All Ready! 1 Lesson Plans

School:
Teacher:
All Ready 1
Lesson Plan
Unit 1, Lessons
Grade:
1st
Group:
Week Dates:
CONTENTS
Social Practice of the Language:

Learning Environment:
Product 1:
Understand and convey information about
Familiar and Community
Acting-out a dialogue
goods and services.
Specific Competency: Give and receive information for
Achievement (s): Identifies topic, purpose and intended
performing community service.
audience. Predicts the general meaning from words and
expressions similar to those of the mother tongue.
Distinguishes expressions in oral exchanges. Recognizes the
composition of expressions in oral exchanges. Produces
expressions to provide information. Adjusts volume and speed
when constructing oral texts.
Knowing about the Language:
Listen and check a dialogue about the performance of community service.
Understand the general meaning and main ideas.
Exchange information about the performance of community Service.
Doing with the Language:
Topic, purpose and intended audience.
Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.
Form of communication: on-site, distance.
Structure of dialogue, opening, body, closure.
Speech registers.
Repertoire of words necessary for this social practice of the language.
Composition of expressions.
Similarities and differences between the mother tongue and English language.
Acoustic features: tone, intonation and pronunciation.
Sentence types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
Being through the Language:
Participate appropriately during oral exchanges.
Foster confidence within interpersonal relationships.
Lesson/
Notes
Lesson
Week/
Activities
Procedures
&
Stages
Class
Materials
Leadin
Class introduction
Lesson 1
Week 1
I know
1. Number the pictures in the

order you hear them.
2. Label the places in Activity
1 using words from the box.
Class 1
Readi
ng
Reading: Lets Go to Boulder
* T introduces his/herself to Ss pointing to his/herself saying: Hello! Im

(name), Im (age) and Im (nationality). Then T asks Ss to write their
name, age, and nationality and the T points the Ss and elicits the
information.
1. T plays the CD and asks for volunteers to describe what they heard
and say where they can hear those sounds. After that, Ss open their
Student Books to page 8 and look at the pictures, they may describe
them aloud. T asks Ss to number the pictures in the correct order and
plays the CD again for Ss to check their answers. They can compare
with a classmate.
2. T goes over the words in the box with the Ss, and asks them to write
the name of the places on the spaces provided using words from the
box, and then has students exchange books with a classmate to
compare and check their answers.
* T asks Ss to open their Readers to page 7 and flick through the pages
of Chapter 1 focusing on the pictures. Ss describe what they see. Then
T reads aloud paragraph by paragraph asking questions between them
to increase Ss interest in the information. Then T tells them to work in
pairs in the Comprehension Questions, p.17, and finally checks
answers orally.
All Ready
Student
Book 1
p.8
CD Audio
track 02
Reader
p. 7-17
Lesson 1
I build
Week 1
4. Listen to the conversation

and complete the sentences.
5. Match the places to the
community service they
offer.
Class 2
Lesson 1
3. Listen and circle T for True

of F for False.
I think
Week 1
Class 3
Lesson 1
Week 2
practi
Class 4
ce
6. Read the underlined

expressions in each
conversation and decide
which ones ask for help and
which ones offer help or
information.
7. Read the conversations in
Activity 6 again. Write the
offers and requests under the
correct heading.
8. Complete the sentences.
9. In pairs, decide which

expressions come first,
second, and at the end of the
conversation. Then write the
conversation in order.
10. Divide the conversation
into opening, body, and
closure.
11. Write the services each
place provides.
3. T asks Ss to open their Student Books to page 8 and look at the

picture and tells them that they are going to listen to the conversation
between the people in the picture. T plays the CD and asks
comprehension questions at different points if needed and then asks
Ss to circle T of F as they listen. Then T checks answers orally.
4. T asks Ss to look at the picture on page 9 and tells Ss that they are
going to listen to the conversation between the people in the picture,
plays the CD pausing if necessary and asking comprehension
questions at different points. Then T reads the first question aloud and
asks Ss to complete the two sentences individually. Finally, T reads the
two sentences aloud, having Ss answer altogether.
5. T asks Ss to match the places to the community service they offer
and has them to share and compare their answers with a classmate.
6. T asks Ss to open their Student Books to page 10 and look at the
first picture, then has them to read the first conversation in silence,
explains new vocabulary if necessary and asks questions about the
conversation to check comprehension, and then repeats with the other
two pictures and conversations.
7. T asks the Ss to work in pairs and to read the conversations in
activity 6 again. To distinguish composition of expressions, T asks them
to write the underlined expressions under the correct heading, allowing
enough time for Ss to do this, and walking around the class, monitoring
and helping if necessary. Then T asks for volunteers to come to the
board and write the offers and requests on the table.
8. T asks Ss to think about the conversations and complete the
sentences on page 11 individually. They have to share and compare
their answers with a classmate to foster confidence within
interpersonal relationships.
9. Ss open their Student Books to page 11 and get in pairs. Then look
at the sentences in activity 9 and decide which expressions come first,
second, and at the end of the conversation, and then write the
conversation in order on the space provided. T asks for volunteers to
act out the conversation and have the rest of the class compare and
check their answers.
10. To determine sequence of enunciation and identify structure of
dialogue, Ss have to look at the three boxes and notice that
conversations have an opening, a body, and closure. Ss have to look
back at the conversation in activity 9 and divide the conversation.
They need to share and compare their answers with a classmate.
11. T asks Ss to the example to write the services and elicits answers
All Ready
Student
Book 1
p. 8 & 9
CD Audio
track 03 &
04
All Ready
Student
Book 1
p. 10 & 11
All Ready
Student
Book 1
p. 11
I can
I know
Lesson 2
Week 2
Class 5
I build
Lesson 2
Week2
Class 6
I think
12. In pairs, take turns saying

the sentences. Then match
the expressions below to
make appropriate
suggestions.
13. Write the suggestions in
activity 12 and add two of
your own.
with a classmate and for volunteers to read their answers.

12. T asks Ss to read the sentences in silence and asks them if there
are any new words, if so, explains their meaning and models their
pronunciation. Then Ss look at the expressions and match them to
make appropriate suggestions. Then Ss read the suggestions aloud.
They can go to the Glossary on page 156 to clarify the meaning of
words.
13. To compose sentences to provide and be provided with
information, T has Ss share and compare their answers with another
classmate and for volunteers to read aloud the sentences they added.
All Ready
Student
Book 1
p. 12 & 13
All Ready
1. Match the expressions to

the person who normally
says it.
2. Match the signs to the
places where you may see
them.
3. Listen to the hip hop song
about communities while you
read along. Then answer the
questions.
1. Ss open their Student Book to page 14 and look at the pictures, and
then match the expressions to the person who normally says it, after
that compare with a partner.
2. Ss look at the pictures in exercise 2 and T asks where they see that
kind of signs, then Ss match them with the places. Then Ss compare
answers with a partner.
3. T plays the CD and Ss listen to the song, after that, in pairs, answer
the questions about the song, some volunteer can read his/her
answers aloud.
4. Listen to the conversations

and answer the questions.
5. Read these extracts from
the conversations in activity
4. Write A for Affirmative
sentences. Q for Questions
and N for Negative
sentences.
6. Read the conversation and
label its parts using words
from the box.
7. How do you say the
sentences in Activity 6 in
your own language?
4. T explains Ss that they are going to listen to some conversations

and then plays the CD. After that, in pairs, Ss answer the questions
about the conversations; they can use the pictures as clues.
5. T encourages Ss to read the extracts form the conversations and
reflect if they are affirmative, questions, or negative sentences. Then
Ss write A, Q or N on the lines.
6. Ss look at the picture and say what they are doing, and then read
the conversation individually, after that they have to label the parts of
the conversation and compare with a partner.
7. Finally, Ss have to write on the space given how they say the
sentences in the last conversation in Spanish.
Student
Book 1
p.14 & 15
CD Audio
track 05
All Ready
Student
Book 1
p.16 & 17
CD Audio
track 06
Lesson 2
Week 3
Class 7
I
practice
Lesson 2
Week 3
Class 8
I can
8. Read the sentences.

