical anecdote
4B
Understand and express differences and similarities between
cultural aspects from Mexico and English-speaking countries
Comparative chart
5A Produce texts to participate in academic events Round table
5B Interpret and express everyday life instructions
Poster with instructions to perform
an everyday activity

CYCLE 4, SECOND GRADE SECONDARY SCHOOL
SCHOOL TERM 2018-2019
GRADE: Second Grade Secondary School UNIT: 1A
Programa Nacional de Inglés en la Ciudad de México
SOCIAL PRACTICE: Understand and express information related to goods and services
LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Offer and understand suggestions in order to buy or sell a product
ACHIEVEMENTS
CONTENTS
PRODUCTDOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH
THE LANGUAGE
• Anticipates the general
meaning and main ideas
by listening to familiar
expressions.
• Identifies main ideas in
oral exchanges.
• Searches for confirmation
in an oral exchange.
• Produces expressions to
argue or object.
• Adjusts tone, rhythm and
intonation in producing
oral texts.
Listen to and check suggestions to buy or sell a product (e.g. clothing,
toys, appliances, etc.).
• Identify topic and purpose.
• Identify sounds that reveal the location where a dialogue takes place.
• Identify the relationship between speakers.
• Detect rhythm, tone, speed and intonation.
•
Understand the general meaning and main ideas.
• Activate previous knowledge to anticipate the general meaning and
main ideas.
• Identify terms that are similar to those in the mother tongue.
• Identify ways to express suggestions.
• Determine linguistic resources to link sentences together.
• Detect expressions to argue or object.
• Identify function of pauses, rhythm and intonation.
• Identify strategies to emphasize meaning (e.g. rephrasing and
adjusting volume /speed).
• Formulate questions and answers to understand a dialogue.
• Determine sequence of enunciation.
Express suggestions in a dialogue, based on a script.
• Produce expressions to argue or object to the purchase or selling of
products.
• Select and adjust verbal and non-verbal behaviours for a specific
audience.
• Include relevant details and interesting information.
Use linguistic resources to link sentences.
• Use strategies to emphasize meaning.
• Construct expressions to offer alternatives to suggestions.
• Take on the role of the speaker to start a dialogue.
• Seek confirmation of information in a dialogue.
• Topic, purpose, and
intended audience.
• Contextual clues.
• Structure of dialogues.
• Repertoire of words
necessary for this social
practice of the language.
• Verbs: modals.
• Verb forms: subjunctive .
• Acoustic features .
• Connectors.
• Adjectives: qualifying,
comparative and
compound.
• Comparative structures
(e.g.,,. as...as...;like: more
slowly, less quickly; the
least, the quickest).
• Adverbs: of degree (e g.,
very, too, and rather).
• Sentence types.
• Show
assertiveness
when making
decisions.
• Foster courtesy
in interpersonal
relationships.
GOODS CATALOGUE
Stage 1
Select the goods to be
included in the catalogue.
Stage 2
Design the catalogue
format and illustrate its
products.
Stage 3
Write suggestions about
the products included in
the catalogue.
Stage 4
Check that the suggestions
comply with grammar,
spelling and punctuation
conventions.
Stage 5
Practice the enunciation of
suggestions, using the
catalogue as a guide.
Stage 6
Present the catalogue to a
previously selected
audience.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2011. Ciclo 4. 1°, 2° y 3° de Secundaria. Prueba en aula. México, 2011.

UNIT 1A
PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
• Encourage Ss to brainstorm suggestions for purchasing and selling goods and products. To do this properly, expose Ss to real catalogues published in newspapers,
magazines, supermarkets and department stores. Ask Ss to work in teams so that they can analyse what the selling of a good or service involves, e.g. cost, image,
service, flexibility, publicity, online publicity, etc. In case Ss lack appropriate vocabulary, encourage them to use bilingual dictionaries, but always promote the use of
the target language when asking for support.
Stages
2 and 3
• Ask Ss to work in teams and discuss about the kind of products or services they would like to include in their catalogue.
• In the same teams, Ss bring along different types of catalogues found in supermarkets, shopping centers, newspapers and magazines (different from those already
provided by the teacher). Ask them to analyse the format in general, paying special attention to the distribution of goods, the size of letters and numbers as well as
the colours used to advertise the products. In a plenary session, highlight the most relevant aspects that Ss mention.
• Taking one of the catalogues as a model, ask Ss to design the format of their catalogues and illustrate the products by drawing them, pasting cut outs or adding
photographs taken by Ss themselves. Also, ask them to include the information needed to sell the product. Promote the use of the target language as they work on
their catalogue, and let them use any resource available in the classroom. In case they need more support, encourage them to ask for it in English.
Stage 4
• The teams may come to the front to present their catalogues, and as a whole group discuss about the different catalogues. Encourage Ss to suggest ideas about how
to improve the catalogues visually or linguistically.
• Ask Ss to use their dictionaries or the ICT lab to find phrases that express suggestion or advice. Encourage them to use more descriptive vocabulary to enrich their
catalogue as well as to make it catchier, such as should, ought to, may, can, could, or phrases (“If I were you I would… I/ I’d……. Why don’t you…? Let’s----- How
about….’? And likely responses: Excellent idea!”).
Stage 5
• Ss are asked to define the type of catalogue they are to use. Let Ss rehearse the dialogue in close pair work (only the two in the pair), and monitor as necessary in
order to get ready for the presentation to the rest of the group.
• In their corresponding groups, and using their own catalogue as a guide, Ss practice making suggestions and responding to them.
• Monitor this oral practice to concentrate on rhythm, intonation, volume, speed, and even non-verbal responses.
Stage 6
• Towards the end of the social practice, make space for all catalogues to be exhibited and presented by the different teams. Take this opportunity to evaluate Ss in
different respects. Let them know beforehand what you are looking for in their presentations.
• If time allows, choose the best catalogues taking into account different categories. Create the number of categories needed to credit all teams for the work done: best
text, best visuals, more relevant suggestions, more convincing arguments, more attractive presentations, best “catchy language”, most professional presentation, etc.
If time allows, make arrangements to have the catalogues presented in other groups of the school community.

UNIT 1A
N.B. Website resources enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every
particular classroom reality and student´s needs and preferences.
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp.29-38 pp. 6-21
Chapter 1
pp. 7-19
“Brilliant! Teens 2”
Santillana
pp.17-31 pp.12-23
Fact
pp.7-18
“Crossover 2”
University of Dayton
pp. 23-41 pp. 9-18
Informative
pp. 5-14
“Teens Club 2”
Castillo
pp. 32-46 pp. 7-23
Informative
pp. 6-11
“Yes, we can! 2”
Richmond
pp.4-13 pp.4-13
Non-Fiction
pp.5-14
WEBSITE RESOURCES
http://genkienglish.net/juniorhigh.htm
http://classroom.synonym.com/activities-first-day-class-adult-esl-students-2879.html?wa_user1=tombstone
http://www.ehow.com/list_6535325_esl-games-middle-school.html
http://www.eslgamesworld.com/ClassroomGames.html
http://www.vocabulary.co.il/english-language-games/

