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GUION DE CLASES ASIGNATURA UNIDAD CONTENIDO CONCEPTUAL CONTENIDO PROCIDEMENTAL CONTENIDO ACTITUDINAL INDICADOR DE LOGRO VALOR A FOMENTAR EJE

TRANSVERSAL DESARROLLO DEL CONTENIDO

EVALUACION

DIAGNOSTICA: FORMATIVA: SUMATIVA:

ENGLISH FIRST TO SIXTH


1 6

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

CONTENT CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIEVEMENT INDICATORS

UNIT PLAN ENGLISH FIRST GRADE 1 BACK TO SCHOOL Students will be able to understand and say their names and respond to the commands in the class Teacher introduce commands around the classroom Studentrepeat Students performed their self and study the numbers. Students pay attention to the colors and repeat. Students listen the tape and repeat the new vocabulary Student stand-up and p0ass in front of the class and introduce thierself. Teacher presents the alphabet sound and students repeat each letter page 82-83 Teacher prepares photocopies to each students to identify the items on the worksheet and color Cd, book, pencil

MATERIALS EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION: Performers, home works, memory game FORMATIVE EVALUATION; Vocabulary, participation

SUMMARY EVALUATION: Paint the book activities

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

UNIT PLAN ENGLISH FIRST GRADE 2 MY FAMILY Students will be able to identify family members using picture card Teacher introduce by pictures cards and photo pictures. Students Practice the vocabulary and memorized Talk about your family Students stand-up they talks about family and what do. Teacher presents the picture cards related top family members Student repeats the vocabulary that the teacher says Students practice the command and make a circle. Students presents their family and do the genealogical tree. Teacher presents the alphabet sound and students repeat each letter page 82-83 Cd, book, pencil, picture cards, photo

DIAGNOSTIC EVALUATION: Teacher check their homework about family FORMATIVE EVALUATION; Participation, intonation, pronunciation

LESSON PLAN ENGLISH FIRST GRADE 3. ON A PICNIC Students emphasizes picture of a picnic or picture of food item Students review a precious vocabulary CONTENTS CONCEPTS and listen and repeat.. Hold-up picture cards says the words and repeat Teacher formulated some sentences CONTENTS PROCEDURES according to food. Students understand and respond with commands to eat SUMMARY EVALUATION: Family tree (task), photocopies SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

Students answers some questions with Do you like chicken? Yes , I do, no I dont Student makes a circle and tells around then class what does their favorite food? Or fruit? Teacher sent picture cards related food or picnic Teacher asks the students like and dislike Teacher repeat some word related tofood Cd, book, pencil, picture cards, candy

DIAGNOSTIC EVALUATION: Students responds with commands FORMATIVE EVALUATION; Participation, intonation, pronunciation

SUMMARY EVALUATION: sing a song, formulated sentences

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

CONTENTS CONCEPTS

UNIT PLAN ENGLISH FIRST GRADE 4. HAVING FUN Students can point to and say swim skate, skate board, fly a kite, draw, ride a bike and sing Students talk about abilities and skills when they have fun. Students understand commands to take off shoes or close the door. Students performs some abilities using the auxiliary CAN Understand and produce this unit target language. Teacher introducesgrammar and ask question with CAN. Ex. Can you swim? Can you dance? Introduce the new vocabulary and practice Cd, book, pencil, picture cards,

CONTENTS PROCEDURES CONCENTS ATTITUDES METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION: Vocabulary, participation FORMATIVE EVALUATION; Homework, pair work

SUMMARY EVALUATION: Listing a song, group work.

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

UNIT PLAN ENGLISH FIRST GRADE 5. PET DAY Students introduce the vocabulary of different sound animals Teacher presents picture related animal and formulate sentence. Teacher introduce dialogues

CONTENTS PROCEDURES CONCENTS ATTITUDES Teacher introduce different sound animals male in English

METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

Students listen some pronunciation of letters D and T Teacher role play the dialogues using picture cards Students listen and repeat each sound

Cd, book, pencil, picture cards, toy animals

DIAGNOSTIC EVALUATION: Pair work, participation FORMATIVE EVALUATION; Homework, conversation SUMMARY EVALUATION: Dialogues , game

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

UNIT PLAN ENGLISH FIRST GRADE 6. IN THE CLASSROOM Students mentions some classroom object amend the class Teacher introduced vocabulary about classroom object Bring some classroom object

CONTENTS PROCEDURES METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Song, participation FORMATIVE EVALUATION; Vocabulary Teacher introduce Students repeat the dialogues Students can understand and respond to commands: Turn on the computer. Go to the board. Stand up, Sit Up. Raise your hand Repeat the classroom object and sing Teacher presents some dynamic about say command like Simon Say Cd, book, pencil, picture cards, toy animals

CONCENTS ATTITUDES

SUMMARY EVALUATION: Sentence, group work UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH FIRST GRADE 7 AT HOME Students are able to studies the presents continuous with ING Listen and point using IMG with some verbs CONTENTS PROCEDURES CONCENTS ATTITUDES METHODOLOGICAL REFERENCE Introduce dialogues, teacher draw a large T.V screen on the board and ask if like to watch T.V Teacher introduce grammar poem and read a story and students repeat story aloud Teacher a game Simon Says using command Students can ask for and give emission using verbs with presents continuous Students can understand and respond some command Example Do your home? Brush your teeth? Wash your face? Play the record and listen the song and repeat Cd, book, pencil, picture cards, octopus picture

CONTENTS CONCEPTS

ACHIVEMENTS INDICATORS MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Dialogues, pair work FORMATIVE EVALUATION; Brainstorming

SUMMARY EVALUATION: sentences with ING form, reading, story

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

CONTENTS PROCEDURES

UNIT PLAN ENGLISH FIRST GRADE 8. PLAYING SPORTS Students are able to show some sports items or draw the board Teacher di Brainstorm related sports: Baseball, basketball, bat, racket, ball, helmet. Students listen and point Students listen and chant Student practice some dialogues and performing two group Teacher uses picture cards and use the auxiliary DO and DOES Practice the vocabulary and repeat alone Uses the alphabet sound Brainstorm about sport

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: pair work FORMATIVE EVALUATION; Participation

Cd, book, pencil, picture cards,

SUMMARY EVALUATION: Homework, alphabet song

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

CONTENTS PROCEDURES

UNIT PLAN ENGLISH FIRST GRADE 9. CRAFT TIME Students are able to emphasize item around the classroom Identify Examples: ruler crayons, staplers, eraser, pen, color, pencil, markers Teacher introduces dialogues and listen to the story