What do you notice about
the word order?
9. Write the sentences in
Activity 8 in the correct
place in the table.
10. Unscramble the
sentences.
11. Read the list of
community services. Write
what you can do there
using words from the box.
12. In pairs, choose a
community service. Write
the expressions you need
to start a conversation, find
information, and end the
conversation.
13. Write your conversation
and practice it with a
classmate.
8. T asks Ss to open their Student Books to page 18 and read the

sentences in the Activity 8 and reflect about the word order.
9. Then Ss write the sentences in the correct place in the table; Ss can
work in pairs.
10. T ask Ss to look at the pictures, and then elicits them to unscramble
the sentences, Ss can work in groups of tree and compare their
answers with other Ss.
11. Ss read the list of community services given. Then they have to
write what they can do there, they may use the words given. T elicits
volunteers to read aloud their answers, the whole class checks them.
12. Ss in pairs need to choose a community service to write
expressions to start, find information, and end the conversation; they
can use the conversations of the unit as examples.
13. Then Ss write the conversation on the space given and act out with
a classmate; they can change roles to practice.
All Ready
Student
Book 1
p. 18
All Ready
Student
Book 1
p. 19
Product
1:
I get
Acting-
ready
out a
dialogue
I plan
Week 3
Class 9
1. I pairs, choose one of the

community services.
2. Work in pairs. Decide
what you need from the
service that you chose.
3. What materials do you
need? Make a list.
1. T explains that they are going to act-out a dialogue as their first

product. First, Ss have to choose one of the community services.
2. Then they may work in pairs and plan what they need form the
service they chose.
3. After that discuss which materials they can bring next class to help
them do a better job.
All Ready
Student
Book 1
p. 20 &
21
Product
1:
Acting-
I do
out a
dialogue
4. Decide which questions

to ask.
5. Discuss your possible
answers and offer more
detail. Here is some useful
vocabulary.
6. Write out your dialogue
with a proper ending.
Follow the example below.
7. Decide roles and turns
of participation.
4. T elicits the Ss to continue with their product; they work in pairs

again and then decide what questions the need to ask in the
conversation.
5. Then they have to discuss the possible answers with details, they
may use their dictionaries.
6. After that, Ss write the dialogue with a proper ending. They can look
at the examples or use them.
7. Finally, they need to decide what role to take and their turn of
participation. They must practice several times before the
presentation.
All Ready
Student
Book 1
p. 21
All Ready
Week 4
All ready
Class 10
to share
8. In pairs, practice the

dialogue and act it out in
front of your group.
8. T decides place and time of the presentations. Ss, after several

practices, may act it out in front of the group. Together, T and Ss,
decide which presentation was the best.
Student
Book 1
p. 21
All Ready
Self-Test
Week 4
I learn
Check Very well, well or

need help.
Class 11
T explains to Ss that they have to check according to their

performance. Ss individually need to reflect and answer the selfassessment.
Student
Book 1
p. 21
Formativ
e
Formativ
Assessm
ent
Assessm
Week 4
ent
Class 12
1. Match the parts of the

sentences.
2. Use the phrases in the
box to complete the
conversations. Where are
these people?
All Ready
Student
As partial assessment, Ss have to answer the test.
Book 1
p.166
School:
Teacher:
All Ready 1
Lesson Plan
Unit 1, Lessons
Grade:
1st
Group:
Week Dates:
CONTENTS
Social Practice of the Language: Read and

Product 2:
understand different types of literary texts of
Literary and Ludic
Big book
English-speaking countries.
Specific Competency: Read classic tales and write a short
Achievement (s): Uses known comprehension strategies.
story based on them
Recognizes the general meaning from some details.
Formulates and answers questions in order to locate specific
information. Expresses personal reactions to literary texts,
using known oral expressions. Retells events using images.
Organizes sentences into a sequence of actions.
Graphic components.
Textual components.
Narrative elements.
Verb tenses: past.
Verb forms: progressive.
Adverbs of time and pronouns.
Non-frequent or absent letter groups found in mother tongue (e.g., ee, gh).
Differences between British and American variants (e.g., -our/-or, -re/-er).
Select and check classic tales.
Read and understand the general meaning and main ideas of a classic tale.
Speak about and rewrite key events of a classic tale.
Acknowledge reading as a recreational activity.
Understand and appropriately contribute in discussions.

Foster respect towards others opinions.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
I know
Lesson 3
Week 5
I build
Class 13
Lesson 3
Week 5
I think
Class 14
Lesson 3
Week 5
I
practic
Class 15
1. In pairs, discuss what you

remember about the story.
2. Read the extract and
circle T for true and F for
false.
3. Skim the text to find the
general idea of each
paragraph.
4. Scan the paragraphs to
find the specific information
below.
5. Match the sentences to
the elements in narrative
and text components.
6. Complete the sentences
7. Write the correct tense
after each sentence: past
simple, past continuous, or
interrupted past.
9. Number the events from
the story in the correct order.
10. Underline the actions in
past simple and circle the
actions in past continuous.
11. Listen to the story and
complete the text using
words from the box.
1. Ss open their Student Books to page 22 and look at the picture,

then T elicits some volunteers to tell their classmates what they
remember about the Story of King Arthur.
2. Ss read the Story and then circle T or F, they can work in pairs, at
the end T asks for some volunteer to read the answers aloud, the rest
of the group can correct them.
For activities 3 and 4, Ss have to skim the text, write on the lines the
main ideas of each paragraph, and then scan them to answer the
questions.
5. Ss have to reflect about the elements of the narrative and the text
components, and then they may match the columns about them.
6. Then T asks Ss to work in pairs or individually and tell them to read
the paragraph and then complete the sentences using the words
given.
7. T explains the verb tenses on the board and writes some examples,
and then Ss say in what tenses the sentences are, after that, T asks Ss
to write the correct tense after the sentences given.
8. T asks Ss to remember when to use each of the verb tenses and
elicits some volunteers to write on the board some examples of each,
after that, Ss complete the rule using words from the box.
9. Then Ss have to look at the pictures and number the events from
the story in the correct order, they can use the story on page 22 and
23 to look for clues.
10. Finally, Ss read the paragraph about King Arthur and underline the
actions in past simple and circle the actions in past continuous; they
can check their answers with a partner.
11. T plays the CD and Ss listen to the story to complete the text using
the words given. Ss can ask the T to play again the track if they need.
Then T asks for some volunteers to read the paragraphs to check the
answers.
All Ready
Student
Book 1
p. 22 & 23
All Ready
Student
Book 1
p. 24
All Ready
Student
Book 1
p. 25 & 26
CD Audio
track 07
I
Lesson 3
practic
Week 6
Class 16
Lesson 4
I can
I know
Week 6
Class 17
I build
Lesson 4
Week 6
Class 18
I think
12. Complete the organizer.