GRADE: Second Grade Secondary School UNIT: 1B
SOCIAL PRACTICE: Read and understand different types of literary texts from English-speaking countries
LEARNING ENVIRONMENT: Literary And ludic
SPECIFIC COMPETENCY: Read fantasy literature and describe characters.
ACHIEVEMENTS
CONTENTS
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Uses strategies to
support the
understanding of
narratives.
meaning and main ideas
from details.
• Distinguishes explicit
from implicit
information.
• Formulates and answers
questions to distinguish
and verify specific
information.
• Describes characteristics
and abilities.
Select and explore fantasy narratives.
• Identify textual arrangement.
• Identify publishing data.
• Activate previous knowledge to determine topic,
purpose, and intended audience.
Read fantasy narratives and understand the general
meaning, main ideas, and some details.
• Use different comprehension strategies (e.g., re reading,
self-questioning, vocabulary, text arrangement.
• Clarify meaning of words.
• Identify actions used as names or as
characteristic/qualities (e.g. flying on a broomstick was
wonderful; He carries a lighted candle).
• Distinguish implicit form explicit information.
• Recognize events in paragraphs.
• Detect words and expressions used to describe physical
features of characters.
• Formulate and answer questions to determine
characters´ actions and abilities.
Describe characters.
• Express personal reactions to a text (e.g., I didn´t like…).
• Listen to others´ opinions to identify different
interpretations.
• Complete sentences based on character´s actions and
abilities.
• Write sentences based on one or more abilities of
characters.
• Complete sentences with verb forms used as names or as
characteristics/qualities, using conventional writing .
• Put sentences into paragraphs.
• Describe physical characteristics, abilities, and actions to
discover characters.
• Topic, purpose and
intended audience.
• Colophon: publishing
house, year, location,
etc.
• Elements: characters,
events, narrator, etc.
• Patterns of textual
arrangement.
practice of the
language.
• Adjectives and adverbs
of time.
• Verb tenses: present
and past perfect.
• Verb forms: gerund and
past participle.
• Conditionals.
• Direct and indirect
speech.
• Homophones: (e.g.
peace/ piece, and
bear/bare).
• Differences between
British and American
variants.
• Acknowledge
creativity and
imagination in the
perception of
reality.
• Enjoy reading.
COMIC STRIP
Stage 1
Select and read a fantasy narrative.
Stage 2
Determine the episode/s to be included
in the comic strip.
Stage 3
Design the format of the comic strip,
defining spaces for dialogues and
descriptions.
Stage 4
Adjust the information to write the
dialogues.
Stage 5
Write brief descriptions for the
character and the events.
Stage 6
Check that the writing of
dialogues and descriptions comply .
Stage 7
Incorporate the dialogues and
descriptions in the corresponding spaces
of the comic book and illustrate them.
Stage 8
Rehearse the dramatized reading of
comic books to check understanding.
Stage 9.
Perform a dramatized reading of the
comic book.

UNIT 1B
PRODUCT
STAGES
Stage 1
• Have Ss bring fantasy narratives that they like or have read. Alternatively, Ss can be asked to use their Readers. Cast a vote on the stories that seem the most popular. To
make this stage more significant, the different stories may be presented to the group together with some visual support and, ideally, a brief summary of what the story is
going to be about.
• Use different reading strategies such as skimming and scanning, as well as different types of comprehension questions to guarantee that the Ss are following the
narration aloud or in silence. While Ss are doing the reading, monitor SS and ask them to briefly describe the story and also to anticipate what may be happening next.
Also, ask Ss to identify the main ideas and details.
Stage 2
• In order to create more variety, encourage group work and ask Ss to choose their own story. In case some of the teams choose the same story, divide it in episodes to
decide which team takes which chapter. If the team decides to work on its own, ask SS to divide the story as they feel it is more convenient, as long as the different
members have equal participations in terms of length and resources.
Stages
3 and 4
• Have Ss decide what they want to express and how they are going to illustrate their comic strip. If necessary, encourage Ss to use different resources to clarify meaning;
promote peer assistance and the use of the target language in case they need help. As a team Ss should make decisions on the type of font to be used and they should
also plan the type and size of images to accompany the comic strip in order to make this more attractive and balanced. Ss should be taught how to distinguish explicit
from implicit information.
• Ss should make a draft of their work and be given guidance as necessary. To make this easier, ask Ss to do their draft in pencil to have it checked and validated. When the
comic strip comes to its final version, make sure there are no mistakes of any kind and that SS count with the information and the elements to give the comic strip a good
reading with efficiency as well as the appropriate emotion tone, the right stress and intonation.
Stages
5 and 6
• After all the revision and editing work, Ss should be well-prepared to write out the descriptions of the characters and the narrations to go with the comic strip chosen.
Monitor as necessary, both in terms of language but also in terms of presentation and attractiveness. Should there be mistakes the Ss will have to rewrite the version
until it comes out perfect. Keep an eye on the actual presentation so that it is catchy and memorable.
• Have stronger Ss revise the final versions of their work in order to promote peer assistance and correction, as well as the use of the target language in case they require
help. Ask Ss to revise grammar, spelling, punctuation and contents.
Stages
7 and 8
• Ss should put together dialogues and descriptions. Again, a good deal of revision work is expected so that this activity does not become manual work but a lot of
linguistic practice.
• Make sure Ss rehearse the presentation of their comic strip and that production is well-structured and fluent. Each round of rehearsals should have a definite aim: first
for accuracy, then for fluency; then, add the emotion to make it dramatic and effective as a comic strip. Invite all Ss to pose questions and make sure all questions get an
answer, however simple.
Stage 9
• On an agreed date have different groups come to the reading of the comic strips: raffle the order in which the different teams should take turns to read their comic strips
to the group and then to different groups and in general the school community. It might be worth closing the present social practice by having Ss react and give an
opinion on their work and the process they went through to achieve the expected learning outcomes, both in terms of language but also in terms of the awareness that
Ss have to develop upon what they have learned and the attitudes expected.

UNIT 1B
WEBSITE RESOURCES
http://www.learn-english-today.com/fun/fun_activities.html
http://a4esl.org/
http://www.onestopenglish.com/teenagers/skills/warmers/
BOOKS
Publishing house
Teacher´s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp. 35-48 pp. 21-35
Chapter
pp. 20-32
Santillana
pp. 37-53 pp. 29-47
Facts
pp. 76-86
“Crossover 2”
pp. 43-61 pp. 20-28
Narrative
pp. 65-77
“Teens Club 2”
Castillo
pp. 47-57 pp. 24-37
Narrative
pp. 42-48
Richmond
pp. 14-23 pp. 14-23
Fiction
pp. 5-17

SOCIAL PRACTICE: Understand and write instructions
LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Understand and write instructions to face an environmental emergency
ACHIEVEMENTS
CONTENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Clarifies the meaning of unknown
terms in order to broaden and
refine vocabulary.
• Understands and points out the
order of components, useful
information and main ideas of an
emergency manual.
• Writes and classifies sentences in
order to create sequences of
instructions.
• Removes, adds and/or changes
information to edit an instruction
manual.
Select and check emergency manuals.
• Identify purpose and intended audience.
• Examine the distribution and use of graphic and
textual components.
• Predict content.
• Identify textual organization.
Read and understand instructions to face an
environmental emergency.
• Identify abbreviations and clarify the meaning of
unknown terms.
• Anticipate the general meaning.
• Recognize steps and the descriptions that explain or
exemplify them.
• Identify specific language.
• Draw instructions to confirm understanding.
Write instructions to make a manual for environmental
emergencies.
• Enlist words that determine the sequence of steps
(first, etc.)
• Write steps in simple and complex sentences.
• Broaden, explain and/or exemplify steps.
• Arrange steps in a sequence.
• Make instruction manuals based on the writing of
steps.
Edit instruction manuals for environmental emergencies.
• Read to check punctuation and spelling conventions.
• Verify the order in sentence sequences.
• Mark and solve doubts.
• Remove, add and/or change information to improve a
text.
• Write a final version
intended audience.
• Graphic and textual
components.
arrangement: list of
steps or instructions.
• Syntactic particularities
of the English language:
it (e.g., It is raining; It is
likely…).
• Sentence types.
• Adverbs of time and
relative adverbs (how,
why, when, where).
• Abbreviations (e.g.,
ASAP, S.O.S.).
• Prepositions (e.g., by,
about, for, in, and into)
and prepositional
phrases (e.g., at the end
of, in front of).
• Punctuation.
• Suffixes and prefixes.
• Use language to
prevent and face
problems.
• Take decisions to
protect and
safeguard
physical integrity.
• Act in a
supportive and
responsible way
with the group
and the
community
INSTRUCTION MANUAL TO FACE
AN ENVIRONMENTAL EMERGENCY
Stage 1
Read emergency instruction
manuals.
Stage 2
Choose an environmental
emergency and look for
information on how to face it.
Stage 3
Write instructions on how to face
an environmental emergency.
Stage 4
Order the sequence of instructions
and illustrate them.
Stage 5
Edit the instructions to write the
final version of the instruction
manual.
Stage 6
Agree on a design to display the
instruction manuals in a bulletin
board.
Stage 7
Set up a bulletin board to
disseminate those manuals
among the school community.

