all ready lesson plans

Photocopiable D.R. © Macmillan Publishers, S.A. de C.V. 2013. Only for teaching purposes.
School: Grade: Group:
Teacher:
Week Dates:
Social Practice of the Language:Understandandconvey
informationaboutgoodsandservices.
Learning Environment 1: Familiar
andCommunity Environment
Product 1:CatalogueofGoods.
Specific Competency: Offer andunderstandsuggestionsin
order to purchaseor sell a product.
Achievement (s): Cananticipatecentral sense andmain ideas from known
oral expressions. Can distinguishmainideas within oral exchanges. Canseek
confirmationin anoral exchange. Can produceexpressions toargue or
object. Can adjusttone, rhythmandintonationwhen composingoraltexts.
CONTENTS
Knowing about the Language:
Acquisition of structuredknowledge:modal verbs(should, shall), Verbs forms subjunctive:(she suggestshe buy…)
acoustic features: tone (courteous, serious, etc.), rhythm, speed, intonation, pauses, connectors;adjectives:qualifying,
comparative, compound(fifteen minute process, two-wheel vehicle); comparativestructures(a … as …; like; more
slowly, less quickly;the least… the mostquickly);adverbsof degree (very, too, rather); sentence types:declarative,
interrogative, imperative, exclamatory.
Doing withthe Language:
Usingthe language in the necessary purposes. Predictmessagesandmain ideas from knownconversationphrases.
Differentiate ideas within conversations, conforminformationduringconversations, producephrasestobuy and sell
products, speak softly and slowly or louder and faster when havinga conversation.
All Ready Lesson Plan
Unit 1 Lessons 1 and 2

Being through the language:
Developingindependence, critical way of thinkingandjudgment. Touse the language in order to make, accept or
refuse suggestions, takingdecisionsinan assertive way andencourage politeness throughinterpersonalexchanges.
Lesson /
Week /
Class
Lesson
Stages
Activities Procedures Notes
& Materials
Lesson 1
Week 1
Class 1
I know
1. Look at the pictureand listen to
the conversations
2. Read the descriptions of the teens
and circleT or F.
3. Listen to the conversation,
Track 3
4 Answer Yes / No questions
Reader: What should I buy?
Pages 7-19
1. 1. Ask Ss: What was the last thing you bought? Where did you buy it?
Was it expensive? Then ask Ss to look at the pictures form p. 8 and
say:Who are they? Where are they? What are they going to buy? Ask
them to closetheir eyes and play the track. Make a pauseafter the
firstconversation and ask:Who was speaking? Are they friends?
Where are they? Play the track and ask them to number the pictures
in order.
2. 2. Ask Ss to read the descriptions then make comprehension
questions after each description,such as What’sthe teenager’s
name? How old is he / she?
3. 3. Play the CD. Ask: Where are they? What are they going to buy? Play
the CD again and Ss have to complete the information.Ask Ss to share
and compare their answers.
4. Ask Ss to read the questions with yes or no individually.
p.8-9
Audio script
on p.183
Student Book
T monitors
the class by
walking
around the
class
I build
Lesson 1
Class 2
I think 5. Listen again to Track 3 and
complete.
6. Look, underlineand circle.
7. Put the phrases in the correct
heading.
5. Ask Ss to listen to track 3 again and ask them to pay attention to the
opening, body, and closurepartof the conversation,as well as to the
expressions.Play theCD again and givetime for Ss to write the
expressions where they belong. Let them shareand compare answers.
6. Ask Ss to pay attention to the phrases in page10, read them out
loud and ask them to circletheword(s) that show comparison and to
underlinethe word(s) that show description.
7. Ask Ss to read each of the examples individually.Then read each of
P.10-11
Ask Ss to
bringwhite
sheet papers

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 2
Class 4 I can
13. Questions usingcomparative
adjectives.
14. Discusswhich bicycleis the
best to buy.
15. In pairs practicethe
conversation.
13. In pairs,ask Ss to take turns askinga classmatequestions about
the 2 bicycles usingcomparativeadjectives from the box.
14. Ss work in pairs and makesuggestions to a classmateusing
comparativeadjectives in the boxes in activity.
15. Ask Ss to practicetheir conversation in pairs and walk around
the classroomto monitor and make corrections if necessary.
P.13
T walks around
the class and
monitor Ss
conversation
practice.
Lesson 2 1. What kind of products do you 1. Write the word catalogue on the board. Ask Ss: What kind of
P.14
8. Complete the table.
9. Complete the sentences using
information from activity 8
the sentences out loud and have Ss to classify thephrases correctly
under each heading.
8. Ask Ss to look at the illustrations,hold the book upfront and point
to a pictureasking, What are they? How are they different? Make sure
to elicitadjectives likenew / old,cheap / expensive. Then explain the
rulefor comparativeadjectives and have them complete the table.
9. Ask Ss to look back at the table in act 8 and to use the information
in it to complete the sentences.
for next class.
Lesson 1
Class 3
I practice
10. Listen to the conversation and
complete. Track 4
11. Listen again and answer the
questions.
12. Read the advertisement and
complete.
10. Ask Ss to look at the illustration and ask: Whatdo you think the
girls are going to do? Then play the CD. Ask them to followthe
conversation and complete.
11. Ask Ss to read the questions.Make sure they understand them,
play the CD, and ask them to answer the questions.Have them share
and compare responses.
12. In pairs,ask Ss to look at the pictures,tell them to complete the
sentences usingthat information.
P.12
T walks
around the
class and
monitor Ss
Actv. 12
CD player.

Class 5 I know look at in catalogues? catalogues do you know? Who are they intended to? Why are they
promoted? Then ask Ss to look at page 14 and ask:What kind of
catalogue do you think it is? Then let them read and answer the
questions.
Glossary to
identify the
meaning of
unknown words
Lesson 2
Class 6
I build
2. Listen and repeat the jazzchant.
Track 05
3.Read the chant,answer T or F
answer the questions.Track 6
2. Ask Ss to look the illustration, Whatis it about? Who has a
bicycle? Can you describe your bike? Play the CD. Ask Ss to listen
and followthe chant in their books, what two-wheel vehicles the
chant is about? Ask comprehension questions then play itagain
and ask Ss to repeat it.
3. Ask Ss to read the chantagain and answer T or F the statements.
4. Draw Ss’ attention to the illustration.Ask:Who are they? What
are they talking about? Play the CD and ask:What’s the
relationship between the speakers? What’s the name of the phone
the son wants? Why does he want this phone? Is the father going
to buy it? Play the CD again and ask Ss to answer the questions.
Share and compare responses.
P.14-15
Walk around
the class,
monitor and
help Ss if
necessary
CD player.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 2
Week 3
Class 7 I think 5. Listen to the conversation and
write the suggestions.Track 7
6.Look at the sentences and answer
the questions
7. Underline the words.
8. Look and check.
9. Rewrite the sentences from
activity 8.
10. Complete the organizer
5. Ask Ss to look at page 15. Based on the picture ask:What do you
think the conversation is about? Play the CD and ask Ss to write
the suggestions they hear. Ask them: How many did you get right?
Then complete the activity.
6. In pairs,haveSs look at the sentences and answer the
questions.Share and compare the answers.
7. Remind Ss that to compare 2 or more things or people, we use
the superlativeform of the adjective.Ask them to look the
sentences and underlinethe words that compare. Check answers
and have them compare responses.
8. Ask Ss to read the sentences and to identify which ones talk
about comparing things and which ones about comparing actions.
P.15-16-17
Walk around
the class,
monitor and
help Ss if
necessary.

11. Complete the table Ask them to check or cross outthe correspondinganswers.
9. Ask Ss to look back at the sentences and the headings in activity
8. Ask Ss to rewrite the sentences under the correct heading,
addingone of their own to each.
10. Draw Ss attention to the organizer. Elicitfromthem the
function of every part of speech then ask them to complete the
organizer.Let them shareand compare.
11. Ask Ss to look at the comparativeand superlativeform of an
adverb and ask them to complete the rule tablebased on what
they have learned previously.Ask them to shareand compare.
Lesson 2
Class 8 I practice
12. Put the conversation in order.
13. Complete the conversation.
12. In pairs,ask Ss to read the conversation and put it in the
correct order. Have Ss shareand compare their responses orally.
13. Ask Ss to read the words from the box then drawtheir
attention to the illustration and ask:Whatare they doing? Then
read the conversation and let them complete. Share and compare
answers.
P.17
T monitors the
class
T. guide p.
Lesson 2
Class 9
I can
14.Give suggestions
15. Invent detailed information
about the products.P.19
16. Write a conversation.
17. Do you think you are a
compulsiveor a responsible
shopper?
14. Write the sentences under the
correspondingillustration.
14. In pairs,ask Ss to look and choose one product, ask them to
give three suggestions to buy or object to buy it, likethe example.
Share and present the answers.
15. Have Ss look at the pictures and elicitfromthem the names of
the products. Explain they have to invent detailed information
about each productto make them look attractiveand worth
buying. Ask volunteers to present their work.
16. In pairs,explain to Ss that they have to complete the
conversation by givingsuggestions or objectingto purchasethe
product.
17. In pairs,letSs answer these questions and sharetheir answers
with the rest of the class.
P.18
Product 1 Stages Activities Procedures for: Catalogue of goods. Notes &
Materials

Lesson2
Week 4
Class 10
I get ready 1. Work in groups 1. Explain to Ss that they are going to design and illustratea goods
catalogue.Ask them to work in groups of five. Allowtime for Ss to
discuss,brainstormideas and decidewhich goods will beincluding
in the catalogue.
P.20
Walk around
the class and
monitor
Ss must bring
scissors,glue,
magazines,
markers,
paper sheets
for next class.
I plan
2. Plan the catalogues format
3. Decide on the sizeand number of
pages.
4. What materials do you need?
2. Ask them to group the products they previously listed in the
chartin page 20.
3. Ask Ss to think on how many pages and the sizetheir catalogue
will have,,then tell them they can use photos, drawings,or paper
cutouts to illustratetheir work.
4. Ask Ss to think about the materials they will need to design the
catalogue.
Lesson 2
Class 11 I do
5. Compose the suggestions about
the products included in the
catalogue.
5. Explain to Ss that they have to make a buying suggestion for
each product on their catalogue.
p.21
Walk around
the class
monitor and
help Ss if
necessary
Lesson 2
Class 12
All ready to
share
6. Illustrateyour catalogueand
write your suggestions to present it.
7. Present the catalogue.
I learn
6. Ss will design and illustratetheir work, and will practicethe
enunciation of the suggestions.
7. Ask for volunteers to present their catalogueto the class.The
rest will listen and say if they’d buy any of the products.
I learn: Ask Ss what they can do now that they couldn’tdo atthe
beginningof the learningenvironment. Then have them answer
the, I learn box on page 21. Give positivefeedback for their effort
and progress.
Ask Ss what they can do now that they couldn’t do at the
beginningof the learningenvironment and listen to their
responses.Then have them answer the I learn box and take note.
P.21
Walk around
the class
monitor and
help Ss if
necessary
Class 12 Self-Test 1. Self- test 1. Ask Ss to go to page 166 in their Student Books.
p.166
Class 12
Formal
assessment
2. Apply the formal assessment 2. Ss do their formal assessment from page 154 in the Teacher’s
Guide.
Teacher´s
Guide p.154