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

Student can makes statements using HAVE Students are able to ask answer using How many. How much Students stand-up introduce some classroom objects using: Where is the__? Where is that____? Introduce command using the classroom object Students develop some skills by writing and listening some sentences with How much and How many Cd, book, pencil, picture cards,

DIAGNOSTIC EVALUATION: Participation , listening some activities FORMATIVE EVALUATION; sentence with how many and How much

SUMMARY EVALUATION: Commands performer song

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 1. FEELING Students will be able to understand and say their names and respond to the commands in the class Hold-up name and mine each feeling for pictured cards related adjective3s. Students listen and number and repeat the new vocabulary to pictures cards 1-8 The teacher practice and introduce dialogs and students introduces themselves. Student can understand and respond to commands. Students can make a statement about feeling using Students can sing the are you happy? song Students can say the letter name. and sound of a -1 Students can understand and produce this unit target Language can chant the How are You? Chant Students open their books and then listen, point and repeat some dialogs Email. Personlongman.hk@person.com , www.pearsonlogman.com

CONTENTS CONCEPTS

CONTENTS PROCEDURES CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

Students book at are you happy? Song at the bottom of P.8 in the students book play CD track A9 Encourage students to point to and say in the names of the feeling when they hear word in the song Cd, book, pencil, picture cards,

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz

UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH SECOND GRADE 2. OUR HOUSE Teacher introduces the vocabulary hold up picture, say the words and have students repeat.

CONTENTS CONCEPTS

Students can greet each other using. Can ask and answer How old are You? Students can understand and respond commands. Make the bed, wash the dishes, wipe the table Students can make statement using (someone name) Students can ask and answer using Where is (someone is name)

CONTENTS PROCEDURES

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE

Students can say the letter name sound of m, z Students can understand and produce this unit target language Monkeys in the middle (fruits basket) teacher guide p.20 Play what is missing? Teacher is guide p.15, p.16. p.11, p.150. Book p.12 guide p.150 Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS

Students have the letter from init on the board have individual students point to a letter, name that letter and say its sound. Have the rest or the class thinks of other words that beginning with it. Picture cards 9-16 CD

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 3. WEATHER Student can point to and name Cloudy, Sunny, Windy, Rainy, Snowy, Foggy, warm and cool Warm-up/ review the vocabulary from the previous unit using picture card 916 play memory list (teachers guide p.14) Show the weather forecast section of a new paper. Draw the weather icons on the board

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Students can introduce someone using this is my friends Students can say lets go to the park and respond with good idea Students can understand and respond to commands to put on your raincoat, put on your boots, open your umbrella, walks in the rain, jump in the puddle and close tour umbrella

CONCENTS ATTITUDES

Students can pronounce, read and write- at, an, and ad words. Students can understand and produce this unit target language. And can chant the this is my friend. The final sound in English is voice. Speakers of some language sound T ford at the and of words. Have students practice the final Activity book p.16 can now be assigned for homework or used in class see answer key teacher guide p. 152 Email. Personlongman.hk@person.com , www.pearsonlogman.com

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

Have students practice dialog 1 in group of three. Encourage students to use hand gesture when introducing each other have students practice dialog 2 and 3 in pairs Picture cards 9-16 CD

MATERIALS EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 4. TELLING TIME Students can point to and say the correct time(hour, quarter hours and half hours only) Students can compliments each other and respond by saying 1 like your watch. Thanks Students can make statements using its time to car lunch. Introduce dialog 1 choose students (s1) who wearing watch, point to the watch smile and say Students can understand and respond to command to get up at 6:30 go to school at 8:15. Eat lunch at 12:00 do homework at 4:30 take a bath at 7:45 and go to the bed at 9:00 Students can may statements about time using Its Students can sing the what time is it? song

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE

What time is it? (track is teacher guide p.68) Questions on cue (teachers guide p.17). Students can pronounce, read and write ot and o c-k work Students can sig the I like your watch song Show the clock say today we are going to talk about time. Hold up picture cards 25-39 say the words and have students repeat Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

Have students turn to students book p.31 and look at part A play CD track A64 Have students listen and repeat Clock, TPR Cards unit 4, CD

DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 5. IN A TOY STORE Students can point to name kites, video, games toy cards, comics books, yo-yos balloons and rocket Students can understand and respond to commands to put your market on start. Throw the dice count the dots move your market go forwards 3 spaces and go back 2 spaces Students can may statements using these /those are can sing what are these? song Students can understand and produce this units target language

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Students can sing the toy car? song Review the dialogs from the talk about it section. Have individual students act out the dialogs. Play cd track A 86 have Activities book p.35 can now be assigned for home work or used in class Play the CD again. Have individual students rep[eat the item name the picture in random order. Have students point to the picture or words have students turn to students book

pag 34-25 Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS

Bring as many toys, e.q. kites model cars as possible put the toys near you and point to them. Say these are toys. Todays we are going to talk about things in a toy store Clock, TPR Cards unit 5, CD, some toys, dice, yoyos, balloons books, paintbrushes

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 6. EATING OUT Students can point to name spaghetti, French, fries ,fish salad, ice cream, noodles, fruit and soup Students can talk about themselves using Im really hungry and can respond using me, too. Students can ask can you use chopsticks. And respond with no, I cant can you? Yes I can

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Students can understand and respond to commands to get in line, choose your food, take your food, find a seat eat your lunch and throw away the trash. Students can sing what do you want? song Students can understand and produce this units target language

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Students can sing the can you see chopsticks? song Bring in some real menus from a fast food restaurant coffee shop, etc. shoe students the menu add ask what do you want? If students dont know how to answer have them model the word they want to know and have them repeat Activity book p.14 can now be assidned for homework or usedin class. See answer key, teacher guide p.160 now that students have complete unit 6 they can go thereward.

Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS MATERIALS EVALUATION ACTIVITIES

I say today we are going to talk about food. Hold up picture cards 48-55 say the word and have students Clock, TPR Cards unit 6, CD,

DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

CONTENTS CONCEPTS

UNIT PLAN ENGLISH SECOND GRADE 7. ART CLASS Students can point to name scissors paint brushes, paints stickers pins, in on and under Students can ask and answers about classes using whats your favorite class? Art class Students can ask and answer how do you spell o- x? f o-x Students can understand and respond youcommands to draw a head and body draw 2 ears and the tail draw 4 legs, draw eyes and a nose, color the picture and write f-o-x under the picture. Students can make statements using the are in/ on/ under the box Can sing the where are paints? song

CONTENTS PROCEDURES

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE

Students can pronounce, read and write- it- in- words Put some classroom items un various places in the classroom make sure they either in our or under something Write the on the board, point to say the word have students repeat Write the review sight words an and its on the board. Point to and illicit each word Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS

Show someclassism items e.q scissor paint brushes Paints sticker, pins. Hold up each of item and name them. Have students repeat put each of the items in/on Clock, TPR Cards unit 5, CD, pictue of

MATERIALS

animals

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SECOND GRADE 8. AFTER SCHOOL Students can point to name English class, math class calligraphy class, swimming class, dance class soccer

practice judo practice CONTENTS CONCEPTS Students can ask are you ready to go? And respond with yes? How about you? Students can answer uh-huh. Lest go Student can make statements using bye see you at soccers practice can respond using see you them Students can understand and respond to command to put your book in your bag, put on your jacked. Say goodbye to your teacher, put on your inform, run to baseball practice and join your team Students can sing the where are you going? song Students can pronounce, read and write- -un, -up words Students can chant the are you to go? chant Activities book p.55 can now be assigned for homework or used in class sees answer key, teachers guide p.165 now that students have completes unit 8 Email. Personlongman.hk@person.com , www.pearsonlogman.com

CONTENTS PROCEDURES

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

Draw a time line on the board writes 6:00 get 8:00 3:45after school 3:45 after school in a time line on the board, point to after school. Say today we are going to talk about after school, hold up picture card 64-71 say the words and have students repeat Clock, TPR Cards unit 8 CD,

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

LESSON PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH SECOND GRADE 9. CLASS PARTY Students can point to name eating a snack, drinking juice, play in the drums, watching a DVD ,reading a book, feeding the hamster, painting picture CONTENTS CONCEPTS Students can statements using good bye students can respond Student can make statements using I had a great time thank you Students can understand and respond to command to pick up the toys, put away the toys, sweep the floor, wipe the desk/ Students can ding the whats chip doing? Song Students can produce, read and write ame-ake and as words

CONTENTS PROCEDURES

CONCENTS ATTITUDES METHODOLOGICAL REFERENCE

Students can understand and produce this units target language Students can sin the this is for you song Review the dialog from the talk about it section have individual student act out the dialog Have students turn to students book pp. 62-63 and look the activities at the bottom of the pages play CD track B 55 have student listen and point to the picture Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS MATERIALS

Pretend that you are reading a book ask a male student to come to the from and do the same action Clock, TPR Cards unit 9 CD, picture cards 64-79.some toys, a broom and cloth Picture Cards 72-79 (teacher guide p.179)

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz, newspaper

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 1. DAYS Students will be able to talk about days of the week Student are able to talk about days of the week Students can say dialogs 1 using different character names. Students can make state about the days of the week using its

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Students identify days of the week example: what day is it today? Its sunny. Students read and recognized the letters sound add the teacher check the pronunciation. Teacher divide the class in two group hold-up picture card what day is it today? And students ask: its Sunday and everybody repeat. Students listen point and repeat Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Teacher divide the class in two group hold-up picture card what day is it today? And students ask: its Sunday

CONCENTS ATTITUDES

and everybody repeat.

METHODOLOGICAL REFERENCE

Students can sing the what day is it today? Song

Students fill in the blanks exercise about days

Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS

Students listen a song everybody sing a song

MATERIALS

Picture cards 1-7 CD for each students, calendar TR 1: teacher guide p.29nfor tony and sandy, CD picture cards 1-7 Coins

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Spelling word, participation FORMATIVE EVALUATION: Repeat the world, reading a paragraph

SUMMARY EVALUATION:Memorized the days of the week

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 2. FAVORITE SPORT Students are able to introduce their favorite sports around the classroom Teacher presents a brainstorm relate to spots example: ping pong, soccer, volleyball, gymnastics, badminton, running, tennis, hockey racket

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Have students listen and point different sports equipment and name the sports. Students stand-up and talk their favorites spots equipment Student talk about famous players around the world.

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Students play a game question to another student find someone who play basketball

Students can be able to ask and answer whats your favorite sport?

Email. Personlongman.hk@person.com , www.pearsonlogman.com

ACHIVEMENTS INDICATORS

Students pass on front of the class and performer the dialogue and another role play the activities

MATERIALS

Picture cards 1-15 Picture card 8-15 CD

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION: Dialogues, participation FORMATIVE EVALUATION:Review of the vocabulary

SUMMARY EVALUATION: Listen and point, group work, activity book

LESSON PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH THIRD GRADE 3. LUNCH Students are able to introduce their favorite food and fruit and drink

CONTENTS CONCEPTS

Student introduces vocabulary about food. Example pizza, cheese, watermelon, pretzels ,grapes, potatoes, chip, crackers spaghetti Students point and names of vocabulary words. Teacher introduce dialogs and students performer the action. Student talk about their favorite food and drink Students understand and produce this unit target language.

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Teacher check the process around the class

ACHIVEMENTS INDICATORS

Student are able to write sentences with auxiliary Does and Do affirmative and negative sentences.

MATERIALS

Picture cards 16-23, a bag of pretzel, a bag of potato chip, CD

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Participation ,pair work FORMATIVE EVALUATION: Photocopy some favorite food, homework SUMMARY EVALUATION: Exercise with auxiliary Does and Do

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 4. MONTH Students can point to and say the correct time(hour, quarter and half

hours only) CONTENTS CONCEPTS CONCENTS ATTITUDES Student talk about some celebration

CONTENTS PROCEDURES

The teacher presents a real calendar and say the month of year Students listen point and repeat the month of the year. Student can say the vocabulary

METHODOLOGICAL REFERENCE

Students understand and produce this unit target language.

Teacher check the process around the class

ACHIVEMENTS INDICATORS

Student are able to write sentences with auxiliary Does and Do affirmative and negative sentences.