UNIT 2A
PRODUCT
STAGES
Stage 1
• Ask Ss to explore different three-sided informative flyers and to analyze the graphics and textual components (make sure they identify all the elements in the flyers,
e.g. heading, pictures, etc.). Then, ask them to discuss what flyers are used for, the intention and/or purpose (Ss might not be able to express their ideas or answers in
English, help them if necessary). Discuss different environmental emergencies they know and how they are named in English; promote peer work and the use of any
sources they have available in the classroom.
• Elicit different kinds of emergencies from Ss. Equip them with the vocabulary needed upon request. Ask them for their opinions on what to do or not to do to face the
emergency they brainstormed.
Stage 2
• Have Ss. check the website http://www.elcivics.com/emergencies-crossword.pdf.
• Write on the board the following questions: “What do you have to do in case of an emergency? Who do you call?” Play a video or recording of instructions related to
what to do in case of an emergency. Have Ss answer those questions using previous information. Have them find out what emergency numbers they can use in case of
a fire, flood, earthquake, etc. within their community.
• Ask Ss. to work in teams, to choose a topic of environmental emergencies, and to search for information about it from TV, magazines, newspapers, etc. After that,
(once they have the information) ask Ss to look up in a bilingual dictionary or another source the meaning of unknown terms for the information they got. Guide them
to get the most suitable meaning. Have Ss write a list of suitable words needed to write instructions to face an environmental emergency.
Stages
3 and 4
• Divide the class into groups, mention an emergency or show a flashcard/image of it. Encourage Ss to suggest measures to face the emergency, and then ask them to
compare ideas with another group and write the instructions in their notebooks. Have different environmental emergencies written on the boards in order to give
each group a different environmental emergency (e.g. floods, earthquake, plague, etc.). Ask some Ss to come to the board and write measures that can be taken in
order to deal with these kinds of events.
• Have Ss list their instructions in a chronological order and draw or stick a picture that confirms understanding for each instruction. Ss can look for illustrations, order
the sequence of the instructions and review the design of the three-sided flyer. Have Ss chose the cutouts or design the drawings to accompany the flyer. At all times,
ask Ss to verbalize what they are doing and promote the use of the target language to share information as well as to ask for assistance.
Stages
5 and 6
• Ask Ss to edit their instructions to write the final version and to paste them on the sheet. Make sure Ss consider the purpose and intended audience of their
instructions. Have Ss adapt/or modify their graphic elements to fit their instructions and size of paper. Ask them to add the extra information such as emergency
phone numbers, e-mails, etc. to make the final version of their three-sided informative flyer.
• Have Ss look at different designs and decide which one they will use. For this activity, Ss can use the ICT labs get a wide range of possibilities for inserting images and
other graphic and written components. Help Ss have some oral practice by reading their flyers out loud in their teams.
• Have Ss perform drills for different emergencies. Have Ss play roles such as the victims of the disaster, the person in charge of calling an emergency number, the
operator that answers the emergency phone call, etc.
• Finally, have Ss reflect on the importance of being aware of safety measures during and emergency and how the can be prevented from happening. Make sure they
comprehend the importance of understanding and following instructions in an environmental emergency.
Stage 7
• Ask Ss to make some copies of their three-sided informative flyers and to distribute among the school community, if possible. Together with the distribution ask Ss. to
express orally what is contained in the flyer and options to make it more attractive and inviting.
• Another possibility is to have Ss decide on the way they will display the flyer, e.g. they can hang them from the ceiling. Alternatively they can ask the principal to let
them exhibit their flyers in the corridors.

UNIT 2A
WEBSITE RESOURCES
http://www.eslgamesworld.com/ClassroomGames.html
http://www.vocabulary.co.il/english-language-games/
http://www.elcivics.com/emergencies-crossword.pdf
BOOKS
Publishing house
Teacher´s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp. 50-61 pp. 36-51
Non-Fiction
pp. 33-45
Santillana
pp. 55-73 pp. 48-65
Stories
pp. 19-30
“Crossover 2”
pp. 63-81 pp. 29-38
Informative
pp. 15-26
“Teens Club 2”
Castillo
pp. 58-70 pp. 38-57
Informative
pp. 12-19
Richmond
pp. 24-33 pp. 24-33
Non-Fiction
pp. 15-24

SOCIAL PRACTICE: Interpret and express information published in diverse media
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Write dialogues and interventions for a silent short film
ACHIEVEMENTS
CONTENTS
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
meaning and main ideas from
previous knowledge and non-
verbal language.
• Writes expressions to
produce oral exchanges.
• Exemplifies main ideas in an
oral exchange.
• Rephrases expressions
produced during an oral
exchange.
Explore a silent film.
• Identify topic, purpose, and intended audience.
• Establish setting(s) where the action takes place.
• Identify different characters.
• Identify non-verbal language.
• Identify the relationship between settings, actions, and
sound effects.
• Determine the intention of actions (e.g., funny,
melodramatic, tragic, etc.).
• Anticipate the general meaning and main ideas.
• Identify structure.
• Clarify the name of unknown objects, actions, or concepts.
• Establish genre (e.g., comedy, melodrama, and suspense).
• Formulate questions to understand content.
• Answer questions to describe motivations, hopes,
aspirations and/or ambitions.
Produce dialogues and interventions for a silent short film.
• Suggest sentences to write dialogues and interventions.
• Organize sentences into sequences to form dialogues.
• Write dialogues and interventions.
• Include examples, relevant details, and interesting
information.
• Use linguistic resources to link sentences together (e.g.,
since, before, as, so that, etc.) and/or rephrase expressions.
• Read dialogues aloud in order to adjust verbal and non-
verbal language according to a specific audience (e.g.,
youngsters and adults).
• Adjust volume and speed.
• Make the dubbing of dialogues and interventions.
• Genre, topic, purpose,
and intended audience.
• Non-verbal language.
• Acoustic features.
• Types of sentences.
• Adverbs.
• Connectors.
• Modal verbs.
• Value cinema as a
means to reflect
emotions and
experiences of people
and their culture.
• Appreciate cultural
expressions particular
to the English
language.
• Know particular values
and patterns of
behavior of people
from English speaking
countries.
SCRIPT FOR THE DUBBING OF A
SILENT SHORT FILM
Stage 1
Select a silent short film.
Stage 2
Watch the scenes and choose one.
Stage 3
Suggest and write dialogues and/or
interventions for each character.
Stage 4
Organize dialogues and/or
interventions for the scene.
Stage 5
Check that structure of dialogues and
interventions comply with grammar,
spelling and punctuation conventions.
Stage 6
Put together a script which contains
dialogues and/or interventions
corresponding to the short film scene.
Stage 7
Associate the writing with dialogues
and/or interventions.
Stage 8
Practice the reading aloud of the
script.
Stage 9
Perform the dubbing.

UNIT 2B
PRODUCT
STAGES
Stage 1
• Provide Ss with a quiz and ask them to search for information about the history of films, some questions might be: “When did films appear? Could movies be heard at the very
beginning? What is a silent movie? Could you mention some popular actors or actresses from that age?” Motivate students to share their ideas with their classmates. Then, in
a plenary session make sure everybody gets the correct answers.
• Ask Ss what types of films they watch at the cinema or at home. In teams or as a whole group, invite Ss to divide the title of some movies into different categories and describe
their characteristics e.g. suspense, romantic, action, etc. Also, ask Ss to mention how the films make them feel when they watch them (e.g. happy, scared, angry, etc.). Ss might
not be able to express their ideas or answers in English, help if needed by promoting collaborative work and the use of different linguistic resources.
Stages
2 and 3
• Use the ICT lab and ask Ss to look for a silent movie. Ask Ss to watch it and chose a scene they like. Then, ask them to make a pause and make a short illustrated composition
about the scene saying why they liked it and how it made them feel. Ss should also include in the composition the different elements that used to appear in silent movies such
as color, time, plot, speed, actors’ performance, etc.
• Ask Ss to work on the scene they chose, and write a list of suitable words and expressions they might use to suggest and write dialogues or interventions for the different
characters that appear in the film. Tell Ss they can look for useful vocabulary up in a bilingual dictionary to get some ideas. They do not need to write complex words or
expressions. Encourage them to use every single word and expressions they have learned in English (you might guide them by acting out a short scene and providing some
examples). While Ss are attempting this stage of the product, make sure you monitor their production to avoid unnecessary mistakes.
• Prepare a set of diverse scenes and have sentences suitable for those scenes pasted on the walls. Make teams and explain to SS they have to find expressions/sentences that
match those scenes. Have Ss organize the dialogues and interventions for the scene.
Stages
4 and 5
• Once Ss have finished writing their dialogues, tell them they will have to perform it to the rest of the group. Give them some time to practice it and encourage them to get into
the character as much as possible. Ask the rest of the team to pay attention to the performance and make contributions to improve it. Make emphasis on correct
pronunciation, correct use of language, logic and coherence of ideas. Within the teams, rearrange and adjust the dialogues depending on the feedback provided by the teams.
• Have Ss exchange their dialogues so they help each other check that punctuation, spelling, and grammar comply with their dialogues. Monitor and provide help as required,
always promoting collaborative work.
Stages
6 and 7
• Have Ss write a script which includes all the dialogues they wrote taking into account each character’s intervention with your support. Have them exchange them so that
versions can be enriched and corrected
• Have Ss check the script with the scene they chose so that they match as much as possible. Ss need to adjust their dialogues with the characters’ interventions as much as they
can.
• Ask Ss to practice their dialogues by reading aloud as many teams as necessary. Emphasize the importance of the volume and speed of their voices as well as their intonation
while reading. Make sure they understand the importance of using non-verbal language, too. Monitor Ss’ oral production so that it comes out with the highest quality of
information, precision and fluency to present to the group.
Stages
8 and 9
• Have Ss perform the dubbing, first within their teams to gain confidence, and finally for the whole class. If possible, ask them to characterize themselves and contextualize the
environment. for example: create the cinema, buy the ticket, look for their seats and even buy pop-corn. Turn the lights off.
• Have Ss talk about the scenes performed, and give their opinion on changing parts of the scene. Ss look at the scenes they have filmed while the actors and actresses read their
dialogues, according to the scenes. As soon as Ss have got familiarized with their script, ask them to perform the dubbing of the scene they chose. Finally, ask Ss to share their
emotions and reactions caused by the performance
• Ss might present their scenes in other classrooms, and the groups can guess what film the scene belongs to. Ss can appreciate cultural expressions particular to the English
language. Guide reflection so that Ss come to value cinema as a means to reflect emotions and experiences of people and their culture.