13. Read the table and
complete the organizer.
14. Skim and scam the fable
again and answer the
questions.
1. Check the fairy tales you
know. Work in pairs, choose
one tale and write what you
remember about it.
the pictures.
3. Number the events in the
correct order.
4. Check the story of The
Silkies in Activity 3. Write a
cross next to the things you
didnt like and a check mark
next to the things you liked.
5. Check the story of The
Silkies in Activity 4 again and
answer the questions.
6. Skim The Silkies again and
complete the organizer with
the key events from the
story in activity 4.
12. T asks Ss to open their Student Books to page 26 and ask for some
ideas about the story they heard last class. Then T encourages Ss to
complete the organizer using the information from the story.
13. Then T elicits from Ss what a fable is. Then Ss read individually the
fable on page 26 and complete the organizer about it.
14. Ss need to read the fable again and answer the questions. They
may check their answers with a partner.
1. T asks Ss to remember some of the tales that they read as children,
and then Ss open their Student Books to page 28, look at the pictures,
and check the fairy tales that they know. Then, in pairs, they choose
one tale and write the story on the lines.
2. Then Ss look at the pictures and read the sentences, they have to
match them.
3. Ss read the sentences about the last story, and then they have to
number the events in the correct order.
4. T writes on the board like and dont like and asks for some
volunteers to write the things that they like and dont like. Then T asks
them to open their Student Books to page 29 and put a cross next to
the things they didnt like and a check mark next to the things they
liked.
5. Then Ss have to read the story of the Silkies again and, in pairs,
answer the questions about them. Finally, T asks for some volunteers
to read aloud their answers to check them.
All Ready
Student
Book 1
p. 26 & 27
All Ready
Student
Book 1
p. 28 & 29
All Ready
Student
Book 1
p. 29 & 30
I think
Lesson 4
Week 7
Class 19
I
practice
Lesson 4
Week 7
I can
Class 20
Product
2
Week 7
Class 21
I get
ready
I plan
7. Match the words to the

descriptions.
8. Read The Silkies in
Activity 4 again. Write
complete sentences about
the events you liked or
didnt like from the story
9. Write the sentences
under the correct heading.
10. Circle the correct
option.
11. Read the story and
write the correct tense of
the verb in each
parenthesis.
12. In pairs, complete the
paragraphs according to
the events in the story.
13. Answer the questions
about the story in Activity
11.
14. Complete the organizer
with information from the
story in Activity 11.
15. In pairs, rewrite the
story of The City Mouse and
the Country Mouse. Write a
different ending to the
story.
1. Work in pairs. Choose a
story or classic tale you
like.
2. Decide on the important
events of the story.
3. Decide how many pages
you will use for your book.
7. T asks Ss to open their Student Books to page 30 and asks for some
volunteers to comment about the story of the Silkies in Activity 4. Then
Ss individually have to match the words to the descriptions.
8. Then the Ss complete the table about likes and dislikes, using
complete sentences and the words from the box.
9. Ss write the correct sentences under the cause or effect using the
phrases from the box.
10. Finally, Ss read the sentences and decide the correct option to
complete them; they have to circle them.
11. Ss read the story and write the correct tense of the verb in each
parenthesis. Then T asks for volunteers to read aloud some sentences
to check answers.
12. Ss work in pairs to complete the paragraphs, according to the
events in the story. After that, Ss exchange books with another pair of
Ss to check answers.
13. Ss individually read the story in Activity 11 and answer the
questions about it. Afterwards, T asks some Ss to read a question and
its answer aloud, and the rest of the Ss correct their work.
14. T explains what an organizer is. Then elicits some examples of
cause and consequences. Subsequently, Ss complete the organizer
individually with the information about the story of the City Mouse and
the Country Mouse.
15. Finally, Ss work in pairs to rewrite the story of the City Mouse and
the Country Mouse but writing a different ending to the story.
1. T elicits some definitions of broadsheet book and tells Ss that they
are going to make one. First T asks Ss to work in pairs and choose a
story or classic tale they like.
2. Ss must decide on the important events they remember from the
story and write sentences using past tense.
3 & 4. Ss decide the number of pages and what materials they are
going to need for the broadsheet book.
5. Using the organizer on page 176, Ss write the title, subtitle, main
All Ready
Student
Book 1
p. 30 &
31
All Ready
Student
Book 1
p. 32 &
33
All Ready
Student
Book 1
p. 34 &
35
I do
need? Make a list.

on page 176 in the
worksheets section with the
character(s), other characters, setting, events in order, climax or

turning point, and conclusion of the story they chose.
I do
Product
2
Week 8
Class 22
I learn
All ready
to share
6. Compose and arrange

sentences based on the
key events. Try to include
these elements.
7. Write your sentences on
the pages of the
broadsheet book and
illustrate them.
8. Put the pages of the
broadsheet book together.
Design a cover for your
book with the names of the
authors.
9. In pairs, take turns
reading the broadsheet out
loud to practice
pronunciation; change your
speed and intonation to
make your story more
interesting.
10. Find a primary group to
read your book to and
donate it to them when you
finish.
6. T asks Ss to open their Student Books to page 34 and draw their

attention to the sticky notes, explains that they have to compose the
sentences for their books based on the key events they included in
Activity 5, and that they should try to include the information on the
sticky notes with them to make sure they understand all the possible
information that can be included in their stories.
7. T asks Ss to write the sentences they composed in Activity 6 on the
corresponding pages of their books and to illustrate each of the pages
in their broadsheet book. Guide each of them to choose different
sentences to write and illustrate.
8. Ask Ss to design a cover for their book that includes the title of their
story, their names as authors, and an illustration. Allow time for them
to do this. Once they finish, ask them to put the pages of their books
together.
9. Draw Ss attention to the useful expressions chart and encourage
them to use some of these expressions to present their story to the
class. Ask Ss to take turns reading their story.
10. Have each pair of Ss select a primary group to read their book to,
and help them arrange a reading session for this group.
All Ready
Student
Book 1
p. 35
Check the I learn box.
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment. Have them answer the I learn box. Explain
that its purpose is to asses their performance while making the
product, in order to improve weaknesses and reinforce strengths
during the process.
All Ready
Student
Book 1
p. 35
Ask Ss to answer the test individually.
All Ready
Student
Book 1
p. 167
Self-test
Week 8
I learn
Class 23
Product
Formal
2
assessm
Week 8
ent
Class 24
1. Read the text and then

use the words in the box to
complete the story.
2. Read the text and write
the correct tense of the
verbs in parentheses.
School:
All Ready 1
Lesson Plan
Unit 2, Lessons
Grade:
Teacher:
Group:
Week Dates:
Social Practice of the Language: Understand

and write instructions.
Specific Competency:
Write instructions to use a bilingual dictionary.
CONTENTS
1st
Product 1: Instruction manual to learn
Formation and Academic
how to use a bilingual dictionary.
Achievement (s): Locates and reads the definitions of words
both in English and Spanish. Understands the use of upper
case letters, lower case letters and abbreviations in a
dictionary. Completes and writes sentences in order to
organize them into a sequence, from a model. Removes
and/or adds
Information to edit an instructions manual.
Textual organization patterns: listings.
Typographic signs.
Arabic and roman numbers.
Abbreviations.
Articles, nouns, adverbs, adjectives and pronouns.
Connectors.
Verb forms: imperative.
Upper and lower case letters.
Punctuation.
Select and check bilingual dictionaries.
Understand the use of the textual components in bilingual dictionaries.
Write instructions.
Edit instructions.