MATERIALS

Picture cards 16-23, a bag of pretzel, a bag of potato chip, CD

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Participation ,pair work FORMATIVE EVALUATION: Photocopy some favorite food, homework SUMMARY EVALUATION: Exercise with auxiliary Does and Do

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 5. CAREERS Students talk about professions and they point to and name picture of the vocabulary Identify vocabulary reacted to profession Listen point and repeat Listening and matching words with picture of occupations

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Recognized adjectives related to careers Talks about the profession according to the families and their functions Introduce the vocabulary using the pictures cards Demonstrating the importance of each profession Students pays attention and listen to the listen to the story about careers Teacher introduce dialog and students perform

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Teacher introduce the vocabulary related careers and grammar point and also she/he explains the importance about professions thane students practice the dialogs and performer around the classroom to the teacher check their pronunciation can letter thethe teacher play CD many times and students how to repeat the item

ACHIVEMENTS INDICATORS

Showing interest e identifying and describe some common professions

MATERIALS

Picture cards 24-43, a picture of someone who has one of the careers of the target vocabulary (e.g.a picture cut out a magazine) CD Picture Cards 36-43. TR1: teacher

guide p.29. for Ms. Long and Chip CD, reduce picture Cards 36-43 (Teacher guide p.180) TR teacher guide p.29 for chip and sandy, CD picture Cards 36-43 EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, vocabulary about careers, brainstorming, discussion and questions. FORMATIVE EVALUATION: Group-work, responsibility, pair work, attitude, responsibility, photocopies

SUMMARY EVALUATION: Review of notebook, test/quiz, vocabulary and pictures card

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 6. HIS AND HER Have students to introduce the possessive adjectives and say dialogs using vocabulary words with possessive pronouns Have students practice the facial expression for emotions sentences with adjectives examples Youre sad Hes angry hes happy whose key is this? Its her key Introduce grammar. Draw a girl face on the board and label it with her. Hold up card point to his/her face and say its his key so students introduce sentences with her in the same way listening Play the Cd students repeat the items and point to the pictures in order to the name. Introduce the vocabulary and formulated sentences with possessive pronouns

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Teacher introducessome dialogs for his/her in the way. Students divide the class in two and the students changes roles with new pictures cards students listen and repeat and make a circle with exercises Students develop sentences including adjectives then performer the action

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 36-51, CD Picture Cards 44-51, teacher guide, p.29. for chip, mojo Beth, towel, baseball cap CD TR teacher guide p.29 for chip and sandy, CD picture Cards 36-43

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:,students learn the vocabulary according to diagnostic: topic and make brainstorm relate the topic. FORMATIVE EVALUATION: students motivate the compression, responsibility and emphasize some structure

SUMMARY EVALUATION: Exercise, test work book

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 7. WHAT I DID Students can point to and name some verbs in the simple past and talk about the calendar Take a calendar ask what date is today. Students answer and students point to the day on the calendar Students answer an repeat some simple past verbs

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Saying come past verbs in English they have to formulated sentences according to the picture Play the Cd students repeat and numbers the picture

Listening to the story and introduce the main scenes and talks the day of week. Students listen and chat using the auxiliary DID past Student repeat the dialog with days if week and using past tense verbs

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Put students into pair and practice dialogs with different phrases as well as other phrases they can think. Teacher give then sufficient time to prepared practice the dialogs. Teacher review some clothing item (sneakers, shoes, sock, pant) Students are able to name both the presents tense, and the simple past tense of the vocabulary phrases

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 44-59, CD, calendar, a small card Picture 52-59. Calendar. CD Phonics cards unit 7

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:,Using picture cards 52-59 name the card suing the present tense and student translate the past tense. FORMATIVE EVALUATION: students performs in group and develop their skills in the dialogs

SUMMARY EVALUATION: Exercise, test work book

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH THIRD GRADE 8. MY DAY Identify your favorite day of the week and talk about the daily activities and hobbies Practice the dialogues in group and introduce the vocabulary in the simple past verb. Complement the exercise according to the exercise listening Listen and number the picture

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Student can make statement with irregular verbs in simple past tense using we/they Student can ask and answer about events in the past using what did you/they do today? We they Students work in group A-B face and ask what did you do today? And talk about hobbies and act Students listen point and repeat the item picture

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Teacher present song-chat then students complement their homework assigned is class, to finish unit 8 review the picture card 60-67 what disyou do. How students answer, I swam in the pool Students are able to name their activities

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 60-67, CD Phonics cards unit 8,

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, pronunciation, pair work

FORMATIVE EVALUATION: students performs in group and develop their skills in the dialogs

SUMMARY EVALUATION: Exercise, test work book

UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH THIRD GRADE 9. AROUND TOWN Students are able to talk some place around town like restaurant pet shop, toy store, bookstore CONTENTS CONCEPTS Teacher talks about place around town and hold-up picture cards on page 67-75 Students repeat the vocabulary aloud lesion by lesson and practice the pronunciation

CONTENTS PROCEDURES

Introduce dialogs in group of 3 students Students talks about places to visit around the town and teacher write on the board and students repeat

Student do some sentences related places examples: he is going to the restaurant

CONCENTS ATTITUDES

Students play listen the record CD and practice dialogs in front of other classroom

METHODOLOGICAL REFERENCE

See the picture 67-75 around the class talk about beautiful place, introduce grammar focus. Reference Personlongman.hk@person.com , www.pearsonlogman.com Students are able to mentions some famous person and famous place around town

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 60-67, CD

Phonics cards unit 8,

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, vocabulary mad brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity workbook dialog perform, exercised

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH

:FOURTH GRADE 1. COUNTRIES

Students can and name Australia, Japan. Mxico, the U.S. Korea, the U.K., Brazil, China, Spain and Taiwan

CONTENTS CONCEPTS

Students can say schools out in three days and respond with I can`t for summer vacation student can agree by saying I can`t either Students can say our class trip is in June and ask where are you going? Can respond with first, were etc. Students can ask and answer Are you going to the U.K? yes, we are Student can introduce someone by saying this is Mr. Gray student can ask and answer is he a tour guide? Student can say dialog 4 using vocabulary words review from level 3 unit 5

CONTENTS PROCEDURES

CONCENTS ATTITUDES

Students can chant the are you going to Brasil? Chan Country bingo (track 1: teacher guide p.29 Do they speak English? Place picture cards 1-10 on the board. Talk about the thecontries and what language is spoken in each country Student can pronounce, read write br, gr, and tr words Student can understand and produce this unit`s target language

METHODOLOGICAL REFERENCE

Have student turn to student book p.p 6-7 and look at the flags at the bottom of the pages. Play cd track A 1. Have students listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Show student real world map. Say today we are going to learn some names of countries around the world. Hold up picture cards 1-10 one at a time and say the words

ACHIVEMENTS INDICATORS

MATERIALS

World map, picture card 1-10, CD Calendar Reduce picture cards 1-10 (teacher guide p.169) Red sock, Phonics cards Unit 1 (TR 2: Teacher Guide p.30) Coins