UNIT 2B
WEBSITE RESOURCES
http://a4esl.org/
http://www.michellehenry.fr/cinema3b.htm#chaplin
http://ddeubel.edublogs.org/2011/03/23/using-silent-video-in-the-efl-classroom/
BOOKS
Publishing house
Teacher´s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp. 62-74 pp. 52-65
Fiction
pp. 46-58
Santillana
pp. 74-92 pp. 66-85
Facts
pp. 87-100
“Crossover 2”
pp. 83-101 pp. 39-48
Narrative
pp. 77-88
“Teens Club 2”
Castillo
pp. 71–83 pp. 58-69
Narrative
pp. 48-55
Richmond
pp. 34–43 pp. 34-43
Fiction
pp. 17-28

SOCIAL PRACTICE: Participate in language games to work with specific linguistic aspects
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Participate in language games in order to identify sentence rhythm, stress, and intonation
ACHIEVEMENTS
CONTENTS
PRODUCT
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Identifies the stress of specific
sentence parts.
• Reads and writes sentences to
practice rhythm, intonation, and
stress.
• Contrasts the stress of words,
both on their own and within
sentences.
Use the Hangman game with predetermined sentences to
practice their rhythm, stress and intonation.
• Identify names of games.
• Identify topic, purpose, and intended audience.
• Determine the elements that make up the language game.
• Identify the function of graphic and textual components.
• Define the number of words used in each sentence.
• Identify participants and the role they play (e.g.,
coordinator, players, etc.)
• Determine the number of players and their turns of
participation.
• Identify steps taken by a player and detect the sequence.
Understand rhythm, stress, and intonation characteristics in
words and sentences involved in the game.
• Read a list of sentences aloud.
• Identify stress of pronouns and or contractions in
sentences.
• Identify rhythm, stress, and intonation in sentences.
• Guess, infer and discover sentences to practice rhythm,
stress and intonation.
• Read sentences aloud to practice rhythm, stress and
intonation.
Write sentences to participate in language games.
• Suggest and complete sentences.
• Write sentences.
• Break up sentences to observe the difference in word
stress when words are isolated and when they are in a
sentence.
• Dictate sentences.
intended audience.
• Graphic and textual
components.
• Composition of
expressions: grammatical
components of
expression and
statements.
• Conventional writing of
words.
• Punctuation: apostrophe.
• Upper and lower case
letters.
• Diphthongs (e.g., oi, ou,
and au).
• Use language to
foster the
enjoyment of
schoolwork.
• Participate in
activities of
common among
students.
• Compete with
effort and respect.
HANGMAN GAME
Stage 1
Determine number of
teams, players, and turns of
participation.
Stage 2
Establish rules for the
Hangman game using
sentences.
Stage 3
Propose and select, secretly
within each team, a list of
sentences with different
rhythms, intonation, stress
and with/without
contractions.
Stage 4
Write the sentences.
Stage 5
Revise that sentences
comply with grammar,
spelling, and punctuation
conventions.
Stage 6
Play Hangman.
Stage 7
Read the sentences aloud at
the end of each round to
practice their rhythm, stress,
and intonation.

UNIT 3A
PRODUCT
STAGES
Stages
1 and 2
• Start the social practice by playing Hangman with sentences and words that are known to Ss but that, at the same time, represent a challenge to them.
• With the Ss’ help re-construct the rules, promote the use of English and let Ss use any source they count with in the classroom in case they have difficulty expressing their
ideas in English help them by writing the English version on the board. Leave those rules on a piece of cardboard in a visible place to consult them at any time during the
whole social practice.
• Organize teams so that each team selects a topic to play hangman in further sessions, tell them the vocabulary, sentences or expression they chose for the hangman have
to do with topics previously checked in class.
• Set up the dynamics of the game, determine the number of participants in the teams (ideally three: one who plays knots, one who plays circles and the one who keeps a
record of letters used to complete the different words that comprise the utterance, the question, the exclamation or the proverb that have to be completed. This third
person is also in charge of placing body parts above the melting pot.
• Try not to use Spanish at all. In case of trouble, ask the brighter Ss to help out as necessary. If the teacher deems it necessary, insert an activity to go through the spelling
of letters, in particular those that cause trouble or are confusing. E.g. g/j, k /q, e/i, a/h, r/z (standardize American or English use; zdi (Am.) zet (British).
Stage 3
• In the same trios, ask Ss to select the types of sentences to be completed via Hangman. To avoid repetition, organize a raffle of the sources where Ss may get the
information from, e.g. Unit 1A in the workbook, An Amazing Journey from the Reader and/or other sources.
• Ss have to keep this secret to make the game a real competition. Announce to Ss the prize for the winning team. It can range from candies to easy readers in English or a
little diploma to give recognition.
• Make sure there is enough variety for all the groups to present their own version of Hangman for completion by all the other teams.
Stages
4 and 5
• Have Ss write their own sentences in pencil in their notebooks. Make sure Ss copy information with a good degree of accuracy in their handwriting and without spelling,
grammar or punctuation mistakes. As an alternative activity ask Ss to exchange their notebooks and promote peer correction. While Ss are doing this activity monitor in
case they need any support.
• Make the necessary changes or corrections so that when they re-write these on to the pieces of cardboard, they become legible and recognizable. Standardize the font
and the size of the strips of cardboard for better presentation.
• Do the work in pencil to avoid constant erasures or a messy, uninviting piece where Ss do not even have a clear idea of what they are trying to correct.
Stages
6 and 7
• For the last three session or so, have the different teams come to the board to present their productions to be completed using the Hangman format. Keep a record of
letters used on the board itself to allow a more dynamic game so that Ss do not lose interest because they find the task impossible to carry out. Do this with all the teams
in the classroom other than the one at the front and try to give this stage a competitive element for Ss to be more willing to participate and win something.
• Once the sentences, questions, exclamations have been completed, read them out loud and have Ss read them with the correct intonation, stress and expressions needed
for each piece. Do this with the whole group or only boys, only girls, out loud, in a low voice to give this repetitive, imitative part some fun. Once the Ss have mastered this
chorally, ask individual Ss to do the reading of the same individually, demanding good pronunciation, good stress, good intonation and emotion.
• Remind them about the falling intonation in open questions, rising intonation in questions beginning with auxiliaries and stress and intonation depending on the
speaker’s intention.
• For evaluation purposes have Ss respond a checklist or a rubric where the assessment criteria are clear and accessible for them to measure and so that they get formative
feedback on their work throughout the month, the expected learning outcomes they got, the attitudes and traits they exhibited all the time they were working in teams.