Show curiosity and interest in searching and obtaining information.
Favor cooperation and integration in school work.
Lesso
Notes
Lesson/
n
Week/
&
Activities
Procedures
Stage
Material
Class
s
I know
Lesson 1
1. Answer the questions.
Week 9
Readi
Class 25
* Reading
ng
I build
Lesson 1
Week 9
Class 26
Lesson 1
Week 9
Class 27
I think
2. Look at the book pages and

3. Read the two dictionary
pages in Activity 2. Choose the
best option.
4. Read these dictionary

entries and answer the
questions.
5. Read the dictionary page
and complete the table.
6. Complete the list of
dictionary components with
words from the box.
7. Match the parts of speech
to their definitions.
1. T asks Ss to open their Student Books to page 38. To select

bilingual dictionaries, T directs Ss attention to the pictures and asks
them questions encouraging speaking about it.
* T asks Ss to open their Readers to page 33. After that, T has them
read the title and flip through the text. Ss have to predict the text.
Then T reads out loud with proper intonation and asks Ss to follow
along silently. The Ss can summarize the main ideas of the text.
Finally, Ss must complete the comprehension questions on page 43;
first they answer the six questions about the text and then work in
pairs to discuss the three questions.
2. T asks Ss to open their Student Books to page 38, points at the
first picture, and asks what type of book it is, and does the same with
the next picture. Next, Ss describe each of the two pages. T asks Ss
to go over the book pages, write a list of textual and graphic
components, and has Ss to look at the book pages to answer the
questions, checking answers with the class by asking different Ss to
read their answers out loud.
3. With this activity, Ss will recognize graphic and text components,
as well as recognize the number of entries. Ss open their Student
Books to page 39. T asks the Ss to read the statements, they have to
look in their dictionaries, or check in their Readers. Then T has Ss
compare their answers with a partner.
4. T asks Ss to open their Student Books to page 40. Ss have to work
individually, T points to the first dictionary entry and has them
describe it, eliciting answers from different students. To complete this
activity, Ss may analyze the dictionary entries before and also check
their Readers to clarify any doubt. Finally, T tells some volunteers to
read the answers to the class and correct any mistakes.
5. Ss have to open their dictionaries, they have to find the page with
the numbers, symbols, and abbreviations. T explains the importance
of this page to understand information from the dictionary. Then T
points to the dictionary page on the Student Books, interprets the
different parts of the page, and completes the table.
All Ready
Student
Book 1
p. 38
All Ready
Student
Book 1
p. 38 & 39
All Ready
Student
Book 1
p. 40-42
6. Ss have to read the words and T asks them where they can find
these types of words, eliciting some answers, and has them complete
the activity. T can check the answers by asking the whole class to
read the sentences out loud.
7. T writes a sentence on the board and asks some volunteers to
underline the noun, verb, adjective, adverb, pronoun, and
conjunction, and then asks Ss the definition of each part of speech. T
clarifies any doubts. Then T asks Ss to open their Student Books to
page 42 and has them match the parts of speech with the definitions.
T checks answers with the class by asking to read the definitions out
loud.
I
8. Label the parts of the
dictionary entry with the
words in the box.
9. Read the dictionary entries
and find the information.
10. Read the newspaper
article. Find the meanings of
the underlined words in the
entries in activity 9 and
complete the table.
*Reader. T asks Ss to open their Readers to page 36, starts by

reading aloud with proper inflection and intonation the information
about entries.
8. T goes over the words in the box with the Ss. Have them explain
what those words mean. To identify entries and subentries, have
them label the parts of the dictionary entry with the words in the box.
Read the answers and have them correct any mistakes.
9. T asks Ss to open their Student Books to page 43 and calls the Ss
attention to the words on the entries. To locate words in English and
in their native language in a dictionary, T asks Ss to complete the
activity by reading the entries.
10. T calls Ss attention to the picture and has them say what type of
text it is, asks them to mention some characteristics of newspapers,
and then asks them to complete the table. Ss can compare their
translations with a partner and read out loud the parts of speech to
confirm their answers.
1. Where would you find these

instructions?
2. Read the manuals and
choose a heading for each
from the box.
3. Read the manuals in
activity 2 again and circle the
best option.
1. T ask Ss to open their Student Books to page 44. Have Ss look at

the different texts and ask them what they have in common. Go over
the sentences with the Ss and ask them in what situations they
would hear these instructions. Have them discuss their answers with
a partner.
2. T ask Ss to read the first text. Have them underline the connectors
mark a sequence. Ask them to read the text individually and then
elicit the main ideas and key words.
3. To establish the number of instructions or steps, have Ss read the
texts in Activity 2 again and circle the best option.
4. Underline the imperative

verb in each sentence.
5. Read the manuals in
Activity 2 again. Underline all
the connectors and circle all
the imperative verbs.
6. Classify the imperatives
from the text in Activity 4 in
the table.
7. Complete the table with
phrases from the box.
4. T explains to Ss that you can use the imperative form to give an

order, to give a warning, an advice, an instruction, or to make a
request. Ask Ss to open their Student Books to page 46. Ask them to
complete the activity. Allow them to compare their answers with a
partner. To check the answers, have some Ss write the verbs on the
board.
5. T asks Ss to open their Readers to page 41. Ss read the texts in
Activity 2 to recognize the imperative verbs and the connectors. Ask
them to underline all the connectors and circle all the imperative
verbs.
6. Have Ss complete each phrase to form a sentence. Ask Ss to
practic
Lesson 1
Week 10
Class 28
I can
I know
Lesson 2
Week 10
I build
Class 29
Lesson 2
Week 10
Class 30
I think
Reader
p.36-42
All Ready
Student
Book 1
p. 42-43
All Ready
Student
Book 1
p. 44 & 45
All Ready
Student
Book 1
p.46 & 47
8. Circle the best option.
identify all the imperative verbs and to classify them in affirmative

and negative.
7. T goes over the phrases with Ss and has them complete the table.
To check answers, T asks Ss to correct any mistakes.
8. Ask Ss to read the title and to tell you what the activity is about.
Tell them they have to complete the activity by choosing the best
option. Go around the classroom and give help where necessary.
Lesson 2
I
Week 11
practic
e
Class 31
Lesson 2
Week 11
I can
Class 32
Product
1
I get
ready
Week 11
Class 33
I plan
9. Number the instructions in

order.
10. Write a connector or
phrase from the box in front of
each instruction in Activity 9.
11. Compare your answers
with a classmate.
12. Use this dictionary excerpt
to complete the translation of
the phrase.
13. Compare your answers
with a classmate.
14. Write the steps you
followed to look up the word
gear in Activity 12.
1. What dictionary do you use
for English class?
2. It is useful? Why or why
not?
3. Work in groups of five.
4. Distribute in your group the
actions to make the
instruction manual.
need? Make a list.
9. T asks Ss to open their Student Books to page 48. To have Ss order