Teacher:
Unit Title: Week Dates:
Social Practice of the Language:Readandunderstand
different typesof literary texts distinctiveof English-
Speakingcountries.
Learning Environment 2: Literary
andLudic Environment.
Product 2:ComicBook.
Specific Competency: Readfantasy literature and describe
characters.
Achievement (s): Canusestrategiesto supportthecomprehensionof
narratives. Can anticipate central sense andmain ideas from some details.
Can distinguishbetween explicit andimplicit information. Canformulate and
answer questionstodistinguishandverify specific information. Candescribe
characteristics and abilities.
CONTENTS
Acquisition of structuredknowledge: adjectives: qualifying; verb tenses:pastand presentperfect; adverbs:of time
(yet, already); verb forms:gerund, pastparticiple; conditionals(if she were… she would…) ; direct andindirect speech.
Usingthe language in the necessary purposes. Usestrategiesto buildcomprehensionof texts. Recognize messageand
main ideas from details. Differentiate between explicit and implicit information. Ask andanswer questionsto

differentiate and check information. Talk aboutcharacteristics andabilities.
Developingindependence, critical way of thinkingandjudgment. To representthereality, recognize the imagination
andcreativity in the perception of reality andstimulate the pleasure of reading.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 5
Class 13
I know
1. Imagine you have superpowers.
2. Read the story and answer the
questions.
3. Write T or F.
1. Ask Ss what superheroes they know and their powers, write them
on the board, then ask Ss to imaginethey have superpowers and
allowthem to sharetheir ideas.
4.
2. Draw on the board a mind map. Write movie in the center. Have Ss
copy itin their notebooks and ask them to write as many words
related to movies as they can in the mind map. Ask for volunteers to
do it on the board.Direct Ss’ attention to page 52 and play the CD,
then ask Ss to match each conversation.
p.22
Refer Ss to
the Glossary
on p.157 to
clarify the
meaning of
words
I build
Lesson 1
Class 14
I think
4. Circlethe part of the sentence
that expresses an unreal condition.
4. Ask Ss to read the sentences and ask them to identify the unreal
conditions.Oncethey do it, explain why they can’t be real.
5. Ask Ss to complete the rule in the table. Draw their attention to the
example.
6. Ask Ss to look at column A and ask what they notice. Explain that
sayingexactly whatsomeone says is called directspeech. Now have
them look at column B and ask again whatthey notice (no quotations
marks are used, and the verbs are in pasttense), reporting what
P.23-24
Walk around
the class
monitor and
help Ss if
necessary

6. Read and answer. P.24
7. Write D for directand I for indirect
speech.
someone says is called reported or indirectspeech. Answer the
question.
7. Ask Ss to read and decide if the sentences are director indirect
speech. Shareand compare answers.
8. Ask Ss to read and complete the rules.Ask volunteers to read out
loud.
Lesson 1
Class 15
I
practice
9. Read and match. P.25
10. Write what you liked and didn’t
likeabout The magic skateboard
story.
11. Read and complete using
reported speech. P.26
12. Complete with would or could
and the correctverb form.
9. Ask Ss to skimand scan the story on page 22. Ask: What is the main
idea? What are other key ideas? Have them read the questions on
page 25 and match them with the correct answer. Check and
compare.
10. Have Ss reflect about the magic in the skateboard story. Ask them
to think what they liked and didn’t likeabout itand to write their
ideas in the spaces provided.
11. Draw Ss’attention to the illustration and ask: Whatkind of text is
it? Elicitthe word comic. Have them read the text and ask
comprehension questions like:What is the girl’s problem? What
powers does super teen have? Finally,ask themto complete the
sentences usingreported speech. Share and compare answers.
12. Draw Ss’attention to the titleof the story and elicitthe meaning
of daydreaming. Ask questions like:What is the girl dreaming about?
Have them look at the sentences and elicitthe conditional form.
Remind them about the rules and ask them to complete the activity
usingthe correctform of the verb in parenthesis.
P.25
Walk around
the Class and
monitor
activity.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 6
Class 16 I can
13. Read and complete the bubbles.
14. What areyour country’s beliefs
about magic?
15. Complete the sentences.
16. Write an ending for the story.
13. Draw Ss’attention to page 27. Have them look at the pictures and
ask:What is the story about? Have them underlinenew words and let
them read. Then ask the followingcomprehension questions:What is
the girl’s name? Where did she live? What was she wishing for? Ask
them to complete the bubbles.
14. Explain to Ss what is considered as magic.ElicitfromSs magical
costums or traditions they have or have heard of in their locations.
15. Ss complete the sentences based on the character’s actions,using
the appropriateform of the verb in parenthesis.Shareand compare.
16. Have Ss write a possibleendingfor the story in the space
provided.
p.26-27
Teacher´s
Guide p 39-40
Walk around
the Class and
monitor
Refer Ss to the
Glossary in
p.156-157.
Lesson 4
Class 17 I know
1. Do you prefer to read books or
comics? Why?
2. What is your favoritebook, comic
or movie? Talk about it
Reader: The five Joaquins.
p. 20-29
1. Ask Ss: What are the differences between a book and a comic?
Have different Ss to participate.Then ask: What do you prefer to
read, books or comics? Why? Allow them to express their opinions.
2. In pairs,haveSs talk about their favorite books,movies, or comics.
Walk around monitoringand correctingif necessary.
P.28
Teacher´s
Guide p.41
Reader:
Pp.20-29
Lesson 4
Class 18
I build
3. Number the paragraphs in order.
4. Label the paragraphs with the
correct heading.
5. Read the articlein pairs
3. Ask volunteers to retell the Five Joaquins story. Then ask them to
read the paragraphs silently,to underlinethe main events, and
finally,to number the paragraphs in thecorrect order.
4. Go over the headings with Ss and make sure they understand
them, ask them to label each paragraph with the correct heading.
Have them shareand compare answers.
5. Have Ss read the articlein pairs and givethem some time. When
they finish,ask them to exchange opinions (agreeor disagree) and
sharewith the rest of the class with a partner.
P.28-29
Refer Ss to the
Glossary in
p.156-157.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 4
Week 7
Class 19 I think
6. Label the book. P.30
7. Underline the adjectives.
8. Complete the rule.
9. Write pastperfect or present
perfect.
11. Underline the words.
12. Complete the sentences
6. Draw Ss’ attention to Activity 6 and ask them to read and label
the book with the appropriatewords.Shareand compare.
7. Ask Ss to read the sentences first and ask them to underlinethe
adjectives that qualify and describe.Shareand compare.
8. Ask Ss to complete the rule and say the word they used to
complete it.
9. Ask Ss to pay attention to the sentences on page 30 and ask
them what they notice about the verbs. Explain the use of present
and past perfect and the adverbs of time for and since. Let Ss
identify which sentences are written in pastperfect and which
ones in present perfect. Share and compare answers.
10. Ask Ss to go over the rules in the table and to complete them
with the name of the appropriateverb tense.
11. Ask Ss to identify words that indicateability.Havethem
underlinethe words. Pay attention to the useof can and could and
remind them of the use of them as auxiliary verbs for the present
and past possibilities and abilities.
12. Ask Ss to complete the sentences with the appropriateword.
P.30
Teacher´s
Guide p.42-43
.
Lesson 4
Class 20 I practice 13. Rewrite the letter.
14. Work in pairs.
15. Complete the interview.
16. Write a conversation and actit
out.
13. Have Ss rewrite the letter in firstperson, as if they were
Joaquin Murrieta.Monitor the activity and check for corrections.
Have them check and sharetheir work.
14. Tell Ss they have to describethe physical characteristicsand
abilities of the superheroes. Refer them to the Glossary for new
words.
15. Have Ss look at the illustration.Then ask them to read and
complete with the correct form of the verb in parentheses.
16. Explain to Ss that they are going to interview a superhero
(Zenda). Have them choose their part to play to work in pairs and
let them organizetheir time and questions.Finally,havethem
practiceand write on the spaces provided.
p. 31-32
Walk around
the class and
monitor Ss
Teacher´s
Guide p.44
p.32-33
17. Circlethe correct word and 17. Ask Ss to read the story silently and then to complete itby p.32- 33

Lesson 4
Class 21
I can
complete the story.
18.Answer the questions
circlingthe correctword in each case.
18. Ask Ss answer the questions based on the story, monitor the
activity.Check, compare, and shareanswers.
Teacher´s
Guide p.45
Monitor the
work
Product 2 Stages Activities Procedures for: Comic Book Notes &
Materials
Lesson4
Week 8
Class 22
I get ready 1. Decide on the story you will read
to make a comic book.
1. Ask Ss to form groups of 4 or 5. Explain that they aregoing to
create a comic book. Have them look at the illustrations to pick up
a narrativeor they can also inventa new one. Then ask them to
think of main ideas to includein it.
p.34
Teacher´s
Guide p.46
Refer Ss on
p.176
Ss must bring
materials for
next class.
I plan
2. Decide on the number of pages.
2. Advice Ss not to make the comic book too long. Direct them to
pages 176-177,so they have an idea of the spacethey’ll use.
3. Ask Ss to make a listof the materials they will need.
Lesson 4
Class 23 I do
4. Dividethe story in episodes.
5. Give brief descriptions for the
characters and the events.
6. Go to the work sheet section on
p. 176-177.
7. Write the dialogues
4. Ss will design a formatfor the comic book dividingthe story in
episodes,definingspaces for dialogues and descriptions.
5. Ask Ss to adjustthe information they have to make the
dialogues and descriptions.In teams they can write their ideas.
6. Direct Ss to pages 176-177 to use the template for the comic
book. They can also usewhite sheets of paper if they want to.
7. Have Ss write the narrativeand dialogues in a paper sheet for
corrections and spelling.Then have them copy it into the bubbles
and ask them to illustratetheir comic book.
P.34- 35
Refer Ss to the
Worksheets
section on p.
176-177
Teacher´s
Guide p.47
Lesson 4
Class 24
All ready to
share
8. Rehearse the presentation.
I learn
8. In groups,have Ss rehearsethe dramatized readingof the
comic,then, ask for volunteers to present it for the class.
Ask Ss what they can do now that they couldn’t do at the
beginningof the learningenvironment and listen to their
responses.Then have them answer, the I learn box and take note.