UNIT 3A
WEBSITE RESOURCES
http://www.learn-english-today.com/wordgames.html
http://www.funenglishgames.com/activities.html
http://www.vocabulary.co.il/
http://gamestolearnenglish.com/hangman/
http://www.hangman.learningtogether.net/
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Reader’s
Book
"All Ready"
Macmillan
pp. 75- 87 pp. 66-80
Reader
pp. 59-71
"Brilliant! Teens"
Santillana
pp. 94-111 pp. 86-103
Stories
pp. 31- 42
"Crossover 2”
pp. 102-121 pp. 49-58
Informative
pp. 27-38
“Teens Club”
Castillo
pp. 84-92 pp. 70-77
Informative
pp. 20-25
"Yes We Can!"
Richmond
pp. 44-53 pp. 44-53
Non-Fiction
pp. 25-36

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Rewrite information to explain how a machine or device works
ACHIEVEMENTS
CONTENTS
PRODUCT
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Selects and paraphrases sentences.
• Organizes and links main ideas and
the information explaining them, in a
diagram.
• Rewrites sentences in order to give
explanations.
Select and check materials or books that contain
illustrations of the operation process of machines or
devices.
• Recognize textual organization.
• Reflect on the use of images and/or illustrations.
Read and understand information that explains how a
machine or a device works.
• Select information from various sources.
• Clarify technical terms.
• Point out main ideas and information that broadens
them.
• Answer questions to confirm understanding.
• Identify graphic resources used to explain the operation
of a machine or device.
Write information to explain how a machine or a device
works.
• Select information to explain how things work.
• Paraphrase information.
• Use a flow chart to order and link ideas and explanations
together.
• Write main ideas.
• Complete a flow chart with notes that explain main
1deas.
• Use comparisons as writing strategies.
Edit texts
• Read to check spelling and punctuation conventions.
• Verify the sequence of sentences.
• Add, remove and /or change information.
• Adjust language according to intended audience and
purpose. Write a final version.
intended audience.
• Textual and graphic
components.
• Patterns of text
arrangement.
• Comparatives and
superlatives.
• Modal verbs.
• Connectors.
• Phrasal verbs.
• Adverbs.
• Syntactic features of
English: split infinitive (to
+ words + verb).
• Difference between
British and American
variants.
• Punctuation.
• Show interest in accessing
scientific and
technological
information.
• Appreciate the
usefulness, benefits and
risks of scientific and
technologic progress.
• Promote feedback as a
fundamental aspect of
the learning process .
POSTER ABOUT THE
OPERATION OF A
DEVICE OR MACHINE
Stage 1
Choose a machine or
device.
Stage 2
Search and select
information from
various sources.
Stage 3
Write explanations
about its operation.
Stage 4
Add illustrations to
the explanations.
Stage 5
Edit the explanations
and write a clean
copy on a poster.
Stage 6
Ask for permission to
display the posters in
different places of
the school.

UNIT 3B
PRODUCT
STAGES
Stage 1
• Expose Ss to different kinds of machines and their use, Ss may be asked in advanced to bring information from home by using different sources of information such as,
internet, specialized magazines, cable documental channels, etc.
• Get the Ss organized in trios by playing “Find someone who…” so that Ss join by their preferences or likes technology-wise. Once the trios have been formed, organize a
raffle so that Ss get a machine or device to work about. They may change the machine or device and offer an alternative they feel comfortable with or know a lot about.
Each team presents to the rest of the group the machine or device chosen with some information to create interest in the different presentations to be given at the end
of the social practice. Guide this activity as necessary: “We chose a-------. It´s a machine for taking X-rays of the bones”
Stage 2
• In the same trios, get Ss organized in terms of information searching. They have to choose who is doing what. One student should search on the internet, another one
in an encyclopedia; another one a manual the student has access to, etc. In case Ss have access to uncommon machines: an optic reader to mark exams, a special oven
to melt silver, etc., invite them to bring photographs and information about them even if it is in Spanish. The idea is to have real input from different sources. When
writing, encourage Ss to provide information about the inventor, the use, the cost, the benefits to the human being, etc.
Stage 3
• After assigning a machine to each team, ask them to find information about the way it works, for this activity, a visit to the TIC’s lab can be programed, or Ss might even
be asked to look for the information at home, they can be advised to make use of internet or any other source.
• Prepare a presentation to give Ss a model to work on. Try to make it simple and accessible to Ss but very complete and attractive. Once the presentation is given, have
Ss analyze it in terms of contents and graphic characteristics. If at all necessary, prepare a hand-out so that Ss concentrate on the information needed to carry out the
task. Include information such as: Name of object, Intended use, Material made of, Instructions on how to use it, etc. Have Ss attempt this work before embarking upon
designing their own posters and writing their own information. As usual, ask Ss to do this in pencil to avoid messy work and bleeding pages. Monitor as necessary. Make
sure Ss include the linguistic contents of the doing so that they become clearer in context, e.g. “You must handle this carefully”, “Ovens reach hotter temperatures than
stoves”, “An optic reader is the fastest way to mark exams”.
Stage 4
• When the information has been edited, ask Ss to start planning the illustrations, allowing spaces for both, the text and the images. Make Ss discover what a flow chart
is, the way the information is presented and ask them to be careful about the size of the text in relation to the images. While Ss are performing the activity, monitor in
case they need any support, promote peer correction unless it is evident that Ss will not be able to express themselves in English.
Stage 5
• Have the trios edit the explanations on their pieces of cardboard with nice, legible handwriting and add color to make it more attractive. Teacher should make sure they
are doing a good job, in terms of language but also presentation. Take advantage of this manual work, to ask Ss to produce verbally what is written on their posters in
preparation for the final presentations.
Stage 6
• Ss should have read their work before setting up a kind of “Technology Fair “. Have Ss design the lay-out of spaces in the classroom and let them decide the order in
which the teams will give their presentations. Ss may stand up next to their piece of work and the rest of the group may change places or sit on the floor or in the middle
of the classroom to facilitate Ss movement and get a good view of all posters. When all posters have been presented to the group, invite other groups and then have all
the posters exhibited in common areas in the school. Have Ss themselves get permission to do so with the pertinent authorities in the school. If time allows you may
even invite parents to attend the same fair previous invitation. This in turn would lead to Ss designing the invitations and distributing them at home and at other school
grades and authorities or departments.

UNIT 3B
WEBSITE RESOURCES
http://www.history.com/shows/american-restoration
http://www.neok12.com/Simple-Machines.htm
http://scienceforkids.kidipede.com/physics/machines/
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Reader’s
Book
"All Ready"
Macmillan
pp.88 -100 pp.82-95
Reader
pp.72-84
"Brilliant! Teens"
Santillana
pp.112-129 pp.104-123
Facts
pp.101-114
"Crossover 2”
pp.122-141 pp.59-68
Narrative
pp.89-102
“Teens Club”
Castillo
pp.88-107 pp.78-105
Narrative
pp.56-63
"Yes We Can!"
Richmond
pp.54-64 pp.54-63
Fiction
pp.29-38

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations
SPECIFIC COMPETENCY: Share personal experiences in a conversation
ACHIEVEMENTS
CONTENTS
PRODUCT
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Seeks confirmation.
• Enunciates personal experiences
spontaneously.
• Organizes sentences in sequence.
• Adapts verbal and non-verbal patterns of
behavior for a specific audience.
• Anticipates the general meaning and
main ideas to keep a conversation going.
• Uses direct and indirect speech to share
personal experiences.
Listen to and explore a conversation about personal
experiences.
• Observe and understand non-verbal language.
• Identify form of communication.
• Detect rhythm, speed, and intonation.
Understand the general meaning, main ideas and
some details.
• Clarify meaning of words.
• Anticipate the general meaning and main ideas.
• Identify words used to link ideas together.
• Identify composition of expressions.
• Determine sequences of enunciation.
Share personal experiences in a conversation.
• Write sentences to share personal experiences.
• Organize sentences into a sequence.
• Incorporate details to main ideas.
• Formulate questions to clear out doubts,
broaden information and confirm understanding.
• Use expressions and linguistic resources to
restore communication.
• Express personal experiences using direct and
indirect speech.
• Enunciate personal experiences spontaneously.
• Use expressions to offer turns of participation.
• Use strategies to emphasize meaning.
• Start a conversation
intended audience.
• Form of
communication.
• Verbs: modals and
causative (e.g., have
and get).
• Adverbs of time.
• Connectors.
• Language formulate
(e.g. greetings, and
courtesy and farewell
expressions).
practice of the
language.
• Direct and indirect
speech.
• Syntactic differences
• between British and
• American variants: use
of prepositions
• Show empathy in oral
interactions.
• Collaborate and
communicate
successfully with the
speaker.
• Value language as a
means for sharing
common experiences.
AUTOBIOGRAPHICAL
ANECDOTE
Stage 1
Select some personal
experiences.
Stage 2
Write sentences to express the
personal experiences.
Stage 3
Check that sentences are
understood when said and
heard.
Stage 4
Organize sentences into a text
to put together the
autobiographical anecdote.
Stage 5
autobiographical anecdotes.
Stage 6
Establish turns of participation.
Stage 7
Have a conversation about
autobiographical anecdotes.