the sentences in a logical sequence, go over the sentences with
them. Have Ss complete the first one together.
10. T goes over the connectors in the box with your Ss. Have them
go over the instructions from activity 9 and write a connector or
phase in the appropriate place.
11. T has Ss work in pairs to check their answers. Then T has some
volunteers to write the answers on the board.
12. Ask Ss to open their Student Books to page 49. Tell Ss they have
to complete the activity by looking up the phrase in the dictionary.
Go around and give help if necessary.
13. Have Ss work in pairs to compare their answers from activity 12.
Monitor. Have some volunteers write the answers on the board.
14. Ask Ss to write the steps they followed individually. Have them
edit their instructions. Monitor and help them to edit the instructions.
Then have students rewrite their instructions.
1. Ss answer the question on page 50 individually.
2. Have Ss discuss the questions in their groups. Find out your
students opinions by asking a speaker from each group to share
their answers with the rest of the class.
3. Divide the class into groups of five students. Explain to Ss that
they are going to work on their first product of this unit: an
instruction manual on how to use a Bilingual Dictionary.
4. Tell Ss that they have to discuss and decide on the actions they
have to perform to make the instruction manual. Explain to Ss that
they have to open their Readers to check some information about
bilingual dictionaries.
5. Ask Ss to make a list of materials they need. Go around the class
and make sure everybody participates in the activity.
All Ready
Student
Book 1
p. 48
All Ready
Student
Book 1
p. 49
All Ready
Student
Book 1
p. 50
All Ready
Student
Book 1
p. 50
Product 1
I do
Week 12
Class 34
6. Draw the dictionary pages

on a white sheet of paper.
7. Copy the entries into the
correct dictionary pages. Use
alphabetical order.
8. Choose two entries from
Activity 7, one English-Spanish
and the other Spanish-English.
Write them on a white sheet of
paper.
9. Draw lines to the different
parts of the entry and label
them.
10. Make a list of important
symbols and abbreviations in a
bilingual dictionary and write it
down on a different sheet of
paper.
11. Write the instructions to
find translations and meanings
in the correct order in your
manual.
12. Re-read to revise
punctuation and spelling.
13. Remove and/or add
information to improve the
text.
14. Take all the sheets of
paper and staple them to
make the manual.
6. Have Ss work in their groups from previous class. Ask Ss to open

their Student Books to page 50. Ask them to revise the different
actions they will follow to write the instruction manual. Explain to Ss
that they have to draw the dictionary pages on a white sheet of
paper. Tell them that they can open their bilingual dictionaries. Have
them include both sections. Walk around the classroom and give help
where necessary.
7. Explain to Ss that now they have to copy the entries into the
correct pages. Remind them that it has to be the same way as in a
dictionary: in alphabetical order.
8. Ask Ss to look at the dictionary entries in Activity 7. Have them
choose an entry from the English-Spanish section and another from
the Spanish-English section. Then ask Ss to write the entries on a
white sheet of paper.
9. Ask Ss to choose one of the entries and label it with its parts:
entry, part of speech, translation, pronunciation, etc. Have Ss do the
same with the other entry.
10. Ask Ss to write the useful symbols and abbreviation on a separate
sheet of paper for them to consult.
11. Ask to read different instructions from previous activities and the
Reader chapter. Help them to summarize their own version of the
instructions on how to find a translation. Monitor and check their
dictionary pages.
12. Remind them that when they finish, they have to check the
punctuation and spelling of their summaries.
13. Have some students read their instructions out loud to the rest of
the class and ask other Ss to recommend improvements.
14. Finally, have Ss take all sheets of paper and staple them to make
the manual. Make sure the entire group have finished their manuals.
All
ready
to
Self-test
Week 12
share
I learn
All Ready
Student
Book 1
p. 50 & 51
All Ready
15. Display your manual for
others to read.
15. Ask the different groups to display their manuals in the

classroom. Then have the different groups read their manuals out
loud. Finally, vote for the best manual.
Student
Book 1
p. 51
Ask Ss what they can do now that they couldnt do at the beginning
of the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful
All Ready
Student
Book 1
during the process of making the product.
p. 51
Class 35
Formal
assessme
nt
Week 12
Class 36
1. Look at the dictionary

entries and complete the parts
of speech.
2. Number the instructions in
order.
Briefly, have Ss discuss their responses to the self-assessment in

groups or with the rest of the class. Give positive feedback for their
effort and progress.
All Ready
Student
Book 1
p. 168
School:
Teacher:
All Ready 1
Lesson Plan
Unit 2, Lessons
Grade:
1st
Group:
Week Dates:
CONTENTS
Social Practice of the Language: Interpret and

Product 2:
express information published in diverse media
Familiar and Community
Plenary
Achievement (s): Identifies words used to link ideas. Detects
Exchange opinions regarding the contents of a radio program
speech register. Writes expressions to produce opinions.
Answers questions to express opinions or points of view about
the contents of an oral text. Expands main ideas in an oral
exchange.
Form of communication.
Structure of radio programs.
Speech registers.
Speaking turns.
Connectors.
Verbs: modals.
Syntactic differences between British and American varieties: possessive constructions (e.g., Have you got
a notebook?, Do you have a notebook?).
Syntactic particularities of the English language: absence of relative pronoun.
Understand the general meaning and main ideas: Predict the general meaning. Differentiate parts of a radio
program. Recognize sentences and expressions used by presenter and/or other participants. Identify the
use of words to connect ideas. Determine the relationship between sound effects and contents. Detect
speech register. Distinguish behavior adopted by speakers to support meaning construction. Write
sentences used by the presenter and/or the participants. Define sequence of statements.
Exchange opinions regarding the contents: Answer questions to express opinions. Structure, write and read
opinions. Formulate questions about the content of a program. Include relevant details and interesting
information in an opinion. Determine tone and intonation of sentences. Establish rules and turns of
participation for an exchange of opinions. Begin an exchange. Use expressions and linguistic resources to
ask for details and explanations.
Recognize the influence of media in everyday life.
Foster respect and attention towards the opinions of others.
Lesso
Notes
Lesson/
n
Week/
&
Activities
Procedures
Stage
Material
Class
Lesson 3
I know
Week 13
Readi
1. Answer these questions.
ng
Class 37
I build
2. Listen to a radio program

and match the questions to
the answers.
3. Listen again and circle T for
True or F for False.
4. Underline the correct
completion for each sentence.
5. Read the programs scripts
and check the answers in
Activity 1.
I think
6. Read the excerpt from

another radio program. Circle
the best option.
7. Work in pairs. Explain to
your classmate how you chose
your answers.
8. Listen to the radio program
9. Complete the table by
comparing characteristics of
the two radio programs.
10. Check the characteristics
Lesson 3
Week 13
Class 38
Lesson 3
Week 13
Class 39
1. Divide the class in groups of three. Ask Ss to open their Student

Books to page 52. Go over the questions with them. Ask your Ss to
take turns asking and answering the questions. Go around and listen
to some of the students answers. Then have Ss join another group to
compare their answers. Find out the students preferences.
2. Ask Ss to open their Student Books to page 52. To establish subject
matter and intended audience, go over the questions with the
students. Play the CD and have students match the columns. Check
the activity with the class.
3. Ask Ss to open their Readers to pages 50-55 and ask them to
mention the different parts of the program. To distinguish behaviors
adopted by speakers to support meaning construction and speech
register, ask Ss some questions about it and elicit answers from the
whole group. Ask Ss to open their Student Books to page 52. Play the
CD and have SS circle the correct option.
4. Ask Ss questions about the radio program. Elicit answers from
different Ss. Have Ss open their Student Books to page 53, read the
questions, and choose the correct option.
5. Have them read the programs script to check the answers to
Activities 1-4.
6. Ask Ss to open their Student Book to page 53. Have them read the
text in Activity 5 and underline the words that the host uses to
welcome his guests. Have them also say how many participants take
part in the program. Have Ss circle the best option.
7. Divide the class in pairs. Ask Ss to take turns to explain to their
partners why they chose their answers.
8. Tell your Ss that they are going to listen to a radio program. Ask
them to read the questions first. Then play the CD for Ss to answer
the questions. Check answers with the class.
9. Tell Ss that you are going to play the CD to listen to the radio
program from the previous activity. Play the CD again and have Ss to
complete the table. Have some Ss write the answers on the board.
All Ready
Student
Book 1
p. 52
Reader p.
50-51
All Ready
Student
Book 1
p. 52 & 53
CD Audio
track 08
All Ready
Student
Book 1
p. 54 & 55
CD Audio
track 09
that make a radio program