Class 24 Self-Test 1. Self- test
1. Ask Ss to go to page 167 in their Student Books. p.167
Class 24
Formal
assessment
2. Apply the formal assessment 1. 2. Ss do their formal assessment from page 155 in the Teacher’s
Guide.
Teacher’s
Guide p.155
Teacher:
Social Practice of the Language:Understandandwrite
instructions.
Learning Environment 1: Formation
andacademic environment
Product 1:InstructionManual
Specific Competency: Understandandcompose
instructionsaboutfacing an environmentalemergency
Achievement (s): Canclarify the meaning of unknowntermsin order to
broadenand refine their vocabulary. Canunderstandandpointoutthe order
of the components, usefulinformationand mainideas of an emergency
manual. Can write and classify sentences in order to create instructions
sequences. Can remove, addor edit andinstructionmanual.
CONT
ENTS
Acquisition of structuredknowledge:Sentences types;adverbs:of time (since, for), of sequence(after, firstly, next);

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 9
Class 25
I know
1. Answer these questions
2. Read the information fromthe
emergency procedures.
5. 1. Ask Ss to open their books to page 38 and ask: What
are these signs for? In pairs,havethem to discuss
these questions and the answers.Walk around and
encourage Ss to use English.Refer Ss to pages 33-43 in
their Readers.
6.
7. 2. Ask Ss to look at the text and ask: What is it about?
Have you ever read a similar emergency procedures
manual? Then let them read the information and
answer the questions.
p.38
T monitors the activity by
walkingaround the
classroom
abbreviations(ASAP, S.O.S);pronouns(who, whom, etc.) and relative adverbs(how, why, when, where); prepositions
(by, about, for, in, into) andprepositionalphrases(at the end of, in frontof)
Usingthe language in the necessary purposes. Learn more wordsto increase my vocabulary. Knowtheelements of an
emergency manual. Write instructionsequences andedit aninstructionmanual.
Developingindependence, critical way of thinkingandjudgment. To preventandface problems, to protect andguard
the physicalintegrity and tobe empathicand responsiblewith the class and the community.

I build
Lesson 1
Class 26
I think
3. Read and label the words.
4. Read, circleand answer T or F.
5. Match the instructions with the
pictures.
6. Answer the questions.
7. Read the excerpts from the
manual and write the meanings of
the words.
8. How did you know the meaning of
the words?
9. Circlethe best option.
Reader: What to do in an
emergency?
Pages 33-42
3. Ask Ss to read the previous excerpt again and ask
them to label itwith the words from the box. Pay
attention to abbreviations and explain their meanings.
Share and compare answers.
4. Make sureSs understand the meaning of bullets,
bold,and italics.Havethem observe the components
of the text and the uses of images and illustrations.Let
them read and answer T or F.
5. Ask Ss to look at the pictures,making surethey
understand the meaning of flood, throw away, dirty
flood water. Ask them to match the instructionsto the
picture. Share and compare answers.
6. Ask Ss to look at the previous illustrations and ask
them to describethem. Then have them answer the
questions on page 40.
7. Ask Ss to read the excerpts from the manual and to
write the meaning of the underlined words in the
spaces provided.
8. In pairs,haveSs complete Activity 8 on page 41.
Walk around and listen;correct if necessary.
9. Ask Ss: What did you do to find the words in the
dictionary? Which problems did you face when looking
up words? Then have Ss check on the statements and
have them circlethe best option.
p.39
p.40-41
Extra activity:take time to
explain and enhance the
importance and proper use
of the dictionary.
Lesson 1
Class 27
I practice
complete. Track 4 p.12
11. Check the answers and make
corrections.
10. Ask Ss to look and recognize the organization of an
instructions manual,havethem read the instructions
and number them. Elicitthe adverbs of sequence (first,
then, next).
p.42
T walks around the class
and monitor Ss Actv. 11

11. Ask Ss to work in pairs.Havethem compare their
answers and make corrections if necessary.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 10
Class 28 I can
12. Look at the pictures;write the
instructions in thecorrect picture.
13. Number the instructionsin
activity 12 under the correct order.
14. Compare your answers with a
partner.
12. Look at the pictures from a different manual.Have Ss to describe
them. Ask: What happened to the boy? What are they doing? Where
are they? Refer Ss to the Glossary for unknown words; finally,have
them write the instructions under the correctpicture.
13. Ask Ss to read the instructions.Havethem look for any sequence
word and instructthem to number the instructions.
14. Ask Ss to compare their answers with a partner, to make
arguments about their answers and to decide which the correct
answer is before they make any change, ask for volunteers to share
out loud for the rest of the class.
p.43
T walks
around the
class and
monitor Ss
conversation
practice.
Lesson 2
Class 29 I know
1. Circlethe things that you think
could causean emergency.
1. Draw Ss’ attention to the illustrations,elicitthe name of the
objects. Read the instructions together and allowSs to work
individually.
Glossary to
identify the
meaning of
unknown
words
Lesson 2
Class 30
I build
2. Listen to a recordingof emergency
instructions and answer the
questions.Track 08 p.44
2. Write on the board: What do you do in the case of an emergency?
Who do you call? Play the CD and ask Ss to answer the questions by
circlingthe best option. Check, share,and compare answers.
3. Play the CD again.Have Ss listen and complete the sentences with
p. 44-45

3. Listen again and complete.
the words from the box. Check and make corrections if necessary.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 2
Week 11
Class 31 I think
4. Read these two sentences and
underlinethe subjectand circlethe
verb.
5. Read the sentences; write S for
simpleand C for complex. P.46
6. Read the sentences in activity 5
again and underlinethe connectors.
7. Complete sentences with words
from the box.
4. Write on the board: Some Ss like to study in the morning. John and
George play basketball every afternoon. Have Ss copy these
sentences in their notebooks and ask them to underlinethe
subject(s) and the verb(s). Make sureSs understand. Enhance the
importance of dependent and independent clauses.HaveSs look at
page 45 and ask them to repeat the underlined process with the
sentences in the book. Share and compare answers.
5. Have Ss work in groups of three. Ask them to copy the sentences
in their notebooks. Have them underlinesubjects and circleverbs,
ask them to put an S if is a simplesentence, and a C if its complex.
Check for corrections.
6. Have Ss to reread the previous sentences and to underlinethe
words used as connectors. Ask volunteers to shareand check
answers.
7. Write on the board, Swedish is very difficult. If you study German,
Swedish won’t be difficult to learn. Ask Ss which sentence is complex
and which one is simple.Read instructions to activity 7 and let Ss
answer it.
p.45
T walks around
the class and
monitor Ss
conversation
practice.
Lesson 2
Class 32 I practice
8. Complete the tables.
9. Combine the pairs of simple
sentences to make complex
sentences.
8. Write on the board: It is important to know what to do before an
emergency happens. Plan a safe place outside for everyone to meet
after you escape from a fire. Ask Ss to look at page 47 and ask them
to read the words from the box. Ask: What are these words? Make
sure they know the difference between connectors and sequence.
T. guide p.58-
59

11. Rewrite the Sentences in the
correct order.
12. Discusswhatcommunities or
people can do to help cities or
regions that have been affected or
hit by a hurricane.
Ask them to complete the table.
9. Write on the board: When you are in a flood, try to stay calm. The
teacher returned the homework after she noticed the error. Ask Ss to
read the sentences, explain the use of the comma. Have them
complete the activity.Check and shareanswers.
10. Draw Ss attention to the words in the box and ask:Are they
connectors or sequence? Have Ss complete the activity,offer help if
needed.11. Have Ss rewrite the sentences from activity 10.Pay
attention to punctuation and spelling.Ask someone to write it on the
board so everybody can check their answers.
12. In groups of five, let them discusstheinformation they
researched about the topic.Monitor the activity.
Lesson 2
Class 33
I can
13. Match the parts of instructions
for what to do in caseof a snake
bite.
14. Write the sentences under the
corresponding illustration.
13. Ask Ss: Have you ever been eaten by an animal? What did you
do? Where were you? Who was with you? Have Ss read the parts of
sentences and match them to give a complete instruction. In the
space, ask them to write the sequence or connectors that correspond.
14. Ask Ss to look at the pictures and ask them to describethem. Ask
them to write the previous instructionsunder the corresponding
illustration.
p. 49
Product 1 Stages Activities Procedures for: Instruction Manual. Notes &
Materials
I get read 1. Make a listof potential
environmental emergencies in your
area.
1. Explain to Ss that they are going to create an instruction manual to
face an environmental emergency in their community. Ask Ss to
open page 50 and make a listof potential environmental
emergencies. Have a class discussion aboutthe lists.
p.50
T walks around
the class and
monitor Ss
conversation

Lesson2
Week 12
Class 34 I plan
2. Work in groups and shareyour
notes.
3. Choose one of the emergencies
and write notes.
4. Find out more about what to do in
the emergency.
5. Distributein your group the
actions to make the instruction
manual.
2. Ask Ss to sharetheir lists,makesurethey speak English.
3. Have a classdiscussion to chooseone of the emergencies they
mention. Explain thateach student has to look for information about
what to do in caseof the environmental emergency they have
chosen.
4. ElicitfromSs where they can find the information.They have to
select the most relevant points and take notes about it.
5. Ask Ss aboutthe parts of an instruction manual.Havethem open
their Readers to chapter 3 What to do in an emergency? Explain the
actions required to elaboratethe manual (drawing,writing, etc.)
Have them organize into who does what.
6. Have Ss decide what materials they will need to elaboratetheir
manual.
practice.
Ss must bring
scissors,glue,
magazines,
markers, paper
sheets for next
class.
Lesson 2
Class 35 I do
7. Use your notes to write
instructions for whatto do if the
emergency happens.
8. Check and edit the instructions.
9. Use the worksheet p.178.
7. In groups,Ss look at page 51 and work on decidingwhich of the
information that they gathered is more relevant. Ask them not to
forget the use of connectors and sequence words. Monitor and give
help if necessary.
8. Have Ss check the order and logics of their instructions,the
sequence and connectors, and the grammar and spelling.
9. Ask Ss to go to page 178 in the worksheets section and have them
use itto write the instructions and makedrawings.
Worksheet
p.178.
T. G. p.61
Lesson 2
Class 36
All ready
to share
10. Find out if you can put up your
worksheets in the bulletin for other
Ss to read.
I learn
10. Have Ss ask for the school principal’s permission to post their
instructions manuals on the bulletin board,so everybody can read
them.
Ask Ss what they can do now that they couldn’t do at the beginning
of the learningenvironment and listen to their responses.Then have
them answer the I learn box and take note.
p. 51