UNIT 4A
PRODUCT
STAGES
Stage 1
• Share with your Ss a special anecdote. It could be yours or of someone they may be interested in. The web site http://history.inrebus.com/index provides a whole variety
of anecdotes of politicians, singers, sports people artists, etc. Motivate Ss to do some research on anecdotes about famous people. Encourage the use of dictionaries and
peer work to help each other.
• Have your Ss remember an anecdote from their personal experience and share it with the whole class. Try the narration in English.
• Elicit from Ss a possible layout for writing an anecdote. If Ss are not able to do so, paste expressions used to tell anecdotes on the walls or board. Make sure to include the
sequence: 1.- Introduction of the story using expression such as: I’ll never forget.. Did I ever tell you, etc.,
• 2.- Specifying the people involved, e.g. My mother and I, I was with… 3.- Giving details about what happened, e.g., I said… Suddenly.. 4.- Giving details about the place
(where) It was at--- This happened at.. 5.- Giving and ending. Finally… , At the end…
• Practice the phrases by playing Chain story: Have a tape recorder ready to record what students say and have them sit in a horse shoe arrangement. Have one student say
a sentence using the previous written chunk, then another student has to continue the story following the same procedure until everyone has added information to the
story.
• Have the whole class listen to the recording as they do this ask them to identify mistake and encourage self and peer correction.
Stage 2
• Have your Ss decide if they want to write about a personal anecdote or about something that happened to them as a group. Depending on it, arrange teams or have SS
work individually.
• Have Ss take a look at Reader’s Digest magazine or any other source where Ss can find interesting anecdotes. Have them analyze the parts of it and relate them to the
previous expressions or discover new ones they can use to write their own anecdote.
• Have your Ss circle the connecting words and observe how ideas are linked, organized and sequenced.
Stage 3
• In order to make sure Ss understood the expressions, organize teams and ask them to act out the sentences they wrote before, assign each team at a time a sentence, an
expression or even a word related to life experiences, then by taking turns ask each team to guess.
• Check sentences are understood when said and heard by having your Ss read them aloud. This should be done in teams. Make corrections and encourage the use of
adverbs of time and connectors.
• Place a resource word box on the wall for your Ss to check and add details to their anecdotes.
• Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
Stage 4
• Have your Ss organize their sentences into a text to put together the autobiographical anecdote.
• Emphasize the relevance of having a coherent story
• Help Ss structure their paragraphs in a way that the sentence holding the main idea is the first one, and the rest of the sentences provide the complementary details.
Make emphasis on the importance of writing logical sentences. Assist Ss in case they need it but try to omit spoon feeding.
• Remind Ss that their anecdotes should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check unless you are
required to do so.
• Ask SS to exchange their texts, proofread it and provide feedback.
Stage 5
• Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups. The idea is that Ss work with different classmates. Have Ss prepare
their narrations in good English, correct stress and intonation and on top of that take care of good reading techniques or making use of their notes to extend them to help
with the oral presentation in front of an audience.
• Have Ss establish the turns of participation to share their anecdotes in their groups.
• Have every team share their favorite anecdote and explain why. Was it fun? Was it scary? Were they sympathetic to the anecdote?
Stages
6 and 7
• Ask Ss to make follow up questions to get more details and get to know better their classmates through anecdotes.
• Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy..
• Back in a plenary session, ask Ss to give their comments on the autobiographical anecdotes just heard. If time allows, ask them meta-cognitive questions to focus on their
learning processes and what they learnt.
• If time allows, prepare ahead of time a rubric, checklist or any other evaluation instrument Ss may use quite comfortably for feedback.

UNIT 4A
WEBSITES RESOURCES
http://www.factmonster.com/people.html
http://www.readwritethink.org/files/resources/interactives/comic/index.html
http://www.enchantedlearning.com/essay/writing.shtml
http://www.education.com/activity/writing/
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Reader’s
Book
"All Ready"
Macmillan
pp.101-113 pp.96-111
Reader
pp.85-97
"Brilliant! Teens"
Santillana
pp.131-149 pp.124-141
Stories
pp.43-56
"Crossover 2”
pp.142-161 pp.69-78
Informative
pp.39-50
“Teens Club”
Castillo
pp.108-118 pp.106-123
Informative
pp.26-30
"Yes We Can!"
Richmond
pp.64–73 pp.64-73
Non-Fiction
pp.37-48

SOCIAL PRACTICE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico
ACHIEVEMENTS
CONTENTS
PRODUCT
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Distinguishes between
examples and explanations
from main ideas.
• Formulates and answers
questions about literary
essays.
• Compares information using
antonyms.
• Writes sentences to describe
cultural aspects.
Check short literary essays.
• Select texts based on their index.
• Identify publishing data.
• Determine topic, purpose, and intended
audience.
• Establish links between familiar and foreign
cultural aspects.
Understand the general meaning, main ideas, and
some details in a short literary essay.
• Read short literary essays about a cultural
aspect.
• Use different comprehension strategies.
• Formulate and answer questions.
• Identify sentences used to describe a cultural
aspect.
• Distinguish between examples and explanations
from main ideas.
• Compare cultural aspects.
Describe and compare cultural aspects.
• Enlist characteristics of a cultural aspect.
• Propose titles for a description.
• Write sentences to describe cultural aspects.
• Arrange sentences in paragraphs.
audience.
• Textual and graphics
components.
arrangement.
practice of the
language.
• Key words.
• Sentence type.
• Antonyms.
• Verb tenses:
progressive forms,
past, and present.
• Adjectives, adverbs and
nouns.
• Punctuation.
• Homophones
• Upper and lower- case
letters.
• Acknowledge and
respect differences
between cultures.
• Appreciate cultural
expressions particular
to different countries.
• Develop flexibility and
value differences
among people and
cultures.
COMPARATIVE CHART
Stage 1
Select a cultural aspect to compare
between an English-speaking country
and Mexico.
Stage 2
Consult different literary essays and
other sources to get information about
the selected cultural aspect.
Stage 3
Choose information about the selected
cultural aspect for both countries
Stage 4
Compare differences and similarities
about the cultural aspect from the
selected information.
Stage 5
Rewrite the information to complete
the comparative chart.
Stage 6
Make a comparative chart and include
the Information.
Stage 7
Check that writing is complete and
complies with grammar, spelling, and
punctuation conventions.
Stage 8
Display the comparative chart in an
exhibition.