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Diagnostic Evaluation; Vocabulary and brainstorm, discussion, reading dialogs FORMATIVE EVALUATION Formative Evaluation; Group- work, responsibility, photocopies, activities SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

LESSON PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH 2 :FOURTH GRADE IN MY BACKPACK

CONTENTS CONCEPTS

Students can point and name suitcase, tooth brush, camera, flash light, journal passport, ticket, mine, his and hers Students scan say excuse me. Wheres the (restroom)? And respond with Its over there, next to the telephones Student can ask and answer did you bring your flash light? Yes, I did or No, I didnt Student can ask and answer May I see your ticket and passport, please? Here they are Student can ask and answer Is This your (suitcase)? No its not, Its his/hers

CONTENTS PROCEDURES

Students can say dialog 1 using vocabulary words reviewed from level 3 unit 9 Student can make statement about possessions using its not (mine), Its(hers)

CONCENTS ATTITUDES Students can pronounce, read and write pr, fr, and cr. Words Student can understand and produce this units target language. METHODOLOGICAL REFERENCE Encourage student to imagine that theyre going to take a trip. Have student names some items they would bring with them. The student with any word they dont know in English Email: personlongman.hk@person.com; www.pearsonlongman.conpersonlongman.hk@person.c om; www.pearsonlongman.con Show the passport and the ticked and say today were going to talk when we go on vacation. Hold up picture cards 11-20 one at a time and say the words. Have students repeat Passport, ticket, picture Cards 11-20, CD Phonics cards unit 8, Red sock phonics cards unit 2

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, reading dialogs FORMATIVE EVALUATION Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: ; Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 3

FOURTH GRADE ANIMALS IN AUTRALIA

CONTENTS CONCEPTS

Students can point and name kangaroo, koala, platypus, crocodile, wombat emu, big, bigger, small, smaller, fast, faster, slow and slower Student can say thats ayers tock. We call it uluru and respond with wow. Student can say we cant climb it. Student can ask answers why not? Student can ask and answers is a (kangaroo fast? Yes, it is but a (n) (emu) is faster Students can say I want to take a picture; can I use your camera? And respond with sure Go ahead Student can ask and answer Did you see a wombat? No, I didnt but I saw a platypus Student can say dialog 3 using vocabulary words reviewed from level 1, unit 1 and 9

CONTENTS PROCEDURES

CONCENTS ATTITUDES

Student can chant Is a Kangaroo fast? Chant Student can pronounce, read and write pl, fl, and cl words Student can understand and produce this units target language

METHODOLOGICAL REFERENCE

Have student turn to student book p.p 18-19 and look at the picture at the botton of the pages. Play CD track A 31 have student listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Say today we are going to talk about animal in Australia. Hold up picture cards 21-30 one at time and say the words. Have student repeat

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 11-20 (teacher Guide p. 170) picture cards 21-30, envelop or bag, CD Picture cards 21-30, picture of Ayers Rock, camera Red sock phonetics cards unit 3

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH

FOURTH GRADE 4 SOUVENIRS IN JAPAN Students can point to and name fans, key chains, postcards, T-Shirts, sweat shirts wallets, mugs, in from of behind and above Students say Hi Im sandy and respond with Im Ichiro. Student asks are and answer where are you from? Im from Tokyo. Student can ask and answer where are the fans? Theyre behind the key chains Student can ask and answer what are you buying? Some postcards for my friends Students can ask and answer what day is it today? Its Wednesday Student can say dialog 4 using vocabulary words reviewed from level 3 unit 1 Student can cant where are the wallets? Chant

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

students can pronounce, read and write sw, st and sl words Students can understand and produce this units target language Have student at the modeled question. Read out the question and have student repeat

METHODOLOGICAL REFERENCE

Have student look at student book pp 28-29 and look the pictures at the pictures at the botton of the pages play CD track A 57 have student listen and point to the pictures Email: personlongman.hk@person.com; www.pearsonlongman.con Hold up the postcards some mugs and key chain. Say today were going to talk about souvenirs. Hold up picture card 31-40 one at a time and say the words. Have student repeat

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 31-40 postcards, mug, key chain, CD Cards with different days written on each one Classroom items( pens, pencils, rulers) (multiples sets) boxes Phonetics cards unit 4

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 5

FOURTH GRADE : A FAMILY IN MEXICO

CONTENTS CONCEPTS

Students can point to name grandma, aunt , uncle, cousin, tall, taller, short, shorter, strong, stronger old, older, young and younger Student can say Its really hot ad sunny today and respond Student can say these tacos are delicious! and respond with than you My aunt made them Student can ask and answer Chos stronger your brother or your cousin? My brothers stronger. Student can say look at the dancers! Your uncle is good and responds with yes, but my father is better. Student can say dialog 1 using vocabulary words review from level 2 unit 2 and 3 Student can chant the whos kaller? chant Student can pronounce, read and write o, ou and u words

CONTENTS PROCEDURES

CONCENTS ATTITUDES

Student can understand and produce this units target language. Put student into pairs. Have them ask each other about their family members as they did in the activity above. have some pair share their dialogs with the whole class.

METHODOLOGICAL REFERENCE

Have student at student book pp.3435 and look at the people at the bottom of the pages, play CD track A 72 have student listen and point to the Email: personlongman.hk@person.com; www.pearsonlongman.con

ACHIVEMENTS INDICATORS

Show some photos of your extended family, such as grandparents, aunts uncles and cousins. Say today were going to talk about our families hold up pictures cards A1-50 one at a time and say the words have student repeat

MATERIALS

Picture Card 41-50, family photo, CD Pictures tacos Weather forecast pages from newspapers Phonics cards unit 5,

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary , brainstorming, discussion and questions FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 6

FOURTH GRADE : PLACE IN NEW YORK

Student can point to and name post office, bank arcade, museum, drugstore, hospital police station, candy store and gift shop

CONTENTS CONCEPTS

Student can say we can`t find tony, student can ask and answer Did you look in the arcade? Yes, but shes not there. Student can ask and answer how much are the sweatshirts? Theyre 25 dollars, student can respond with ok, Ill take this one Student can say there she is student can ask and answer whats she doing? Shes eating some candy Student can say and answer where were you? I was in the candy store Student can say dialog 2 using vocabulary words reviewed from level 1 unit 1 and Discover it! 2 and level 3 unit 6 and 8 Student can make a statement about where people were using (I) was in the- /she was in the student can chant the where were you? Chant. Student can pronounce, read and write or, ar, and ur words Student can understand and produce this unit target language

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Have student turn to student book pp 4-41 and look at the pictures at the bottom of the pages play CD track B1 have student listen and point to the pictures Email: personlongman.hk@person.com; www.pearsonlongman.con Say today we are going to talk about places around town. Hold up picture cards 51-60 one at a time and say the words. Have student repeat

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 51-60, CD Reduced Picture Cards 51-60

(multiple copies) Phonics cards unit 6

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 7

THIRD GRADE SIGHTSEEING IN KOREA

CONTENTS CONCEPTS

Student can point to and name go going sightseeing. Take picture, play cards, take a bout ride buy some souvenirs , send e-mail, call home write postcards, go to the aquarium and see a show Student can ask answer whats the date today? Its June 23 rd. Student can ask and answer what should we do now? Lets buy some souvenirs student can respond with O.K. then lets go to the aquarium Student can ask and answer Does Toni want to take a board ride? No, she doesnt. she wants to see a show Student can ask and answer could you take our picture please? Sure smile!