Teacher:
Social Practice of the Language:Interpretandconvey
information publishedin variousmedia.
Learning Environment 2: Familiar
and Community environment
Product 2:Script
Specific Competency: Scriptdialoguesand interventions
for a silent shortfilm.
Achievement (s): Cananticipatecentral sense andmain ideas from previous
knowledge andnon-verbalcommunication. Cancomposeexpressionsto
produceoral exchanges. Can provideexamples to mainideas during an oral
exchange. Can rephraseexpressionsproducedduring an oral exchange.
CONTENTS
Acquisition of structuredknowledge:Connectors;verbs:modals(would, could, need to).
Usingthe language in the necessary purposes. Anticipatemainideas. Write expressions for a dialogue. Include
examples in a dialogue. Usedifferent words in a dialogue.
Developingindependence, critical way of thinkingandjudgment. Toreflect emotionsandexperiences from people and
their cultures, appreciate English cultural expressions, knowingvaluesand behaviorsof English speakingcountries.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 13
Class 37
I know
1. Look at the pictures and answer
these questions
Reader: Silent story p.46-55
match.
1. Ask Ss to open their Student Books to page 52. Direct Ss’ attention
to the pictures. Have them describe the actions and characters of each
picture, read out loud, and help them with vocabulary.2. Draw on the
board a mind map and write movie in the center. Have Ss copy it in
their notebooks and ask them to write as many words related to
movies as they can in the mind map. Ask for volunteers to do it on the
board. Direct Ss’ attention to page 52 and play the CD. Ask Ss to match
each conversation.
p.52
T. guide
P. 62-63
Cd player
Track 09
I build
Lesson 1
Class 38
I think
3. Listen again and answer
4. Choose the completion for each
sentence.
5. Read and write the names.
6. Look and number the scenes.
7. Read the questions and match
them.
3. Ask Ss to look at the pictures again. Have them describe the
pictures. Ask: Where are the people? What are they doing? Are they
happy or sad? Help with vocabulary. Play the CD and have them
4. Ask Ss about the movie genres they remember and write them on
the board. Ask questions to make sure they understand. Go through
activity 4 with them and refer them to the Glossary for unfamiliar
words.
5. Ask Ss to work in groups of three, ask them to discuss about their
favorite movie and character. Have them read and complete the
activity.
6. Ask Ss to look at the scenes and have them describe them, then ask
them to number them in the correct order. Check answers out loud.
7. Ask Ss to work in pairs. Have them take turns asking questions and
answering about emotions, motivations, hopes, etc. they see in the
scenes. Then have them read and match the sentences.
8. In pairs, have Ss complete activity 8 on page 54. Walk around and
listen. Correct if necessary.
9. Have Ss look at the words in the box, making sure they understand.
Have them complete the sentences.
p.54
Glossary for
unfamiliar
words p.159.
T. guide p.64

Lesson 1
Class 39
I practice 10. Read the sentences and write the
genre.
11. Match the dialogues with the
movie scene.
10. Have Ss read the dialogues and write the correct genre, make
them read out loud and have them act it out in pairs.
11. Direct Ss attention to the illustrations and have them describe
each clip. Ask them to match the dialogues from the previous activity.
Check answers and share.
p.55-56
T walks
around the
class and
monitor Ss
Actv. 10
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 14
Class 40 I can
12. Read the movie summary and
draw a poster.
13. Was it easy to draw? How can
you improve?
14. Write the dialogue for the scene.
15. Check the dialogue for errors.
12. Have Ss to look at the picture, ask; Where can you find this type of
information? Ask them to read it, and explain they have to draw a
picture to represent it. Share with the rest.
13. Ask these questions to the class and encourage them to
participate. Check they use English.
14. Ask Ss to work in pairs. Explain they are going to write a dialogue
for the scene they drew in activity 12. Walk around and give help if
necessary.
15. Have Ss check their dialogue for possible grammatical errors.
p.57
T walks
around the
class and
monitor
activity 14
Lesson 4
Class 41 I know
1. Say what emotion the mime is
expressing.
1. Draw Ss attention to the illustrations and have them say what
emotion the mime is portraying in each picture. Elicit answers from
different Ss. Check answers.
p. 58
Lesson 4
Class 42
I build
2. Look at the pictures and answer
the questions.
3. Listen and check.
2. Ask Ss the title of the story in Chapter 4 of their Readers, Silent
Story, and elicit the story of the two characters. Direct Ss’ attention to
the story on page 58, have them describe it, go over the questions
with the Ss and have them answer them individually.
p. 58

4. Number the sentences in order. 3. Play the CD and have Ss listen and check their answers from Activity
2. Play the audio as many times as needed.
4. Ask comprehension questions like: Why is Tricia watching him?
What question did Nick ask Tricia? Make sure they understand. Ask Ss
to number the dialogue in order and to write it in order in their
notebooks and to practice the dialogue with a partner.
Go around the
class listening
intonation and
pronunciation.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 4
Week 15
Class 43 I think
5. Look at the extracts and follow the
instructions
6. Read the dialogues and match
them.
Reader: Silent Story p.46.55
5. Make sure Ss understand the use of modal verbs (can, could, have
to, should). Have them look at page 59 and ask them to read the
extracts from the conversation and to complete the activity.
6. Direct Ss’ attention to the illustrations. Ask Ss to describe them.
Pay special attention to the expressions and gestures: Look at this
face! Is he happy or sad? Ask Ss to read the dialogues and match
with the picture.
P.59
T. Guide pp.68-
69.
Lesson 4
Class 44 I practice
7. Read the conversation and
number the sentences.
8. Write down the conversation in
activity 7.
9. Read the conversation with a
partner.
10. What word is used to express
respect and to avoid a problem?
11. Complete the dialogue.
12. Act out and say the dialogue.
7. Direct Ss attention to the picture and ask: What do you think the
children are talking about? Are they angry or happy? Are they
friends? Where are they? Ask some Ss to read the sentences and
then have them number them in the correct order to form a
dialogue.
8. Have Ss read the sentences again. Ask them to complete the
conversation in their notebooks individually.
9. In pairs, have Ss read the dialogue out loud. Go around and
correct pronunciation, stress, and intonation if necessary.
10. Read the conversation again. Stress the expression that is used to
show respect and its proper pronunciation. Elicit other examples of
phrases to show respect.
11. Have Ss read the sentences, have them read the dialogue and to
complete it with the sentences from the box. Refer them to the
Glossary on page159 for unfamiliar words.
P. 60-61
T. guide p.70

12. In pairs, have Ss practice the dialogue (dubbing) and ask
volunteers to act it out for the rest of the class.
Lesson 4
Class 45
I can
13. Look at the pictures and match.
14. Choose one situation and write a
dialogue.
15. Act out and dub the dialogue.
13. Ask Ss to cover the text below the pictures. Point to the pictures
and ask Ss to explain the scene. Then ask Ss to write in their
notebooks a description for each scene. Finally, have them match
the pictures to the situations below. Check answers together.
14. In pairs, have Ss choose one situation from activity 13 and write a
dialogue along with it. Exchange writings for corrections.
15. In pairs, have Ss act it out in front of the class. Let them practice
and correct pronunciation and intonation if necessary.
p. 62-63
T. guide. P.71
Product 2 Stages Activities Procedures for: Script Notes &
Materials
Lesson4
Week 16
Class 46
I get read 1. When you watch a movie, do you
prefer subtitles or have it dubbed?
1. Write these questions on the board: When you watch a movie, do
you prefer subtitles or to haveit dubbed? When you were a child, did
you use to watch movies with subtitles or dubbed? Was it easier to
understand the movie with subtitles or dubbed? Next, have Ss discuss
the questions and to give arguments.
p.64
T walks around
the class and
monitor Ss
conversation
practice.
Ss must bring
materials for
next class.
I plan
2. Work in groups and choose a
movie or TV show.
3. Complete the information about
the scene you chose.
4. Who will take each role in the
scene?
2. Ask Ss to write a list of movies and TV shows they remember. In
groups of three have them share their lists and ask them to choose
one movie or show all the group members had seen before.
3. Ask Ss to choose a scene from the movie or show they chose
previously and tell them to complete the chart. Give help if needed.
4. Ask each group to decide who will take a role in the scene.
5. Have Ss decide what materials they will need, objects for sound
effects, and clothes and props to dub.
Lesson 4
Class 47 I do
6. Use the information to write a
script.
7. Check grammar, spelling and
punctuation.
8. Practice acting out and dubbing.
6. In groups, have Ss work on their scripts with the information from
the chart. Give help if needed.
7. Ask groups to exchange their scripts to check for possible
mistakes, rewrite the dialogues if needed. Walk around and give
help.
8. Have Ss practice and act out their scripts.
p.65
Teacher’s
Guide p.61
9. Ask the groups to present and act out their scripts for the rest of

Lesson 4
Class 48
All ready to
share
9. Act out and dub the scene for the
class.
I learn
the class, have Ss vote for the best dialogue.
of the learning environment and listen to their responses. Then have
them answer the I learn boxand take note.
p. 65
Class 48 Self-Test 1. 1. Self- test
1. Ask Ss go page 168 of the Student book p.168-169
Class 48
Formal
assessment
2. 2. Apply the formal assessment 3. 2. Ss do their formal assessment from page 157 in the Teacher’s
Guide.
Teacher’s
Guide p.157