UNIT 4B
PRODUCT
STAGES
Stage 1
• Divide the board in two, label one column as “Mexican culture” and the other column as “English-speaking culture”. Elicit from Ss what countries are of their interest
and why. With your Ss draw a diagram showing all features they can think of, related to culture. They might include holidays, sports, traditional dishes, clothing, art,
music, flags, etc.
• Ask Ss to get in teams and decide what cultural aspects they would like to compare. Allow Ss time to discuss each category and the different elements they involve.
• Have Ss tell you what aspect they want to explore as well as the sources of information they will use for the activity.
Stage 2
• Have your Ss carry out the research needed to make the comparison. Encourage them to use different sources to get their information, such as internet, specialized
magazines, or even people they may know.
• Organize team work so that Ss have the chance to share information and different points of view, take advantages of Ss who might have lived in the States (in case
there are any).
• Ask your Ss if they are familiar with Venn’s diagram. Explain to them they are useful to easily see things in common and differences or allow other graphic organizers
of information.
• It would be a good idea to ask Ss to look for the information in advanced so that the class time is used more efficiently.
Stage 3
• Have Ss select the information they are going to use to create the chart. Have them rank the chosen items and include illustrations for them.
• Divide the class into groups and ask them to imagine there’s an student exchange program sending Ss to your group to study Spanish
• Have them discuss what cultural activities the foreign student can´t miss. Take notes on the board and have a small talk on what the most representative cultural
aspects of Mexico are from Ss’ perspective.
• Help Ss organize their reference material and take notes about the most important elements to include. Remind them to include examples.
Stage 4
• Ask SS to check if they have enough information about both cultures so they can compare and establish their similarities and differences.
• Have Ss check there is balance in the information; not too much about one culture and too little about the other so they come up with an evenly distributed and
balanced chart.
• Have Ss proofread their charts by dividing the tasks; some Ss can check subject and verb agreement, others one can check spelling with the help of a dictionary,
others punctuation, etc.
• Have your Ss exchange their charts for peer correction and questions on the corrections they do not understand.
Stages
5 and 6
• Have your Ss rewrite the information in the final charts making sure they include all the corrections and feedback provided by peers and yourself. Monitor as
necessary, giving indications as to how their charts can be improved. Avoid direct correction; make Ss think and reflect so that they themselves get to the right
versions.
• Challenge Ss to make the most creative and attractive chart. Encourage the use of graphic components to make their charts more attractive.
• Ask SS to make the comparative chart including all the previously mentioned items.
• Remind Ss charts should include all the selected information and that they should be written clearly and made up with sentences that are easily read.
Stage 7
• Monitor your Ss work to make sure the writing is complete and complies with grammar, spelling and punctuation conventions.
• Have one team present their chart to another team and then switch teams until all the teams have the chance to see the others’ team work.
• Encourage your SS to ask questions and express what the most interesting features of every chart were.
Stage 8
• Display the comparative chart in an exhibition. If at all possible invite other groups and school authorities to visit the exhibition. Make sure all Ss in the teams take
turns to guarantee even participation.
• Encourage Ss from other groups to attend the exhibition and feel free to provide positive feedback at all times.
• If time allows, prepare an assessment instrument such as: a check list, rubric, portfolio, or any other official instrument so that they are in a position to offer
feedback to one another and let them make suggestions for further improvement. Make sure the criteria for evaluating is crystal clear to make a fair evaluation that
is enriching for both parts, those evaluating, and those being evaluated.

UNIT 4B
WEBSITE RESOURCES
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://www.differencebetween.net/miscellaneous/culture-miscellaneous/difference-between-mexican-and-american-culture/
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Reader’s
Book
"All Ready"
Macmillan
pp.114-126 pp.112- 25
Reader
pp.98- 10
"Brilliant! Teens"
Santillana
pp.150-168 pp.142-161
Facts
pp.115-128
"Crossover 2”
pp.162-181 pp.79-98
Narrative
pp.103-114
“Teens Club”
Castillo
pp.118-132 pp.124-145
Narrative
pp.64-69
"Yes We Can!"
Richmond
pp.74-83b pp.74-83
Fiction
pp.39-48

SOCIAL PRACTICE: Produce texts to participate in academic events
LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Write points of view to participate in a round table
ACHIEVEMENTS
CONTENTS
PRODUCT
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Uses various strategies to point out
information.
• Selects and organizes information
to write sentences with personal
opinions.
• Writes paragraphs that express
individual points of view.
• Solves doubts and offers feedback
to edit points of view.
Check a Civic and Ethical topic
• Select texts about a topic of Civics and Ethics from various
sources.
• Predict topic.
• Anticipate the general meaning.
• Select information that supports a personal point of view.
• Contrast personal points of view with main ideas of a text.
• Identify synonyms used by the author to express the same
main ideas.
• Recognize sentences used to write points of view.
• Establish connections between personal points of view and
information that broadens, exemplifies and/or explains
them.
• Use strategies to point out information in accordance with
personal points of views.
Write points of view about a Civic or Ethical topic to
participate in a round table, with the teacher’s guidance.
• Organize main ideas of a text on a graph and contrast them
with a personal opinion.
• Rewrite main ideas to write opinions using synonyms.
• Complete sentences to write personal opinions.
• Write simple and complex sentences based on personal
opinions.
• Broaden or emphasize ideas using linguistic resources.
• Write a paragraph that expresses points of view.
Edit points of view.
• Read to check punctuation and spelling conventions.
• Solve doubts and provide feedback.
• Write a final version.
intended audience.
• Textual and graphic
components.
arrangement.
practice of the
language.
• Synonyms.
• Connectors.
• Conditionals
• Punctuation.
• Suffixes and prefixes.
• Digraphs.
• Learn to live in a
community.
• Promote respect
towards others’
opinions.
• Foster cooperation
when working in
teams.
ROUND TABLE
Stage 1
Choose a Civic and Ethical
topic to participate in a
round table.
Stage 2
Read texts from various
sources.
Stage 3
Contrast different personal
points of view with
information from the text.
Stage 4
Write personal points of
view.
Stage 5
Edit personal points of view
and make a clean version in
a notebook or a card.
Stage 6
Organize turns and times of
participation.
Stage 7
Decide the place and date
the round table of each
team will take place.
Stage 8
Read the points of view to
participate in the round
table.

UNIT 5A
PRODUCT
STAGES
Stage 1
• Choose a topic from the news that can be of Ss’ interest. Ask Ss what they have heard about it. Bring to class some newspapers or articles that address the issue from
different perspectives. Ask Ss to compare and contrast the images and vocabulary used to describe the issue. Raise awareness on the different forms to approach the
same topic.
• Elicit from Ss the most interesting topics they have discussed in their civic and ethical classes (stereotypes in the media, addictions, bullying, inequality, discrimination,
etc.). Ask them to write the topic of their choice together with their names. Pick the papers up and organize the teams. If nearly all Ss choose the same topic, divide
the group into two teams: those in favor and those against.
Stage 2
• Ask Ss to look for information about the topic they chose. Ss may bring their course book or notebooks from another subject. If possible, take Ss to the ICT lab in order
to look for articles or informative texts about their topic in English. Make sure all Ss in the team bring some material to be read and shared. Encourage Ss via extra
points or extra help at the end of the bimester or for the monthly evaluation.
• Ask Ss to look at the articles in order to find key words for their topic and to look them up if necessary. Ss compile a list of words to facilitate comprehension. Then, ask
Ss to choose five subtopics (main ideas) and to write what is said about them. If necessary, provide Ss with a format to fill out with this information, such as a: mind
map, diagram, or chart. Monitor as they are sharing their material to help when the need arises.
Stage 3
• Familiarize Ss with forms to express opinions, e.g., “I think… In my opinion/view…” Divide Ss into two teams: Agree and Disagree. Have cards prepared with short
sentences, such as “Dogs are better pets than cats / Basketball is the best sport / English is easier than Spanish.” Read the sentence on a card. Ss take turns to give
their opinion in favor or against. If Ss are competitive, time the participation of each team.
• Having gone through all the reading pieces ask Ss to summarize the opinions for and against on the topic on a chart. Then, ask Ss to add one more column and to fill it
out with their own opinions. Make sure Ss take a definite stand and they are ready to supply their own ideas in this respect. They should feel free to express their
ideas as everyone is entitled to different opinions. Make corrections to the language production.
Stages
4 and 5
• Ask Ss if they are familiarized with the opinion section in newspapers or magazines, or with blogs or hashtags (group messages on social networks). Ask Ss for the
characteristics of each format. Choose a topic Ss are familiarized with, and that nobody else has chosen, and present Ss with a problem or controversy. Ask Ss to work
in pairs in order to contribute with their opinion. They should write it on a piece of paper and paste it on a chart on the wall. When they have all contributed,
encourage them to read their partners’ opinions and to comment on them.
• Back in their original teams, ask Ss to write their personal points of view (about the topic they chose) in their notebooks. Make the time to monitor and go through Ss’
work for correction and improvement.
• Ask them to have a final version on a piece of clean paper or cards of a good size (half a page) to write out their final version. Ask Ss to prepare this verbally to correct
mispronunciation, intonation and a reasonable degree of accuracy when speaking and expressing their ideas.
Stages
6 and 7
• Have Ss organize their round table by having a moderator, deciding turn-taking and any other specifications needed. If Ss are not familiarized with round tables,
organize an example of what it should be like. While Ss are exposed to this demonstration, ask them to take notes about the way to get organized when participating.
Train the moderator to do a good job to give a starting comment, to join and make the debate flow and to come to a reasonable conclusion after everybody has had
the chance to participate.
• Have a representative from each team to form a commission to go up to the school authorities to ask for a place to conduct the round tables. All teams should have
the chance to participate on equal terms: same number of participants, same length of participations, same format, etc.
Stage 8
• If Ss chose different topics, have the round tables one by one. Ss might as well consult their notes on cards. While a given team is at the front giving their presentation,
have the rest of the groups taking notes in order to ask questions at the end of each round table.
• Ask Ss’ opinions on the length of their participation, the duration of the whole round table and the role of the moderator. Encourage all Ss to pose questions that are
related to the topic under discussion.
• Use an assessment instrument (rubrics, checklist, etc.). Allow Ss to contribute with the descriptors and the criteria they think they should be evaluated on. Award extra
points or take this as their evaluation for that particular month.