CONTENTS PROCEDURES

Student can say dialog 1 using vocabulary words reviewed from level 3 unit 1 discover it! 2 CONCENTS ATTITUDES Students can make statements about preferences using she doesnt want to I he wants to student can chant the Does Toni want to take a boat ride? Chant Student can pronounce, read and write I g h, I e and y words Student can understand and produce this unit target language. Have student look at students book pp 50-51 at the pictures at the bottom of the pages. Play CD track b 27. Have student listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Hold up picture cards 61-70 one at a time and say the words. Have student repeat Picture Card 51-60, CD Reduced Picture Cards 51-60 (multiple copies) Phonics cards unit 6

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 8

THIRD GRADE FUN DAY IN THE U.K

Student can point to and name merrygo-round, bumpers cars, Ferris wheel, roller coaster, cable cars, cotton candy, ice cream caramel corn, corndogs and snow cones Student can say this amusement park, is great! Student can say look at all those rides and respond with that roller coaster looks scary. Students can ask and answer what are you going to do? Student can ask and answer Does Toni Student can say Im really hungry student can ask and answer Do you to get some corn dogs? Thats a great idea. Student can ask and answer can we go on the merry- go- round now? Ok, but come right back Students can say dialog3 suing vocabulary word reviewed from level 1 unit 3 level 2, discovery it! 2 and level 3 unit 3

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

Student can make a statement about plans using were going to go on the then were going to get some --, student can chant the are you going to do? chant Student can pronounce, read and write au a and o words Student can understand and produce this units target language.

METHODOLOGICAL REFERENCE

Have student turn to student book pp 56-57 and look at the pictures at the bottom of the pages. Play CD track B42 have student listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Say today were going to talk about Amusement parks hold up picture cards 71-80 one at a time and say the words. Have student repeat Picture Card 71-80, CD Paper token

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH 9

FOURTH GRADE WHAT WE DID

Student can point to and name saw a climbed a mountain, made a new friends. Student can ask answer how was your trip? It was fantastic Student can say we look a boat ride student can ask and answer what else did you do? Student can ask and answer what did you do in the U:K:? rode a roller coaster Student can say I got this is in Australia, student can ask and answer what is it? Its a boomerang Student can say dialog 4 using vocabulary words reviewed from level 4 unit 1 and 4 Student can pronounce, read and write oo and oo words Student can understand and produce this units target language Have student turn to student book pp 62 and look at the pictures at the bottom of the pages play track B57 have students listen an point to the pictures Email: personlongman.hk@person.com; www.pearsonlongman.con Say to day we are to ing to talk about what the super kids did during their trips Picture Card 81-90, CD Phonics cards unit 9

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 1. INTRODUCTION Student can point to and name build models. Collect stickers. Cook ice-skate, go on the internet Student can ask answer whos that? My friend Diego and continue with where he from? Students can ask and answer what does he like to do? Models and respond with

CONTENTS CONCEPTS

cool. Student can ask and answer what did you do in the U.K? rode a roller coaster CONTENTS PROCEDURES Student can say He, Diego I am chuck and Hello, Chuck, nice to meet you student respond with nice to meet you too. Student can ask and answer what the language do they speak in Mexico they speak Spanish Student can make statements about what someone likes to do. Students can produce, read and write the soft sound of a And g Students can understand an produce this units target language Have student to turn book p.p. 6-7 and look the flags at the bottom of the pages. Play cd track A.1. have students listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Greet students as they come into the room say Hi my names (teacher name have students say HI. Teacher bane! Continue with nice to meet you Picture Card 1-10, CD, world map CD Level 2 Picture Cards 41(video game) and 44 (comics books) or a real video game and comic book stopwatch Phonics cards unit 1 Picturecards 1-5

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 2. THE BEST Students can point to and name tallest, shortest, oldest, fastest, best, chess player, soccer player, actor artist and singer Student can ask answer how tall are you

CONTENTS CONCEPTS Students can say Diego is taller than me and ask and answer whos the tallest en the class CONTENTS PROCEDURES Student can ask and answer whos the best chess player . Students can ask and answer are you good at playing chess Students can perform dialogs

CONCENTS ATTITUDES

Student can make pronounce, read and write n,n,g and k. Students can understand an produce this units target language Students can listen to stories about Beth and Diego and answer the question

METHODOLOGICAL REFERENCE

Have students turn book pp 12-13 and look at the picture at the bottom of the pages play CD track A 16 have students listen and point to the picture Email: personlongman.hk@person.com; www.pearsonlongman.con Show picture cards 1-10 one time and students make a sentences about each card

ACHIVEMENTS INDICATORS

MATERIALS

Picture Card 11-20, picture from a magazine of the chess Height chart or measuring tape CD Level 4 picture cards 30 (slow) 50(young) 48(strong) or other magazine picture to illustrate these adjective Phonics cards unit 1

EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, tes

UNIT PLAN

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE CONTENTS CONCEPTS

ENGLISH FIFTH GRADE 3. GETTING UP students can point and tell about illness Student can say good morning Students can ask and answer dis you brush your teeth Student can say Im feeling better. Student can performer using dialogs Students can make statements about past actions . Students can produce, read and write the air, are, an, ere Students can understand an produce this units target language Students can write sentences about someone whos sick or about what someone did Play how many can you name> (teacher guidep.14) To review the vocabulary words from the previous unit. Use picture cards 11-20 to check students answers. Email: personlongman.hk@person.com; www.pearsonlongman.con Play how many can you name? (Teacher guide p.14) to reviewed? The vocabulary