Teacher:
Social Practice of the Language:Participateinlanguage
games towork with specific linguistic aspects.
Learning Environment 1: Literary and
ludic environment.
Product 1:HangmanGame
Specific Competency: Participatein languagegames in
order to recognize rhythm, stress, andintonationof
sentences.
Achievement (s): Candistinguishthestressof specific partsof sentences. Can
read and write sentencesto practice rhythm, intonationandstress. Can
contrastthe stress of words, bothon their own andwithin sentences.
CONTENTS
Acquisition of structuredknowledge:Sentence composition;punctuation;apostrophe(He didn’t, I’ve)upperand lower
case letters; diphthongs:(oi, ou, au).
Usingthe language in the necessary purposes. Distinguishthestressof specific parts of sentences. Read and write
sentences to practice rhythm, intonationandstress. Contrastthestress of words bothontheir own and within
sentences.
Developingindependence, critical way of thinkingandjudgment. Toenjoy schoolwork, the active participationin

commonactivities amongthe studentsandelicit respectful andhard competition.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 17
Class 49
I know
I build
1. What’s the difference between
these games?
2. Which ones arelanguagegames?
Reader: lets communicate p.59-62
3. Read the rules and answer.
1. Ask Ss to open their books p.68 and look atthe pictures.Writethe
words puzzle, hangman, jigsaw, crossword, bingo and hopscotch. Ask
Ss: What materials do you need in order to play? How many people
can play? What are the basic rules? Let them identify the differences
between each game.
2. Ask Ss to identify which games are languagegames. Elicit
similarities and determine which elements define a languagegame.
3. Elicitthe materials for playingHangman.Have Ss read silently the
rules for this game. Then, in pairs,onestudent reads and the other
mimes the action; then switch roles.
p.68-69
T. guide p.
76
For more
information
about games
go to p.191
Ss book.
Lesson 1
Class 50
I think
4. Label the graphic components.
5. Answer the questions
7. Circlethe correct option.
8. Unscramblethe options.
Reader: Letscommunicate
4. Have Ss label the graphic organizer individually and to check the
answers with a partner. Refer them to the Glossary on page160 for
unfamiliarwords.In pairs,ask them to work on answer the questions
and work out the movie title. Make comprehension questions;ask for
a volunteer to do iton the board.
5. Ask volunteers to read the questions out loud. Give time to think
and analyzethe answers.Check for pronunciation and intonation.
6. Have Ss look at the table and the words from the box. With their
p.70
T. guide p.
77-78-79
CD player

Pages 59-62 previous knowledge, have them complete it.
7. Ask Ss to work in groups of three and recall themeaning of
intonation.Then instructthem to choose the objectiveof the game.
Check answers.
8. In pairs,ask Ss to complete the activity.Let them sharetheir
answers.
Lesson 1
Class 51
I practice
9. Listen to the rules of a game and
number them in order. Track 11
10. Listen to two people playingthe
game. Track 12.
9. Have Ss listen to the track and ask them to pay attention to the
rules of the game Categories. Ss must recognize the steps and the
order for them to number.
10. Write some comprehension questions on the board.Play track 12
and ask Ss to underlinestressed words from the sentences.
p.71-72
T. guide p.79
Lesson /
Week /
Class
Lesson
Stages
& Materials

Lesson 1
Week 18
Class 52 I can
11. Complete the activity for syllable
ranking.
12. Listen and check your answers
Track 13
13. Read the rules for the game and
complete the sentences.
14. Make a listof categories to play a
game.
15. In pairs writeexample sentences
that fit each category.
16. Exchange cards with another pair
and play.
11. Prepare a card for each student with 1, 2, or 3 syllablewords.Give
each student a card and ask them to lineup at the front of the class.
Ask Ss who think they have a word with three or more syllables to
stand in a circle,and students who think the have a word with one
syllableatanother circle,the students left, should gather together in
a third circlesincethey should have words with 2 syllables;they have
to determine the number of syllables in each word.
12. Have Ss write their answers in their Student Books on page72,
then play track 13 to check answers.
13. Ask Ss to read the rules of the game out loud, and, in pairs,ask
them to finish the activity.Check answers.
14. Brainstormcategories that can be used to play the game and
write them on the board. Ss have to keep the categories as a secret
until they’re paired to play.
15. In pairs again,Ss usethe board phrases to write example phrases
for each category. Then have Ss read their phrases to check for
possiblemistakes.
16. Assign two pairs to play Categories. Teams take turns sayingsingle
words until the other team guesses the category.
p.73
CD player
T walks
around the
class and
monitor Ss
conversation
practice.
T. guide p.80
Lesson 2
Class 53 I know
1. Look at these words for a minute.
In pairs say the words.
2. Do you have good memory?
1. Ask Ss to look at the words on page 74. After one minute, ask them
to closethe book and find a partner. One should dictatethe words he
/ she remembers and the other has to write them on a piece of paper,
then switch roles.After they finish,letthem check how many words
they remembered correctly.
2. Have Ss work in pairs or groups of three. Make a scrambled
sentence game and ask them to exchange the sentences with another
team and put the sentences together. See if they can remember
them.
p.74
T. guide p.81
Lesson 2
Class 54
I build
3. Read the extract and circleTor F. 3. Have Ss to read the text out loud. At the end of each paragraph,ask
questions so Ss search for answers in the text. Have Ss read the
statements and answer them all together.
p. 74-75

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 2
Week 19
Class 55 I think
4. Look at the tableand notice.
5. Look at the tableagain and
answer.
7. Match the contraction to the full
words.
4. Have Ss read the contractions chorally and elicitexamples of
each, usingthem in a sentence. Ask Ss to identify the letters that are
eliminated from the full forms.Make sure they notice the eliminated
letters in the book.
5. Have Ss look at the table again and havethem ask the questions
about contractions.Check and give help if necessary.
6. Have Ss read the sentences and ask them to answer with words
from the box.
7. Have Ss read the words, ask them to match the contraction to the
full words,check answers out loud.
p.76
T. guide p. 83
Lesson 2
Class 56 I practice
8. Complete the sentences with
contractions.
9. Listen to the sentences an
underlinethe stressed part. Track 14
11. Listen to the nativespeakers.
Track 15
12. Listen again and complete.
8. Have Ss complete the sentences with the contractions individually,
after that let them switch books to check for possiblemistakes.
Write the answers on the board for them to check the apostrophe
placement, spelling,etc.
9. Write on the board: I like him (twice). Read the two sentences and
change the intonation from one to the other (I like him, and I like
HIM) ask the classto repeat chorally to practicerhythm, stress,and
intonation.Play the track and ask Ss to underlinethe stressed part,
check and shareanswers.
10. Write Content words and Function words on the board and ask
about the difference between the two. Tell Ss to complete the
activity and to check their answers with a partner.
11. Have Ss look at the picture. In pairs,ask them to discusswhat
they might be talkingabout, play the track to see if their predictions
were correct. Ask them to notice the contractions.
12. Ask Ss if they remember what each person was doing, play the
track again to fill in themissinginformation.
p.77
CD player
Audio Scriptp.
187
Lesson 2
Class 57
I can 13. Read the sentences and write the
full form for each one.
14. Read and match the sentences.
13. Ask Ss to read the sentences and to rewrite them in full formin
the spaceprovided. Pay attention to the ‘s that is not contraction but
possessiveadjective.
14. Based on the stress,ask Ss to match the sentences to their
pp. 78-79
T. guide p.85

15. Listen to the conversation T.16
16. Act out the conversation.
17. Are intonation and stress
important in other languages?
meanings. Check answers.
15. Play the track one lasttime for the class to complete the
sentences.
16. Have Ss read the complete dialogue.Ask them to actit out in
pairs.Monitor and check for pronunciation and spelling.
17. Have Ss discussaboutstress and intonation and if they are
important in Spanish.
Product 1 Stages Activities Procedures for: Hangman Game Notes &
Materials
Lesson2
Week 20
Class 58
I get read 1. Check the rules for hangman
1. Explain Ss that theyre going to read the rules for Hangman and
ask:Which are specifically used for this game? Ask Ss to put the rules
in order, they can check on page 68 to remember.
p.80
T walks around
the class and
monitor Ss
conversation
practice.
T. guide p.87
I plan
2. Brainstormsix topics
3. Select three topics.
4. Brainstorma listof words with
different stress related topics.
5. Write a listof contractions to use.
6. Write a listof sentences with
different rhythm, intonation and
stress.
7. Revise the sentences.
8. In pairs,whatmaterials will you
need?
2. Ask Ss to form groups and then ask them to brainstormsix topics
to includein the game: clothes, movies, food, games, sports, etc.
3. Have Ss choose3 of the 6 topics and write them on the
correspondinglines.
4. Ask Ss to look at the examples and brainstormwords related to
the topics.
5. Ask Ss to use as many contractions as possible.
6. Write the examples provided on the board.Ss will writethe
sentences they need to play the game usingthe topics,contractions,
and stress.
7. Have Ss exchange their sentences to check if they comply with
grammar, spelling,and punctuation conventions.
8. In pairs,they will play againstanother pair,make a tournament
roster for everyone to compete. Eliminatethe losingteams and the
two best teams will play for the Sentence Hangman championship.
Lesson 2
Class 59 I do
9. Play sentence Hangman.
10. Read the sentences out loud
at the end of each round.
9. Use the roster created previously to begin the tournament.
Winningteams advanceto the next round.
10. Make Ss read each sentence out loud to practiceintonation,
pronunciation and rhythm.
p.81
T. guide p.88
11. Have Ss placethe sentences around the classroomafter they