UNIT 5A
WEBSITE RESOURCES
Newspapers for teenagers:
http://tweentribune.com/teen
http://www.channelone.com/
Debates:
http://www.brighthubeducation.com/high-school-teaching-tips/126701-suggested-topics-for-a-high-school-debate/
BOOKS
Publishing house
Teacher´s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp. 127-139 pp.126-141
Reader
pp.111-123
Santillana
pp. 169-187 pp. 162-179
Introduction
pp.129-42
“Crossover 2”
pp. 182-201 pp. 89-98
Informative
pp.53-66
“Teens Club 2”
Castillo
pp.132-141 pp. 148-165
Informative
pp.28-38
Richmond
pp. 84-93 pp. 84-93
Non-Fiction
pp.49-60

SOCIAL PRACTICE: Interpret and express everyday life instructions
SPECIFIC COMPETENCY: Understand and give instructions to perform everyday life activities
ACHIEVEMENTS
CONTENTS
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Adjusts volume, intonation, and tone
emphasize or alter instructions.
• Understand and requests
instructions to perform m an activity.
• Write sequences of enunciation to
give instructions.
• Uses linguistic resources to ensure
the understanding of instructions.
• Produces instructions spontaneously.
Listen to and explore instructions to perform everyday
life activities.
• Identify topic, purpose and intended audience.
• Recognize moods from non-verbal language.
• Distinguish speakers’ attitudes and turns of
participation.
• Detect volume, tone, rhythm, speed and intonation.
Listen and understand the general meaning, main
ideas, and some details regarding instructions.
• Anticipate meaning.
• Recognize words that link ideas together.
• Determine sequence of enunciation.
• Identify words and expressions that express orders.
• Identify words that convey undefined quantities.
• Recognize strategies used to rephrase ideas, adjust
volume and speed, and negotiate meaning.
Provide instructions to carry out everyday activities.
• Write sentences to give instructions.
• Organize sentences into a sequence.
• Formulate questions to clarify doubts, and broaden
information.
• Use non-verbal language.
• Use strategies to emphasize, modify and negotiate
meaning.
• Ask for instructions to carry out activities.
• Give instructions spontaneously.
• Paraphrase instructions to confirm understanding.
intended audience.
• Contextualization.
• Determiners: quantifiers
e.g. some, any, and few)
articles (a, an, and, the).
• Nouns: countable and
uncountable.
• Modal verbs and adverbs
of manner.
• Verb form: imperative.
• Connectors.
• Prepositions.
• Lexical differences
between British and
American variants.
• Use language to plan
and organize.
• Transmit respect and
courtesy when giving
orders and
instructions.
• Examine the need to
follow instructions
POSTER WITH
INSTRUCTIONS TO
PERFORM AN EVERYDAY
ACTIVITY
Stage 1
Select an everyday activity.
Stage 2
Prepare instructions for the
selected activity.
Stage 3
Write the instructions.
Stage 4
Check that instructions are
understood when said and
heard.
Stage 5
instructions.
Stage 6
Display the poster on a
visible place to use it
whenever it is necessary to
give and receive
instructions.

UNIT 5B
PRODUCT
STAGES
Stage 1
• Have Ss work in teams in order to reconstruct their daily routine. Ask them to write the activities chronologically. They can resort to the picture dictionary (if any) in
their books or use a monolingual dictionary. Make emphasis on making complete sentences or ideas. Ask each team to present their routines orally.
• Show Ss a series of instructions for a simple recipe (making coffee, preparing a sandwich, for example) in written and in images. Ss work in teams to put them in
order and present it to the class. Encourage Ss to use connectors of sequence, e.g., first, then, next, finally.
Stage 2
• Ask Ss to work in trios to foster more active participation from all members of the team. Ss choose one activity from those mentioned in Stage 1 in order to produce
verbally a series of instructions with the different steps to carry them out.
• Elicit from Ss what actions may require following instructions, e. g., prepare a dish from a recipe, change a light bulb, take care of a pet, how to recharge a bus or
subway card, etc. Try to have a good assortment of activities to make this activity richer.
• Ask them to choose one activity and produce a minimum of 4 interactions and a maximum of 6 for the instructions. Ss may resort to their dictionaries for
vocabulary.
• Another option is to elicit from Ss topics in which they think tourists or visitors from other countries might need advice about daily life in Mexico City (for example:
transportation, food, accommodation). For more ideas, present Ss with articles from blogs written by foreign people living in Mexico City
(www.mexicocityvibes.com, http://mexicocitydf.blogspot.mx/). Ask SS to choose one topic in order to prepare a set of instructions for their project. If possible,
verify if it is possible for Ss to post their final products on internet (Blogger, for example).
Stage 3
• Ask Ss to put in writing what they were practicing verbally the previous session. If Ss still find it difficult or make quite a number of mistakes, give an example, a
brief demo or teach the Ss how to do this properly. The idea is to give them the framework to work from or let them struggle a bit with the language.
• Introduce the idea of statements, commands or imperatives to give instructions. Focus Ss’ attention to the formation of a statement (subject (doer of the action) +
verb (action word) + any other information (manner, place, time). Exemplify as necessary.
• Alternatively you may expose Ss to these different types of interactions and let them discover the grammar behind the structure by themselves. This may take a
little longer but it is far more memorable and meaningful at the end of the day.
• Monitor as necessary by checking Ss written productions.
Stage 4
• Show Ss different public signs that they may see at the library, at a mall, at a museum, etc. Ask Ss to match sentences about what the signs mean. Point out the use
of imperatives and determiners in the sentences. Organize Ss in teams and ask them to elicit more examples about rules and regulations in public places.
• In their same teams Ss read their sets of instructions out loud for the preparation of their posters.
• Have Ss think of a way to illustrate their posters to make them attractive, catchy and memorable for the groups.
Stage 5
• Ask Ss to practice their sentences. Monitor Ss’ work to listen to the different members of all groups to correct pronunciation, stress, intonation, coherence in ideas
and correct sequencing.
• Alternatively, ask Ss to prepare short dialogues about the topic they chose. For example, if they chose a recipe, they can prepare a dialogue in which a chef and a
helper explain the step to follow; if they chose how to change a light-bulb or make home repairs, they can prepare a dialogue between a parent (or an older
sibling) and their son or daughter (or sibling) explaining the steps to follow.
Stage 6
• Have Ss display their posters, one at a time, and leave it exhibited during the presentation of their respective posters.
• At the end of all presentations, leave the posters on the walls of the classroom to refer to whenever needed.
• If possible, ask Ss to post their final products on a blog.
• Make room to introduce the Ss to the idea of self/peer assessment.
• Tackle one evaluation instrument with all Ss and leave them to create their own and include descriptors that are relevant to the specific competency, the different
types of contents (doing, knowing and being) that are relevant for this social practice.

UNIT 5B
WEBSITE RESOURCES
Instructions:
http://www.seventeen.com/health/tips/teen-recipes
http://www.wikihow.com/Prepare-to-Donate-Blood
http://mexicocitydf.blogspot.mx/2012/01/how-to-use-metrobus.html
http://www.onestopenglish.com/community/lesson-share/winning-lessons/young-learners/young-learners-daily-routines-and-habits/153913.article
https://learnenglishkids.britishcouncil.org/en/category/topics/daily-routines
BOOKS
Publishing house
Teacher’s
Book
Activity
Book
Readers
“All Ready! 2”
Macmillan
pp. 127-139 pp.126-141
Reader
pp.111-123
Santillana
pp. 169-187 pp. 162-179
Introduction
pp.129-142
“Crossover 2”
pp. 182-201 pp. 89-98
Informative
pp.53-66
“Teens Club 2”
Castillo
pp.132-141 pp. 148-165
Informative
pp. 28-38
Richmond
pp. 84-93 pp. 84-93
Non-Fiction
pp.49- 60

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