interesting for teenagers in
each pair of sentences.
10. Have Ss read the sentences. To promote self-reflection, have Ss

answer the activity individually. Check answers with the class.
I
practic
Lesson 3
11. Read the scripts and find

at least one example of each
of the expressions.
12. Complete these sentences
with words from the box.
Week 14
Class 40
I think
13. Listen to another radio

program and answer the
questions.
14. Listen again and circle the
best option.
with the words in the box.
I know
1. Discuss the question.
Class 41
I build
2. Listen to the radio program

and complete the evaluation
form.
3. Listen again and answer the
questions.
Lesson 4
I think
Lesson 4
Week 14
Week 14
Class 42
4. Read these sentences and

underline the word in each
that gives a suggestion or
advice.
5. Read the sentences in
Activity 4 and answer the
questions.
6. Listen to the people giving
opinions about a radio
11. Ask Ss to open their Student Books to page 56. Have them read
the scripts and ask them questions about them. Go over the scripts
to identify words used to connect ideas and have Ss underline them.
Ask Ss to complete the activity.
12. To identify words used to connect ideas, go over the words from
the box with your Ss. Have them complete the sentences with these
words.
13. Have Ss read the questions. Tell your Ss that they are going to
listen to a new radio program. Ask them to take notes in their
notebooks while they listen. Play the CD for Ss to answer the
questions. You may have to play the CD more than once.
14. Have Ss read the statements. Play the CD from the previous
activity again and have them confirm their guesses. Have the class
read the answers out loud.
15. Go over the words with Ss and make sure they understand them.
Elicit one example with each of the words on the board and have Ss
complete the sentences.
1. Write on the board: Ads. Ask Ss what the word means and where
we can find ads. Elicit answers from different Ss. Divide the class into
groups of five and ask Ss to open their Student Books to page 58.
Have Ss discuss the questions in their groups and give reasons for
their answers. Then have a speaker from each group share their
answers with the rest of the class.
2. Have Ss read the questions and make sure they understand them.
Pay special attention to some features. Play the CD and have Ss
answer the questions. Then ask Ss to form groups of three and have
them compare their answers. Finally, have different groups read their
answers.
3. Have Ss read the questions. Tell them they are going to listen to
the same program again, and they are going to answer the
questions. Then have Ss to compare their answers with a partner.
4. Ask Ss to open their Student Books to page 59 and have them
read the sentences. Ask them to continue in the same way. Refer
them to the Glossary on page 159. Then have Ss to complete the
activity.
5. Ask Ss to go over the sentences from Activity 4 and analyze them.
Have Ss write the sentences on the board according to their degree.
6. Go over the instructions in this activity with the Ss. Have them
read the sentences and ask them to go to their Glossary at the back
of the book if they have any vocabulary questions. Play the CD. Have
All Ready
Student
Book 1
p. 56
All Ready
Student
Book 1
p. 57
CD Audio
track 10
All Ready
Student
Book 1
p. 58
All Ready
Student
Book 1
p. 58
CD Audio
track 09
All Ready
Student
Book 1
p. 59 & 60
CD Audio
track 11
program. Circle P for Positive

opinion and N for Negative
opinion.
7. Work in pairs. Take turns
reading the opinions in
Activity 6 using the
appropriate intonation.
with positive or negative.
your Ss pay attention to the way people talk in the audio. Play the
recording again for Ss to complete the activity.
7. Have Ss work in pairs. Explain to your Ss that they have to read
the opinions in Activity 6 out loud to a partner.
8. Call Ss attention to the box and have them complete the ideas.
Tell them that they can use their dictionaries to check the meanings
of words they dont know. Ask two Ss randomly to read the answers.
Lesson 4
Week 15
I
practice
Class 43
Lesson 4
Week 15
I can
Class 44
Product
2
I get
ready
Week 15
Class 45
I plan
I do
9. Match the questions to the

answers.
10. Write the words in the
box in the correct columns in
the table.
11. Complete the
conversation with the
appropriate words and
phrases from the table in
Activity 10.
with the main characteristics
of a radio program.
13. Listen to the radio
program and complete the
table.
with your own opinions of the
program in Activity 13.
15. Write your own opinions
of Teens Ask.
16. In groups of five discuss
your opinions. When you
finish, present a conclusion
to the rest of the class.
1. Think of two or three radio
programs that you know and
complete the form.
2. Decide on the duration of
the plenary.
3. Work in groups. Choose
one program for everyone to
listen to.
4. Establish the turns and the
duration of each
participation.
need? Make a list.
9. Divide the class into pairs and let Ss ask the questions to their
partners. Have Ss open their Student Books to page 60. Have them
match the questions to the answers.
10. Go over the words in the box with your Ss. Explain that they have
to complete the table with these words. Tell them that they have to
read the different sentences from left to right and give them plenty of
time to complete the activity.
11. Have Ss read the dialogue. Tell them that they have to complete it
with words from the box in activity 10. Check answers with the class
by writing the missing words on the board.
12. Ask Ss to open their Student Books to page 62. Have Ss to
complete the organizer of a radio program. Explain if they do not
remember the name of the main features.
13. Play the CD once and ask them to write the words or ideas on the
board. Ask Ss to read the instructions of the activity. Play the CD a
second time and let Ss complete the table. Tell them to use the words
and ideas on the board if necessary.
14. To compose and write opinions to support their oral production,
including relevant details and interesting information in an opinion,
have Ss complete the sentences with their own opinions of the
program.
15. Ask Ss to open their Student Books to page 184 and look at track
10. Have them read the audio and go through the previous activities
to gather information to write.
16. Divide the class in groups of five. Ask Ss to share their opinions
about the program they have just listened to and establish the rules
of participation for an exchange of opinion.
1. Ask Ss to open their Ss Book to page 64. Explain that they are
going to participate in a plenary about radio programs, and ask them
to decide about what programs they will be talking about. Tell them
they have to choose two or three different programs and fill out a
table. Let them complete the table individually.
2. Divide the class into groups of four or five. Tell Ss that first they
have to complete the information they included in their tables from
the previous stage and then they have to decide on the duration of
the plenary.
3. Tell Ss they have to choose one program from the table in Activity 1
for everyone to listen. Remind them that they should complete their
table with as much information as possible.
4. After all the groups have decided on the duration of the plenary,
All Ready
Student
Book 1
p. 60 &
61
All Ready
Student
Book 1
p. 62 &
63
CD Audio
track 10
All Ready
Student
Book 1
p. 64
6. After you listen to the

program, complete the
organizer on page 177 in the
Worksheets section.
have Ss establish the turns and the duration of each participation.