Lesson 2
Class 60
All ready to
share
11. Put the sentences up around
the classroom.
12. Go around and read your
classmates sentences.
I learn
finish playing.
12. Have the teams circlearound the classroomand ask them to read
the sentences that others created.
of the learningenvironment and listen to their responses.Then have
p. 81
Class 60 Self-Test 2. 1. Self- test
1. Ask Ss go to page 170 of the Student Book to self-assess. p.170
Class 60
Formal
assessment
4. 2. Apply the formal assessment 5. 2. Ss do their formal assessment from page 158 in the Teacher’s
Guide.
Teacher’s
Guide p.158
Teacher:
Social Practice of the Language:Readandrewrite
informative texts from a particular field.
andacademic environment.
Product 2:Posteraboutthe
operationof a machine or device.
Specific Competency: Rewrite informationto explain how Achievement (s): Canchooseandparaphrasesentences. Canorganize and
link main ideas andthe informationwhich explains them, in a diagram. Can

a machine or device works. rewrite sentences in order to give explanations.
CONTENTS
Acquisition of structuredknowledge: Comparatives(more slowly, less quickly), superlativeadverbs( the least … the
mostquickly, etc.); verb forms: modals(can, could); connectives(in order to, so that, so / such … that): verbs;phrasal
verbs(set upon, get about, etc.) adverbs:of the sentence (too, either, etc.); syntacticfeatures of the English language:
split infinitive [to + word(s) + verb]
Usingthe language in the necessary purposes. Chooseandparaphrasesentences. Organizeand link main ideas and
the informationwhich explains them in a diagram, rewrite the sentences in order to give explanations.
Developingindependence, critical way of thinkingandjudgment. To haveaccess to scientific and technologic
information. To promotefeedback as essential partof the learning process.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 21
Class 61
I know
1. What Sports can you see in the
pictures?
2. Do you think you have the
personality to do extreme sports?
Reader: Teen Geek p. 72-81
8. 1. Ask Ss to open their Student Books to page 82. Ask them to
identify the sportshown in each picture and to name the equipment
necessary to do it. Refer Ss to the Glossary for unfamiliarwords on
page 161 and then ask Ss which of the sports shown are similar.
2. Ask Ss to work in groups of four and rank the sports from the least
to the most dangerous, discussif they would liketo participatein any
of them, why or why not?
3.Have Ss read each instruction out loud, then ask 3 Ss to describe
what they see in each picture, have them individually label the
instruction under the appropriate picture.
p.82
T. guide
P. 88
I build
Lesson 1
Class 62 I think
4. Listen the explanation on how to
use the skateboard.Track 16
5. Listen again and answer.
6. Read the examples,match
question with answer..
7. Read the sentences and check the
best option.
8. Read these sentences and circle
the correct option.
9. Use the words in the box to
complete the sentences.
4. Play the audio so Ss listen to Kimexplains to Arthur how to use the
skateboard,Ss number the instructions in theorder they hear them.
Check answers all together.
5. Ask Ss to listen again to the track and have Ss write the correct
answer for each question. Check the firstthree answers and discuss
the lasttwo as a group.
6. Ask Ss to answer the two questions and verify their answers with a
partner.
7. Ask Ss to read the sentences and to check the correct option. Refer
them to the Glossary on page 161. Check answers.
8. Explain the use and structure of adverbs, and then have Ss read the
sentences. Circlethe one that makes the statement true. Check
answers as a class.
9. 9. Have Ss work in pairs to choose the correct answers.Monitor and
check on each group. Have them write an example that demonstrates
the rule shown in each sentence. Monitor and providehelp if
necessary.
p.83-84-85
Glossary for
unfamiliar
words p.161.
T. guide p.91
Lesson 1
Class 63
I practice 10. Compare basketball player with
soccer players.
11. Put the pictures in order to show
the instructions.
10. Have Ss work in pairs to complete the activity.Check answers as a
class and ask if they agree.
11. Direct Ss’attention to the illustrations.In pairs,figureout the
correct sequence of the instructions.Comparethe responses with a
partner.
p.86
T. guide p. 91
Audio Script

12. Number the instructionsand
complete.
13. Look at the pictureand answer
the questions.
12. Recall whatpart of speech follows phrases like so that and in
order to. Refer Ss to the Glossary on page 161 for unfamiliar words.
13. Have Ss answer the questions.Monitor and check.
14. Read the statements out loud. Ask Ss to listen and number them
from 1 to 6. Check the answers.
p.188
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 22
Class 64 I can
15. Choose two instructions and
illustratethem.
16. Find two classmates to work
with.
17. In groups, compare the Sen
Skateboard to a regular skateboard.
15. Read the instructions to the classand instructthem to individually
choose a set of instructions and illustratethem.
16. Have Ss stand up and move around the room lookingfor two Ss
who illustrated other set of instructions.Let them orally describe
each illustration.Monitor conversations.
17. Have Ss compare the use of the Sen skateboard and the regular
skateboard.Ask them: How are the two powered? Which one is more
attractive? Which one is more expensive? Let them discuss and
monitor the conversations.
p.87
T walks
around the
class and
monitor
activity 16-17
T. guide p.92
Lesson 4
Class 65 I know
1. Look at the manuals.
2. Which one do you think is easier
to understand?
1. Write the word manual on the board; elicitwhat a manual is for
each of the images: a paper plane,a recipea videogame.
2. Ask Ss to look at the manuals again and decidewhich one is easier
to understand,let them vote, choosean answer and ask for an
explanation.
p. 88
Lesson 4
Class 66
I build
3. Read the description of a machine
and answer the questions.
3. Ask Ss to predict what product is beingreviewed on the web page.
In pairs assign a word or phrasefrom the text. Have them skimthe
text and refer them to the Glossary for unfamiliar words on page161.
p. 88-83
Go around the

Reader: Teen Geek p.72-81
Read the text out loud to model pronunciation.In pairs,letthem
class listening
intonation
and
pronunciation.
Glossary
p.161.
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 4
Week 23
Class 67 I think
4. Read the instructionsand match
them to the illustrations.
5. Complete the flow chartfor the
bread bakingmachine.
6. Look at the flow chartand check
7. Read the examples and answer
the questions.
8. CircleT or F.
4. Have Ss take turns readingthe instructions to one another and
pointingto the illustration they think matches the instructions.
Check and make corrections if needed.
5. Have Ss look at the sentences and the flow chart.Let them
complete it. Monitor and check.
6. Have Ss work in pairs,analyzethe statements and check the ones
that define the flow chart,check answers.
7. Enhance the use of can and could. ask Ss to look atthe sentences
and answer the questions individually.Monitor and give help if
needed.
8. Explain the use of some phrasal verbs and then ask Ss to look at
the statements and ask them to circleTor F. Check the answers.
P.89-90
T. Guide
p.95 - 96
Lesson 4
Class 68 I practice 9. Match the meaning of the phrasal
verbs.
10. Complete the rules.
11. Read the sentences and add a
time phrasefrom the box.
12. Complete with can,can’t, could,
couldn’t
13. Write two more sentences using
can and could.
9. Explain the use of more phrasal verbs.HaveSs check the ones
from the activity and letthem answer and check with a partner.
10. Looking back on the activity 9, ask Ss to complete the rule box
about abilities and phrasal verbs.
11. Have Ss read the sentences. Decide whether they areabout the
present or the past and add a suitabletime phrase.
12. In pairs,haveSs work in completing the sentences with the
correct time phraseand verb.
13. Have Ss work in pairs and choosea topic (television,computers,
cell phones, etc). Basetheir sentences in these topics using can and
could and comparingpastand present.
P. 91
T. guide p.96

Lesson 4
Class 69
I can 14. Underline the phrasal verb and
match it with the meaning.
15. Write the phrasal verbs from
activity 14.
16. In pairs,read the instructions
and organize them.
17. complete the flow chartin p.179
18. How do you think electronic
readers can help the environment
and the world?
14. Call outthe firstpartof a phrasal verb,like carry and ask Ss to
complete it with the preposition thatfollows (out). Repeat with
other phrasal verbs.Ask Ss to read the phrasal verbs in the activity,
match them with their meaning and check the answers.
15. Ask Ss to write the phrasal verbs and to put an S if its separable
or an N if its non-separable.Remind Ss that if they can put the word
between the phrasal verb and its preposition,then it is separable.
Check the answers.
16. Ask Ss to work in pairs to indentify the order of the instructions
for an electronic reader. Have them organizethem into steps.
17. Have Ss transfer the steps into the worksheet on page 179.
18. In groups of three, have Ss discussthesequestions.Encourage
Ss to sharetheir opinions with other groups.
P. 92
T. guide. P.97
Product 2 Stages Activities Procedures for: Poster about the operation of a machine. Notes &
Materials
Lesson4
Week 24
Class 70
I get ready 1. Which machines do you useat
home?
1. Ask for volunteers to identify the machines shown in the
pictures.Elicitother electrical devices used athome.
p.94
T walks around
the class and
monitor Ss
conversation
practice.
Ss must bring
materials for
next class,
markers, glue,
scissors,tape,
etc.
I plan
2. Work in groups,select a machine.
3. Check the information to include
in the poster.
4. Search for and selectinformation.
2. In groups of three, ask Ss to choose a machine or product,
makingsure it is notselected more than once.
3. Ask Ss aboutwhat graphic elements they want to include that
show how to program their product. Make sure they see the
information they need to include.Monitor and give help if needed.
4. Ask each group to bringinformation from home (magazines,
newspapers, etc,) and have them organizeit.
5. Have Ss decide what materials they will need. Each group will
create a poster.
Lesson 4
Class 71
6. Decide on the sequence of the
instructions.
7. Write notes to explain the
6. In groups,have Ss decide the order in which the instructions will
be presented. Instructions should beshortand understandable.
7. Ss might write short notes to explain the information displayed
p.95

I do information in the chart.
8. Add illustrations to your poster.
alongwith the instructions,butthen they must be checked and
edited into a final copy.
8. Have Ss assembletheir posters with the information and the
illustrations.
T. guide p.61
Lesson 4
Class 72
All ready
to share
9. Display your chartfor the class to
read
I learn
9. Ask the groups to present their work and to display itaround the
classroomfor everyone to see.
of the learningenvironment and listen to their responses.Then
have them answer the I learn box and take note.
p. 95
1. Ask Ss to go to page 171 in their Student Books to self- assess. p.171
Class 72
Formal
assessment
Guide.
Teacher’s
Guide p.159
Teacher:
Social Practice of the Language:Understandandinciteoral
exchanges regarding leisure situations.
Learning Environment 1: Familiarand
Community Environment
Product 1:Autobiographical
Anecdote