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

words from the previous unit. Use picture cards 11-20 to check students answer Picture Card 11-30, CD, A teapot or a picture of a teapot Level 3 picture cards 53 (study English) 60 (make a posters) 70 (pet shop) 72 (museum) and level 4 picture cards 53(arcade) and 54 (play cards)or other magazine picture to illustrate these palaces, ;level 5 picture cards 26-28 CD a blindfold Picture cards 26-30, pronouns cards I, you, he, she Phonics cards unit 3

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

CONTENTS CONCEPTS

UNIT PLAN ENGLISH FIFTH GRADE 4. PLANMING A FAIR students can point to and name have an international fair send the invitation, put on the play visit a farm pick strawberries, tonight tomorrow on Thursday next week and next month. Student can say were going to have an international fair students can ask and answers. When? In the spring Students can ask and answer can we invite our friend? Of course. Student can ask and answer what are you buying? Some . Students can produce, read and write

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Play how many can you name. . Email: personlongman.hk@person.com; www.pearsonlongman.con The vocabulary words from the previous unit. Picture Card 21-40. Clock with movable hands, calendar. CD, Picture cards 21-40 Level 4 picture cards 65(buy souvenirs) 64 (take a boat ride) 61 ( go sightseeing) 69 (go to the aquarium) 88(had a picnic) picture cards 37,33,39 Picture cards 31-40 Phonics cards unit 3

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 5. A SCHOOL FIRE DRILL students can point to and name classroom, playground, gym, office, talking to the principal, doing gymnastics,

CONTENTS CONCEPTS

eating lunch, looking at a magazine and taking a test Student can all activities realized into the school. Students can ask what activities do and that thing do into the classroom. Student can ask and answer what are their activities? Students can ask and answer where were you? . Students can statements what people were doing using. Student ask and answer what people were doing using. . Email: personlongman.hk@person.com; www.pearsonlongman.con Students can produce different situation, such as recognized all object that find into the classroom Picture Card 31-50. CD, A copy of make your school(TR 13: teacher guide p. 78) for each students of a fire, bell, CD picture cards 41-50 Picture cards 43,41,48 ND LEVEL 4 Picture Cards 63(paly cards) Picture cards 45-50. Phonics cards unit 5 Picture crads 46-50 markers or coin for the game

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 6. HELPING AT HOME students can point to and name rake the lives, wipe the table, take out the trash, pull the weeds, sweep the steps, wash the dishes, vacuum the carpet, make your bed, hang up your clothes and clean up your room. Introduce dialogs between students . students recognize different thing in their environments

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

Introduce commands. Progressive continuous . Students can statements how help their at home. Student ask and answer what help at home. .

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Students can introduce new vocabulary in order to apply. Picture Card 41-60 CD reduce picture Cards 51-60 (teacher guide p. 176) (one set for each group of 3-5Ss) Picture cards 51-60 CD Small mirror. Clip or tape Phonics cards unit 6

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT

UNIT PLAN ENGLISH FIFTH GRADE 7. GETTING AROUND

SPECIFIC OBJECTIVE

students can point to and name take train, take bus, take the subway, go by car, walk, always, usually, sometimes, hardly ever and never. Student introduce adverb of frequency Students can apply new vocabulary. Student can ask and answer what are their activities? Students can ask and answer where were you? . Students can statements what people were doing using. Student asks and answers what place visits. .

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Students can identify the different type the place. And apply the adverbs the frequency. Picture Card 51-70. CD, Picture cards 61-70 Clock wirh moveable hands, CD, picture Cards 61-66 Picture cards 61-70

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 8. SETTING THE TABLE students can point to and name bowls, plates, knives ,forks, spoons, soy sauce, salt, pepper, sugar, and ketchup Student applies their target language.

CONTENTS CONCEPTS Students introduce statements with vocabulary will learn.. CONTENTS PROCEDURES Student can ask and answer says the dialog again on their own. Help them by whispering their lines if necessary. Students can ask and answer where were you? . Students can statements what people were doing using. Student can use object to identify different type of thing into home.

CONCENTS ATTITUDES

. METHODOLOGICAL REFERENCE Email: personlongman.hk@person.com; www.pearsonlongman.con Recognize different type the thing that have into the home Picture 61-Cards 61-80 real table items: bowls, plates, knives, forks, spoons and food items: soy sauce, salt pepper sugar, ketchup, CD, multiple sets of reduced. Picture Cards 71-80. Box, pair of scissors or tor pencil Phonics cards unit

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH FIFTH GRADE 9. THE INTERNATIONAL FAIR students can point to and name bowls, plates, knives ,forks, spoons, soy sauce, salt, pepper, sugar, and ketchup Student applies their target language.

CONTENTS CONCEPTS Students can achievements test and vocabulary CONTENTS PROCEDURES Student applies new vocabulary. Language is introduced contextually and in categories.. Students are able to learn and remember related vocabulary . Teacher used to model the language item and task before expecting children to speak or complete a task. . METHODOLOGICAL REFERENCE Email: personlongman.hk@person.com; www.pearsonlongman.con

CONCENTS ATTITUDES

ACHIVEMENTS INDICATORS

Recognize different type the thing that have into the home Picture 61-Cards 61-80 real table items: bowls, plates, knives, forks, spoons and food items: soy sauce, salt pepper sugar, ketchup, CD, multiple sets of reduced. Picture Cards 71-80. Box, pair of scissors or tor pencil Phonics cards unit

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SIXTH GRADE 1. SUMMER VACATION Students can point to and name south Africa, Hawaii, Canada the grand canyon, the great barrier reef. Summer camp, the wildlife park, the mountains, the beach and my grandparents house. Student applies their target language.

CONTENTS CONCEPTS Students can recognize places, countries.

CONTENTS PROCEDURES

Student are also able take part conversation and passages, answer questions after listening to conversation and passages and create simple roleplays when given a model. Students are able to learn and remember related vocabulary . Functional dialogs that are useful in daily life .

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Students models for the phonetics sounds

ACHIVEMENTS INDICATORS

MATERIALS

Picture 61-Cards 1-10pieces of paper, world map. CD 1-10 4 picture card 2 (japan) 6(the U.K) 5.(Korea) 1(Australia) and 3(Mexico) Phonics cards unit. Clock with movable hands, toy, car

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SIXTH GRADE 2. LOST IN HAWAII Students can point to and name straight black hair, long blond hair, curly red hair and I me, you ,he, she, her, we, us they, them. Student applies their target language.

CONTENTS CONCEPTS Students can recognize description of peoples.