5. Now that Ss know how the plenary will go, they should consider the
materials they will need to use. Have them make a list of materials.
6. Ss discuss about the program they listened to. Have them complete
Product
I do
2
Week 16
All ready
to share
Class 46
7. In your group, practice

and check your opinions.
Correct any errors in your
sentences.
8. Discuss the programs in a
plenary. Follow the
procedure below.
9. Pay attention to the
interventions of others and
ask questions to obtain
further information.
7. Have Ss open their Student Book to page 65. Ask them to write
their opinions about the program on a different piece of paper. They
have written or given their opinions in different activities throughout
the unit. Then ask your Ss to correct any mistakes and to rewrite their
sentences. Revise that the sentences are understandable.
8. Go over the procedure with Ss. Ask them to establish the rules and
turns for the exchange of opinions.
9. Tell them that everybody has to pay attention to their classmates
interventions and ask questions to clarify or obtain more information.
Foster respect and attention towards the opinions of others.
All Ready
Student
Book 1
p. 65
All Ready
Student
Book 1
p. 65

the expressions in the box.
2. Match the columns.

All Ready
Student
Book 1
p. 169
Self-test
Week 16
I learn
Class 47
Formal
Week 16
assessm
Class 48
ent
School:
Teacher:
All Ready 1
Lesson Plan
Unit 3, Lessons
Grade:
1st
Group:
Week Dates:
CONTENTS

Product 1:
Participate in language games to work
Literary and Ludic
Forecast
with specific linguistic aspects.
Achievement (s): Recognizes future verb forms within
Participate in language games to recognize and comprehend
sentences. Classifies sentences by the types of future verb
future tense in forecasts
form found in them. Compares sentences that express future
situations to ones which express past and/or present
situations. Formulates and answers questions in order to
understand forecasts.
Verb tenses: present, past, future (will, shall, be + going to).
Sentence types.
Non-frequent or absent letter groups found in mother tongue. (e.g., sh, ll).
Conventional writing of words.
Punctuation: apostrophe.
Check written forecast examples. Identify situations in which forecasts are made. Recognize topic, purpose
and intended audience. Distinguish graphic and text components.
Understand characteristics of the future tense. Listen to the reading of forecasts containing verb forms in
future tense. Identify sentences that express future situations and conditions, and their composition.
Classify sentences according to the future verb form. Complete sentences with words used in future
situations and conditions. Compare sentences that express future situations to those that express past
and/or present situations. Answer questions formulated to create forecasts based on current situations.
Write sentences that express future tenses, in order to make a forecast. Write words that express future
tense. Write questions about future situations. Complete sentences with the future verb form. Arrange
sentences in a sequence. Write down sentences to make a forecast about a real or fictitious situation.
Promote feedback among classmates.
Show a good attitude to auto-evaluate possibilities and capacities.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
I know
Lesson 1
Week 17
I build
Class 49
Lesson 1
Week 17
I think
Class 50
Lesson 1
Week 17
practic
e
1. Have you played these

games?
2. What are your favorite
types of games?
3. Read the extract and
4. Read the sentences and

classify them in the
organizer.
underline the one that
makes a prediction about the
future.
6. Listen to this extract from
an interview about video
games and match the
persons predictions about
the future.
7. Look at the sentences in
question.
8. Complete the rules.
9. Complete the text using
the correct tense of the
verbs.
10. Write the sentences in
1. Ask Ss to open their Student Books to page 68. Encourage them to

predict first what they think the lesson will be about. Briefly discuss
each of the games addressing the basic rules for each game and who
plays them.
2. To use language as a means to promote recreational activities,
discuss the differences between board games, video games, card
games, word games, guessing games, playground games, etc. and
elicit more examples from Ss. Invite volunteers to share the names of
their favorite games with the class.
3. Divide Ss into small groups of four or five, and ask them to take
turns reading the extract and answering the questions on page 69.
All Ready
Student
Book 1
p. 68
Reader
p. 59- 68
4. Instruct Ss to open their Student Books to page 69. Read each of

the statements out loud to the class. To identify sentences that
express future situations and conditions, and their composition, ask Ss
to work with a partner to classify them according to whether they are
past, present, or future. Monitor and check.
5. Ask Ss to repeat the same process from Activity 4 to identify the
tense of each statement by analyzing the context of each one.
6. Play the interview for the Ss and ask them to match the predictions
according to what they hear on the recording.
7. Ss look at the sentences in Activity 6 and answer the question.
8. Tell Ss to work in pairs and encourage them to use the information
they discovered in the previous activities to answer correctly. Check
answers as a class.
All Ready
Student
Book 1
p. 69 & 70
CD Audio
track 12
9. Ask Ss to open their Student Books to page 71. Ss complete the text
using the correct tense of the verbs.
10. Instruct Ss to unscramble the words to write sentences about the
future of gaming. They should be able to arrange the sentences
All Ready
Student
Book 1
Class 51
I can
the correct order.

11. Listen again to the
interview and complete it.
12. Write three predictions
about the future of video
games.
13. Work in pairs. Discuss
the predictions in activity 12
and add three more.
sequence to express future situations. Have them work independently

and check answers with a partner.
11. Ask Ss to listen to the interview and complete the missing
information. Monitor and check.
12. Ss write three sentences from the interview on the previous page
to express future tense.
13. Divide Ss into pairs. Then Ss compare predictions and discuss
three more possible advances or changes in gaming with their
partners. Ss then add their new predictions to their existing list.
Monitor and provide individual help.
p. 71 - 73
CD Audio
track 12
Lesson 1
Week 18
I can
Class 52
Lesson 2
Week 18
Class 53
I know
I build
I think
Lesson 2
Week 18
I
practic
Class 54
14. Work with another pair

and share your predictions
games.
15. In groups, make a poster
games.
1. Do you read your
horoscope? Do you believe
that horoscopes can predict
the future? Why or why not?
2. What is your sign?
3. What other things can you
make predictions about?
4. Read this text and answer
the questions.
5. Write two things that you
will be able to tell your
friends after reading the text
in Activity 4.
6. Now listen to the weather
forecast and circle T for True
or F for False.
7. Read these sentences.
What do you notice?
8. Write the correct sentence
form Activity 7 under each
picture.
14. Tell pairs to join another pair to discuss their predictions. Propose
several questions for the new groups to consider. Monitor group
discussions.
15. Ask Ss to open their Student Books to page 73. Have Ss work in
groups of four. Tell them to refer back to the components written on
the board to guide them through the creation process. Ss should
present their posters to their classmates at the end of the class and
give an informal explanation of their poster.
1 & 2. Ss discuss the questions with the entire class.
3. Instruct Ss to look at the two pictures on page 74 of the Student
Books and identify them as a cloudy day or a sunny day.
4. Elicit whether the article is from a textbook, a newspaper, or a
magazine. Ask Ss to read the tips again silently and then elicit the
things that can be observed. Have Ss go over the article again, circle
the things that can help people predict the weather, and then
underline the words that talk about weather. Monitor and check.
5. Ss read the article in Activity 4 again quickly and decide which two
predictions they will share with their friends.
6. Before playing the recording, ask Ss to read the three statements in
the activity. Instruct them to listen to the forecast and to mark the
answers in their Student Books.
7. Ss should be able to see that the first sentence uses the auxiliary
verb will while the second sentence uses is going to.
8. Now ask Ss to work with a partner to identify which sentence from
Activity 7 best describes the first photo and which sentence best
describes the second photo. Check answers together.
All Ready
Student
Book 1
p. 73
All Ready
Student
Book 1
p. 74
All Ready
Student
Book 1
p. 75
CD Audio
track 13
I
Lesson 2
practice
Week 19
Class 55
Lesson 2
I can
Week 19
Class 56
I get
Product
ready
1
Week 19
I plan
Class 57
9. Look at the Activity 4 and