Specific Competency: Sharepersonalexperiences in a
conversation.
Achievement (s): Canseek confirmation. Canenunciate personalexperiences
spontaneously. Canorganizesentencesin a sequence. Canadapt verbaland
non-verbalbehaviorstoa specific audience. Can anticipate central sense and
main ideas tosustaina conversation. Canusedirect andindirect speech
while sharingpersonal experiences.
CONTENTS
Acquisition of structuredknowledge:Verbs: modals(would, used to), causative (have / get); adverbs:of time (always,
never, sometimes, etc); connectors(so, nor).
Usingthe language in the necessary purposes. Beable to seek confirmation, talk aboutpersonalexperiences, order
sentences, know howto use verbal andnon-verballanguagedependingon who I talk to, use direct and indirect speech
t talk aboutpersonalexperiences and understandthemainidea to keepup a conversation.
Developingindependence, critical way of thinkingandjudgment. Tobeemphatic, cooperativeandcommunicativeand
to interchange personalexperiences.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 25
Class 73
I know
1. Write the information in the
correct order.
Reader: Sharing our lives through
language p.85-94
2. Read the letter and answer the
questions.
3. Look at this text and answer the
questions.
4. Listen and order the conversation.
Track 18
1. Discuss whatkind of diagramthey are lookingat. Get a volunteer
to read the instructions.Ask:which of those dates are closer to
today? Then ask Ss to look at the time periods and have them put in
order.
2. In pairs,haveSs look at the pictures and predictwhat is the text
about. Read the questions and proceed to have volunteers reading
the text out loud and answeringthe questions.
3. Ask Ss to look at the picture and ask: What is it? Who likes to chat
on the internet or phone? Discussthe pros and cons and answer the
questions.
4. Have Ss look at the scrambled conversation and the pictures.Play
the CD and ask Ss to number the conversation in order.Give clues
and check.
5. In pairs, ask Ss to read the questions and discuss their answers.
Monitor and check.
P.98-99
CD player
T. guide
p.102-103
I build
Lesson 1
Class 74
I think
6. Circlethe words that express how
often the activities were carried out.
7. Match the columns.
8. Read again and CircleT or F.
10. Look at the pictures and discuss.
11. Complete the organizer.
12. Label the organizer with verbal
and non-verbal strategies.
13. Underline the question.
6. Have Ss read the sentences. Read the instructions and emphasize
the word always. ElicitSs to find the words that show how often the
cake was eaten.
7. Read the frequency words on the left column and ask Ss to match
them with the words from the right. Check answers as a class.
8. Have Ss read the sentences in Activity 6 again in order to answer T
or F to these statements.
9. Ask a volunteer to read the instructions and the firstsentence.
Help Ss, but let them answer on their own.
10. Ask Ss to look at the pictures and analyzethem; focus on body
languageand facial expressions.Read the bubbles and ask Ss which
pictures use expressions to offer turns of speech and keep the
conversation going.
11. Ask Ss to analyzethe organizer. Ask: Why is there a hand and an
Pp.100-101
T. guide p.
104 -105
Glossary
P.162

open mouth? Have Ss complete the activity.Refer them to the
Glossary on page162 for unfamiliar words.
12. ElicitSs which sideof the organizer refers to verbal
communication and which sideto non-verbal communication.
13. Read instructions and haveSs focus on the questions.Have them
choose the one that helps to get more information (details).
14. In pairs, have Ss complete the sentences correctly.
Lesson 1
Class 75
I practice
15. Order the conversation.
17. Complete the text.
18. Underline the best option.
15. In pairs,haveSs organize the sentences into a sequence.
16. Enhance the use of frequency words on the board,have Ss
complete the activity.
17. In pairs,ask Ss to complete the text with the phrases.Monitor.
18. Ask Ss to look at the picture; read firstand then answer.
p.102
T. guide p.105
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 1
Week 26
Class 76 I can
19. Complete the conversation.
20. Write the sentences with
information abouthow you used to
spend your weekends when you
were younger.
21. In pairs,Usethe information in
activity 20.
22. Use follow-up questions to get
more details.
19. Read the firstconversation with a volunteer out loud.Elicit
which word fits best in the blank.
20. Ask Ss to think about their childhood.Ask them questions to find
out aboutinformation and then ask Ss to complete the sentences.
21. In pairs,haveSs talk about their memories, give an example.
Monitor the conversation;check possiblepronunciation or spelling
mistakes.
22. Still in pairs,makea pauseand ask Ss to use follow-up questions
to keep the conversation going.
p.103
T walks
around the
class and
monitor Ss
conversation
practice.
T. guide p.106
Lesson 2
1. Ask Ss to look at the table. They must try to decode the message
usingthe numbers for each letter. Ask a volunteer to reveal the p.104

Class 77 I know 1. Decode the message. message.
T. guide p.107
Lesson 2
Class 78
I build
2. Read the blogand answer the
questions.
3. Listen to the story. Track 19
4. Has something similar has
happened to you?
2. Ask Ss to look at and read the text and picture. Ask: Who is the
celebrity? What kind of text is it? Ask them to read silently and to
underlineunknown words. At the end, answer the questions.
3. Play the CD so Ss listen to the experience being told. Give some
minutes to complete the information.
4. The object of this is that Ss enunciate personal experiences
spontaneously.In small groups havethem discuss,monitor the
conversations,and check for possiblemistakes.
p. 105
CD player
Audio Script
p.188
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 2
Week 27
Class 79 I think
5. Check the phrases used to start
an anecdote.
6. Look at the sentences, what’s the
difference?
7. Label the box with directand
indirectspeech.
8. Listen to the fragments and
underline.Track 20
9. Circlethe best option.
5. Ask a volunteer to read the instructions and options below out
loud.Elicita phraseto set the example. Check answers.
6. Ask Ss to pay attention to the structureof the sentences; the use
of quotation marks mean something.
7. Have Ss discusswith a partner which sentences are written in
directspeech and which ones are in indirect.Share and compare
answers.
8. Ask Ss if they can identify where the lines arefrom? Play the CD
and ask them to pay attention to how the sentences are read. Ask
them to underlinethe emphasized word.
9. Read the sentences. In pairs,haveSs choose the best option and
to make an explanation.
10. Ss look at the words from the box and complete the table
altogether.
P.106
T. guide p. 110
CD player
Lesson 2
Class 80 I practice
11. Match the parts of the anecdote
to the questions.
13. Write the punctuation marks for
these sentences.
14. Read the anecdote and decide.
11. Have Ss match the parts of the anecdote to the questions on
the right.
12. Have Ss read the sentences and give time to answer. Check as a
class.
13. Ss read the littletext and ask them to find where the
punctuation marks are missing.Ask for a volunteer to do it on the
board.
P.107-108
T. guide p.
111-112

15. Read the text with a different
emphasis.
14. Ask Ss to look at the image and ask: What do you think is the
anecdote about? Let them read the text and ask what the best
punch lineto end the story is.
15. Read the text in a flatway first,then put tone and emphasis to
it, and finally ask:Which one sounds better? Which one was easier
to understand? Have them practicethe readingwith different
emphasis.Check.
Lesson 2
Class 81
I can 16. Read the anecdote.
17. Think of a funny or embarrassing
situation you experienced and make
notes.
18. In pairs,usethe anecdote as a
model to tell your story to your
classmate.
16. Have Ss read the anecdote and ask:Is it funny or embarrassing?
Tell Ss to act out the conversation.Check and provideassistance.
17. Ss will composesentences and sharepersonal experiences.
Give a coupleof minutes to think. Have them write the anecdotes
in their notebooks.
18. In pairs,ask Ss to sharetheir anecdotes. Encourage them to use
directand indirectspeech and verbal and non-verbal forms of
communication.
pp. 109
T. guide p.85
Product 1 Stages Activities Procedures for: Autobiographical anecdote. Notes &
Materials
Lesson2
Week 28
Class 82
I get ready
1. Write the dates of these events in
your life.
1. Ask Ss to think about the events in their lives thatare written in a
timeline and to reflect about other important things that happened
at the same time. Ask them to complete the year.
p.110
T walks around
the class and
monitor Ss
conversation
practice.
T. guide p.112
I plan
2. Get in teams.
3. Select some personal anecdotes.
2. Group Ss accordingto things they sharein common, likezodiac
signs,favoritecolor,birth month, etc.
3. Ask Ss to think of two funny things or interestinganecdotes from
their past.
4. Ask Ss to think about the materials they will probably need
(markers, paper sheets, pictures,images, etc.).
Lesson 2
Class 83 I do
5. Compose sentences to express
your personal experience.
6. Organizeyour sentences into a
text.
7. Practicehow to say your
autobiographical anecdote.
5. Have Ss write sentences about their anecdotes. Elicitexamples of
the use of used to and would.
6. Ask Ss to structure their paragraphs to begin writingtheir
anecdote; remind them that itshould includeenough information
to answer Wh- questions.Monitor and give help.
7. Ask Ss to practicetellingtheir anecdotes in pairs withoutreading
p.110
T. guide p.113

8. Revise that sentences are
understood when spoken and
listened too.
the text they wrote. Emphasize on body languageand words.
8. Ask Ss to give each other feedback on how easy or hard was to
understand the anecdotes. Peer evaluation.
Lesson 2
Class 84
All ready
to share
9. Establish turns to sharethe
anecdotes.
10. Share your anecdote.
11. Discussthe anecdotes.
I learn
9. Dividethe class into groups of 4. Have Ss establish theturns in
which they will sharetheir anecdotes within their groups.
10. Ask Ss to sharetheir anecdotes with other teams.
11. InstructSs to ask follow-up questions to get more details and to
get to know their classmates better through their anecdotes.
of the learningenvironment and listen to their responses.Have
p. 111
Class 84 Self-Test 1. Self- test 1. Ask Ss go to page 172 in their Student Books to self-assess. p.172
Class 84
Formal
assessment
Guide.
Teacher’s
Guide p.160
Teacher:
Social Practice of the Language:Understandandexpress
differences and similarities between cultural features from
Mexico and EnglishSpeakingcountries.
Learning Environment 2: Literary
andLudic environment
Product 2:ComparativeChart.

Specific Competency: Readshortliterary essaysin order to
compare cultural aspectsfrom English countries and
Mexico speaking.
Achievement (s): Candifferentiate examples andexplanationsform main
ideas. Canformulate and answer questionsaboutliterary essays. Can
compare information, usingantonyms. Cancomposesentencestodescribe
cultural aspects.
CONTENTS
Acquisition of structuredknowledge:Antonyms;verbtenses: progressiveforms, past, present adjectives: compound
(good-looking, well-dressed);adverbsof time (never, always, sometimes, often); nouns:irregular plurals.
Usingthe language in the necessary purposes. Tell the difference between examples andexplanationsfrom main ideas.
Ask andanswer questions aboutliterary essays. Useantonymstocompareinformation. Makesentences to describe
cultural aspects.
Developing independence, critical way of thinking and judgment. To know and respect cultural differences, to
appreciate cultural expressions from different countries and to develop and open view for people and their cultures.

Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 29
Class 85
I know
1. Tell your partner everything you
know about Australia.
2. Which sourceof information
would you chooseto know more
about Australia? Why?
Reader: An Aussie in the land of
Aztecs p. 98-107
3. Read the essay,underlinethe
aspects of Australian cultureand the
aspects of Mexican culture.
4. Complete the organizer.
5. Check the charts that reflect the
content.
1. Ask Ss to open their Student Books to page 112 and ask: What is
it? Can you recognize the country in the map? What things and
animals are portrayed in there? Encourage them to describe
Australia fromgeographical,cultural,and natural points of view.
2. Explain Ss they will bereadinga lot about Australia this unit,they
will haveto find information on the internet, magazines, books,
newspapers, etc, and they can also go to the school’s library.
3. Have Ss skimmingthe text to get the general idea, then have them
read itand underliningin bluethe aspects of Australian cultureand
in red the aspects of Mexican culture. Check and discussthe
differences.
4. A volunteer should read and explain the instructions for the class,
then, have Ss complete it with the information from Act 3.
5. Ask Ss to look and analyze the information on the charts, which
chart does not portrait the information on Keith’s essay?
p.112-113
T. guide
P. 114
I build
Lesson 3
Class 86 I think
6. Read the text and answer.
7. Read the extract, circlethe main
idea and underlinethe examples.
8. Look at the sentences and write
pastor present.
10. Circlethese words in Keith’s
essay in Activity 3.
11. Complete the diagram.
12. Match the antonyms.
13. Complete the sentences with
words from the box.
6. Ask Ss to read Keith’s text again in order to complete the
questions.
7. Ask Ss to read the sentence, this will help them to identify the way
words can describecultural descriptions in a logical and organized
way. Have them circlethemain idea.
8. Have Ss read the sentences and decide which is pastand which
present tense.
9. Tell Ss to read the sentences in the box, what are they about? Ask
them to complete the table.
10. Have Ss look at the words enlisted, ask them to find them in
Keith’s essay and to circlethem up. Refer them to Glossary to find
the meaning of unfamiliar words.
11. Ask Ss to complete the diagramwith the words they’ve just
revised in the previous activity.
12. Ask Ss to read the two columns, what are these words? What is
p.114-115
Glossary for
unfamiliar
words p.163
T. guide p.117.

an antonym? Ask them to match the columns.
13. ask Ss to read and complete the sentences in the table.
Lesson 3
Class 87
I practice
14. Find two sentences with
antonyms in the essay.
15. Complete with words from the
box.
16. Underline the best option in
Leslie’s essay.
17. Read the essay and circle the
main idea.
14. Ask Ss to find 2 sentences with antonyms in Keith’s essay and
write them down.
15. Ask Ss to read the sentences and to complete them with the
words from the box and decide what arethey used for.
16. Ask Ss to read Leslie’s essay in silence,then to underlinewhat
they think is the best option. Discussas a class.
17. Ask Ss to reread the essay, and to circle the main idea. Discuss.
p.116
T. guide p. 118
Audio Script
p.188
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 3
Week 30
Class 88 I can
18. Complete the sentences in
Leslie’s essay and write the main
ideas.
19. Complete the organizer in the
worksheets.
20. Use the different texts in the
lesson as a model to write
descriptivesentences.
18. Ask Ss to answer individually and then check answers as a class.
19. Ask Ss to complete the Venn’s diagram on page180 with the
previous information.Discussas a class.
20. In pairs,haveSs brainstormcharacteristics abouttheir own
personal lifeatschool.Tell them to make a listof items they would
liketo talk about and another listaboutthe information about
Australia,Japan,and USA. Have them compose sentences to describe
the cultural aspects.
p.117
T walks around
the class and
monitor
activity 16-17
T. guide p.118
Lesson 4
Class 89 I know
1. What are these Mexican dishes
called? Which is your favoritedish?
2. Do you know these ingredients?
Where can you use them?
1. Explain to Ss that every country is famous for certain types of food
and that Mexican food is becoming very popular in the world. In
pairs,haveSs look at and identify each dish fromthe pictures and
discuss whatis their favoriteand why.
2. Explain to Ss that chefs can be men and women. Ask volunteers to
sharewho is the best cook in their home and what dishes they might
p. 118

make with the ingredients.
Lesson 4
Class 90
I build
3. Read the text about typical
dessert. Work in pairs to retell the
main points.
4. Decide which recipeis for flan and
which is for pavlova.
5. Write the main ingredients for
each dessert.
3. Ask Ss to read the paragraph outloud. Writeon the board the
words: food, typical national desserts, cooking, wedding and
exchange student. Ask Ss to choosethe best title for this text. In
pairs,ask Ss to choose one country each. Then each Ss retells to his
partner all thecultural aspects hecan remember.
4. Have Ss look at the text and elicitthe kind of text itis.Also ask if
someone knows how to make a flan? Ask Ss to read the recipes and
underlineunknown words. Refer them to the Glossary on page 163.
Then ask them to come up with a catchy title for each.
5. Complete the listand write the main ingredients for each recipe. In
pairs,compareand contrastthe two desserts. Ask students: What
ingredients appear on both?
p. 118-119
Go around the
class listening
intonation and
pronunciation.
Glossary p.163
Lesson /
Week /
Class
Lesson
Stages
& Materials
Lesson 4
Week 31
Class 91 I think
6. Underline the ingredients in the
recipes.
7. Match the adjectives to the
dishes.
8. Answer T or false.
9. Check the best explanation for
the sentence.
10. Complete the sentence.
11. Read the text again and circle
the time adverbs.
12. Match the columns.
13. Complete with words from the
box.
6. What is the difference between ingredients and recipes? explain
the difference and ask for a volunteer to call outthe answers of the
ingredients
7. Ask Ss to read the adjectives on the left. Look them up in their
dictionaries and writedown the meanings.Have them match the
columns.
8. In pairs,tell Ss to answer the questions.Ask someone to do iton
the board. Check and compare as a class.
9. Ask Ss: Are there two actions happening at the same time? Ask Ss
to choosethe best description and explain thatto make the
relationship of two actions,we use the words when or while and a
comma.
10. Read the rule for the present progressive.Tell Ss to analyzethe
sentence in Activity 9 to find the progressivetense.
11. Ask for a volunteer to read the words. They can find them in
P.120--121
Glossary P.162
T. Guide
p. 122

Keith’s essay,too. Ask: What are they? What do we use them for?
Refer them to the glossary on page162 to find their meanings.
12. Ask Ss to read the words on the right and to reflect on their
meaning. Have Ss match the columns and check answers as a class.
13. Read the words out loud, makingsure Ss understand them now.
Ask them to complete the graphic organizer reflectingon the
percentage. Check answers.
Lesson 4
Class 92 I practice
14. Complete the recipefor the
chocolatemousse.
15. Match the columns to complete
the sentences.
16. Complete the organizer with
information from Act. 14.
14. Read the words in the box and ask Ss if they understand them
all.Ask quickly to scan the text and to tell what itis about. Then ask
Ss to fill in theblanks individually.
15. Ask two Ss to help with the reading.Let them match the
beginningwith the ending partof the sentences.
16. In pairs,ask Ss to compare the American chocolatemousse with
the Mexican flan.Ask Ss to write the information on the flagthat
corresponds.
P. 122
T. guide p.122-
123
Lesson 4
Class 93
I can
17. Choose a listyou likeand make
a listof ingredients.
18. Write sentences to describe
cultural aspects of the dish you
chose.
19.Compare your dish with another
pair and complete the diagram.
17. Have Ss discussin pairswhatis the favorite dish in their families.
Ask them to think about the ingredients in order to make the
recipe.
18. In sentences, encourage Ss to write about the cultural aspects
of the dish they chose; use some leadingquestions.
19. In groups of four, ask Ss to compare and discusstheir dishes,
their cultural aspects,ingredients,etc. Encourage speaking.
P. 123
T. guide. P.123
Product 2 Stages Activities Procedures for: Comparative Chart Notes &
Materials
Lesson4
I get ready 1. Write the name of the country
under each flag.
2. In which of the countries is
English spoken as a firstlanguage?
1. Ask Ss to look at the words in the box, label the flags, and see
how many could they identify.Check as a whole class.
2. Tell Ss to circlethe flags where English is thefirstlanguage.
p.124
T walks around
the class and

Week 32
Class 94
I plan
3. In teams choose an English-
speakingcountry to compare it to
Mexico.
4. Select a cultural aspect of the
country you chose.
5. Where can you get information?
6. Decide which kind of chartyou
want to use.
3. In groups of 4, make Ss choose a country to work with.
4. Ask each group to discuss aboutthese categories:sports,
holidays,traditional dishes,clothingand music.
5. Have Ss think aboutwhere they can get the information they
need about the English-speakingcultureand the Mexican culture.
6. Decide what kind of chartyou want to use to present your
information.Ask them to look at the chart on page 123 and ask if
they can come up with interesting and fun ideas.
7. Have Ss write down the materials they will need.
monitor Ss
conversation
practice.
Ss must bring
materials for
next class,
cultural
information.
Lesson 4
Class 95 I do
8. Use the sources you chose.
9. Chose the most important
information aboutthe cultural
aspects.
10. Compare similarities and
differences.
11. Write the sentences.
12. Design the chart you aregoing
to useto compare information
13. Complete the comparative
chart.
14. Revise that the information is
complete and proofread.
8. Help Ss organizetheir reference materials.In groups,ask them to
dividethe material and starttakingnotes of the most relevant
pieces.
9. Have Ss analyzethe data they selected and reduce to the most
important points.
10. See if they have enough information aboutboth countries so
they can compare them.
11. Ss write sentences and proofread them before writingthem on
the chart. Check for possiblegrammar,lexis,or spellingmistakes.
12. Have Ss create their chartas attractiveand neat as they can.
13. Have Ss complete the chartwith the selected information.
14. Ss exchange the chartwith another team.
p.125
T. guide p. 125
Lesson 4
Class 96
All ready to
share
15. Display your comparativechart
in your classroom.
16. Explain the information you’re
presenting.
I learn
15. If possibledisplay the charts on a school hallway or in the
classroom.
16. Ss present their charts in teams, let them give feedback.
of the learningenvironment and listen to their responses.Then
have them answer the I learn box and take note.
p. 125
1. Ask Ss to go to page 173 in their Student Books to self- assess. p.173
Class 96
Formal
assessment
Guide.
Teacher’s
Guide p.125

Teacher:
Social Practice of the Language:Producetextsto
participate in academic events.
andacademic environment.
Product 1:Roundtablediscussion.
Specific Competency: Writediverse pointsof view to
participate in a roundtable.
Achievement (s): Canusevariousstrategiesin order to pointout information
containingindividualpointsof view. Canselect and organizeinformationin
order to write sentencescontaining individualpointsof view. Can write
paragraphsthatexpress individualpointsof view. Cansolve doubtsand
providefeedback in order to edit individual pointsof view.
CONTENTS
Acquisition of structuredknowledge:Synonyms;connectives(because, if, unless, although, in spite of); conditionals(if
we were …, we would;if they do…, they will…).
Usingthe language in the necessary purposes. Usedifferent strategies to pointoutinformationcontaining individual
pointsof view. Select and organizeinformationto write sentences describing personalopinions. Write paragraphs,
receive and providefeedback for writing pointsof view.

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