CONTENTS PROCEDURES

Student are also able practice filling in the banks of the sentences with words writing answer to questions after reading short passages and writing phonetics words . Functional dialogs that are useful in daily life Apply the four skill ( reading, listening, speaking writing) .

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Systematically progressive thought the four skill. Picture Cards 1-20 CD 4picture card 11-20 Magazine picture of people wearing different clothing Phonics cards unit.2

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT

UNIT PLAN ENGLISH SIXTH GRADE 3. SUMMER CAMP IN CANADA

SPECIFIC OBJECTIVE

Students can point to and name gone canoeing, made a campfire, slept in a tent, used a compass, caught a fish sleeping, Student applies their target language.

CONTENTS CONCEPTS Play the CD. have students listen to the story and point to the people or object in the main scene as they are mentioned. The story helps to reinforce the vocabulary and provide a context it.

CONTENTS PROCEDURES

Introduce the grammar statements. Hold up the picture cards of the vocabulary item be used in the statements . Functional dialogs that are useful in daily life Apply the four skill ( reading, listening, speaking writing) .

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con The statements form of the units grammar point. The students are be able use target language Picture Cards 1-20 CD 4picture card 11-20 Magazine picture of people wearing different clothing Phonics cards unit.

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SIXTH GRADE 4. ON SAFARI IN SOUTH AFRICA Students can point to and name friendly, funny, funniest, scary, scariest, noisy, noisiest, ugly, ugliest, most poisonous snake, most beautiful bird, most colorful lizard, most intelligent animal and most dangerous cat

Student applies their target language. CONTENTS CONCEPTS Introduce superlative with most is used adjective that are longer. Introduce grammar statements. Hold up the picture Cards of the vocabulary item to be used in the statements. . For the reading, listening and writing review the target language and explain the procedure. Have students complete these activities individually. . METHODOLOGICAL REFERENCE Email: personlongman.hk@person.com; www.pearsonlongman.con The students increase their vocabulary step by step. Picture Cards 31-40picture of another kind of snake, CD Phonics cards unit.4

CONTENTS PROCEDURES

CONCENTS ATTITUDES

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SIXTH GRADE 5. HAVING FUN AT THE BEACH Students can point to and name gone surfing snorkeling. Scuba diving, sailing, is windsurfing, every day, every other day, three times a week, every weekend and twice a month. Student applies their target language.

CONTENTS CONCEPTS Students learn to s peak English by saying thing they wants to say in meaningful context.

CONTENTS PROCEDURES

Apply all situation diary life. The activities that their realized.

CONCENTS ATTITUDES

. A gradual introduction to reading and writing. Sounds that have similar mouth positions are taught together so students can acquire the sands more easily and learn to differ net between them. .

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Functional dialogs that are useful in daily life. Picture Cards 31-50 calendar, CD picture card 41-50 Phonics cards unit.5

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH SIXTH GRADE 6. SETTING UP CAMP Students can point to and name pick up the rock, put up the tent , put dawn the backpack, turn on the lantern, turn off the flashlight, a lot of corn, a lot of potatoes salad, a littler pudding, a lot

of sandwiches and a few marshmallows Student applies their target language. CONTENTS CONCEPTS Students learn to use uncountable and countable nouns

CONTENTS PROCEDURES

Teacher demonstrates with example when the things are countable and uncountable nous. . Activities into the classroom to difference between countable and countable nouns

CONCENTS ATTITUDES

. METHODOLOGICAL REFERENCE Email: personlongman.hk@person.com; www.pearsonlongman.con Student have to ability the differences between countable end countable noun Picture Cards 41-50, CD reduce picture cards 51-60 (teacher guide p. 175) (one copy for each group) Stopwatch Phonics cards unit.3 Picture cards 56-60 multiple, copies of reduced cards 56-60

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE

UNIT PLAN ENGLISH SIXTH GRADE 7. A SCARY NIGTH Students can point to and name bat, cockroach, cobra, mosquito, spider, stepped on something, cut my hand, fell down, hit my head and hurt my leg Help students introduce new vocabulary. And performance into the classroom

CONTENTS CONCEPTS

CONTENTS PROCEDURES

Teacher introduces new vocabulary. Vocabulary building of nouns and verbs. . Students are used to model the language items and task before expecting children to speak or complete a task. .

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Some vocabulary items sometime appear in the main scenes. Name items in random. Have students point to the corresponding item in the main scenes. Picture Cards 51-70, CD Picture cards 61-70 Phonics cards unit.7

ACHIVEMENTS INDICATORS

MATERIALS

Markets for game, one coin for each students

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT SPECIFIC OBJECTIVE ENGLISH SIXTH GRADE 8. BACK HOME Students can point to and name went / gone on safari saw, / seen a bear, rode / ridden an elephant, took/ taken a helicopter ride, ate/ eaten a baby pineapple, go to summer camp, visit family, see wild animals, go hiking and go horseback riding Studentsrecognized new vocabulary. And they have to formulated sentences according to the topic Students answer an repeat the new vocabulary Saying past verbs English the students formulated sentences according the topic. . Students listen and repeat the new vocabulary that teacher give to them. . METHODOLOGICAL REFERENCE Email: personlongman.hk@person.com; www.pearsonlongman.con Word with target phonetics sounds or spelling clearly ilustraste. Picture Cards 61-80,wold map CD Picture cards 61-80 Picture card 3 (Canada), 76 (go to summer camp) and 77 (visit family) Picture cards 71-80, world map. Card 7680 Phonics cards unit.8

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

UNIT PLAN SUBJECT NUMBER AND NAME OF THE UNIT ENGLISH SIXTH GRADE 9. SCHOOL START SOON

SPECIFIC OBJECTIVE

Students can point to and name school band, cheerleading, team, choir, drama club, science club, computer club, school newspaper. fun more fun, popular, more popular, interesting and more interesting Familiar themes and situations from students live are used in order to make the task of learning English more interesting and less intimidating. Students learn to speak English by saying thing they want to say meaningful context.. . Learning is made enjoyable though game and task based activities. .

CONTENTS CONCEPTS

CONTENTS PROCEDURES

CONCENTS ATTITUDES

METHODOLOGICAL REFERENCE

Email: personlongman.hk@person.com; www.pearsonlongman.con Student develop a positive attitudes toward learning English Picture Cards 71-90 CD Reduce picture cards 81-90, calendar Phonics cards unit.9

ACHIVEMENTS INDICATORS

MATERIALS

EVALUATION ACTIVITIES DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

KINDER GARTEN 4 AND 5