classify the underlined
expressions.
their meanings.
12. Match the two parts of
the conversations.
13. Read this text and
complete the weather on
the table.
14. Use the words in
Activity 13 to complete the
organizer.
15. Read this two-day
weather forecast and
complete it with the correct
symbols.
16. Write a two-day
weather forecast for the
place you live in or a place
you know.
17. Write an e-mail to a
friend describing the twoday weather forecast.
1. Match the situations in
the present with those in
the past.
2. Work in groups of three.
Select a subject to write
about.
3. Make a list of the
information you will include
in the present setting.
4. Brainstorm what the
future setting will be like.
5. What materials will you
need? Make a list.
9. To classify sentences according to the future verb form, ask Ss to

open their Student Books to page 76. Instruct them to work with a
partner to classify the underlined expressions from Activity 4 into the
most appropriate category. Monitor and check answers as a class.
10. Tell Ss to use their answers from the previous activity to discover
the general rule used for future expressions.
11. Now instruct Ss to use the rule from the previous exercise to match
the two sentences in this activity to their meanings.
12. Ask Ss to work in groups of three. They should identify the subject
of each sentence to help them match the appropriate response.
13. To distinguish graphic and text components, instruct them to work

with a partner to fill in the table with symbols to indicate the weather
predicted.
14. Working as a class, Ss should complete the organizer using
complete sentences.
15. Instruct Ss to work individually to draw the appropriate symbol next
to each days forecast.
16. Have Ss complete the table about the local weather for the next
two days.
17. Ss work autonomously to compose an e-mail to a friend describing
the forecast from the previous activity. Design several scenarios as a
class to provide the context of the e-mail.
1. First Ss individually match the situations in the present with those in

the past.
2. Then Ss work in groups of three and select a subject to write about.
3. Ss now work in their groups to make a list of the information they will
include in their setting.
4. Ss should use their list from Activity 3 to create a column titled The
Present on the left side of the paper. They should use the right side of
the paper to make a second column titled The Future.
5. It is time for Ss to make a preliminary plan for creating their forecast.
They must prepare a list of materials.
All Ready
Student
Book 1
p. 76 &
77
All Ready
Student
Book 1
p. 77-79
All Ready
Student
Book 1
p. 80 &
81
Product
I do
1
Week 20
All ready
Class 58
to share
6. Write a description of the

current situation.
7. Write your forecast
about the future.
8. Work with another
group. Read your forecast
aloud.
9. Place your forecast in a
visible place in the
classroom.
6. Tell Ss to open their Student Books to page 81. Students write a

description of the current situation using the list from Activity 4.
7. After Ss write their descriptions of the current situation they must
rewrite it using future tenses.
8. Students switch forecasts with another group and perform peer
edits.
9. The forecast should be displayed in a prominent place in the
classroom to make the display visually appealing.
All
Ready
Student
Book 1
p. 81
All
Self-test
Week 20
I learn
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
Ready
Student
Book 1
Class 59
p. 81
All
Product
1
Week 20
Formal
assessm
ent
Class 60
1. Complete the predictions

about the future of books.
with will or going to.
Ready
Student
Book 1
p. 170
School:
Teacher:
All Ready 1
Lesson Plan
Unit 3, Lessons
Grade:
1st
Group:
Week Dates:
CONTENTS

Environment:
Product 2:
Read and rewrite informative texts from
Academic and educational
Charts of human body systems.
a particular field.
Achievement (s): Answers questions in order to give a
Write notes to describe the components of different human
description. Structures and writes sentences. Organize terms
body systems in a chart.
and descriptions into a table. Writes sentences in order to
write notes. Verifies spelling conventions in order to edit
notes.
Graphic and textual components.
Text organization patterns.
Verb tense: simple present.
Determiners: demonstratives.
Nouns: with/without determiner, compound, countable/uncountable.
Verb forms: passive, past participle.
Adjectives: comparative and superlative.
Punctuation.
Select and check charts of human body systems. Examine distribution of graphic and text components.
Recognize text organization. Reflect on the use of images and/or illustrations. Identify topic, purpose and
intended audience.
Understand information from reading out loud. Recognize description of components. Identify new words.
Point out information. Answer questions to describe components. Identify the graphic resources used to link
components and descriptions.
Write notes to describe a chart. Complete sentences in order to describe components. Organize terms and
descriptions on a table. Rewrite simple sentences about descriptions. Determine the number of
descriptions necessary in relation to images. Choose graphic resources in order to link the text to images.
Structure and write sentences.
Edit charts, with the teachers guidance. Check punctuation and spelling conventions. Mark and clarify
doubts. Add or remove information to improve a text. Adjust language in accordance to intended audience
and purpose. Write final version.
Take the proper decisions to favor ones self and ones surroundings.
Reflect and act on ones own and others physical well-being.
Promote respect and collaboration at work.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
Lesson 3
I know
Week 21
Class 61
I build
1. What parts of the body or

body systems are these
diagrams?
2. What other parts of the
body or systems do you
know?
and put a cross under the
body part that is not
described.
1. Tell Ss to open their Student Books to page 82. Ask them to

identify the organs and systems shown in the pictures and discuss
what the purpose of each organ is.
2. Ask Ss to work in groups of three and brainstorm other organs and
systems.
3. Ss will listen to Myslim explaining parts of the body to Pepe. As
they should pay special attention to the body parts that are
mentioned so that they can identify the body parts.
All Ready
Student
Book 1
p. 82
Reader
p. 72-81
Lesson 3
Week 21
Class 62
I think
Lesson 3
Week 21
I
practic
Class 63
4. Listen to Myslim and circle

T for True or F for False.
5. Which part of the body
would you like to visit?
6. Look at the diagram and
complete the parts of the
digestive system.
7. Read the texts and write
the parts of the body on the
note pad.
8. Read the paragraphs in
questions.
4. Ss take turns reading the four statements in the activity. Play the
recording and tell Ss to circle the correct answer.
5. Ask Ss to write down the part of the body that they would most
like to visit.
6. Invite Ss to look at the diagram and complete the parts of the
digestive system.
7. Ss read the texts and write the parts of the body on the note pad.
8. Elicit Ss to read the paragraphs in the last activity to answer the
questions.
9. Ss look at the sentences and complete them using the information
from the previous activity.
All Ready
Student
Book 1
p. 83 &
84
CD Audio
track 14
& 15
10. Underline the verbs in

each sentence. Then answer
the questions.
12. Complete the information
with a, an, or the.
13. Circle the correct option.
Then label the diagrams on
page 178 in the worksheets
section.
14. Label the diagrams. Then
complete the text below with
information from Activity 13.
10. Have Ss open their Student Books to page 85. Have Ss underline
the verb in each of the sentences. After Ss identify the verbs, answer
each of the three questions as a class.
11. Elicit what the present tense is used for: facts and routines.
Based on what the Ss saw in the last activity, they should have
enough information to complete the rules as a class.
12. Ask Ss to work individually to read the information and fill in the
missing words.
13. Have Ss to read the sentences silently; elicit the body part each
sentences is about. Then instruct Ss to work with a partner to choose
the correct verb form in each sentence. Then have Ss turn to page
178 in the Worksheets section, and label the diagrams in pairs.
Monitor and check.
14. Have Ss work in pairs and label the diagrams. Then have them
look back at Activity 3 and complete the missing information.
Monitor and check.
All Ready
Student
Book 1
p. 85 &
86
Lesson 3
Week 22
I can
Class 64
15. Read the statements and

circle T for True or F for False.
16. Complete this organizer
with information about one of
the body systems in Activity
14.
17. Make notes about the
body system in Activity 16.
18. Find classmate that made
notes about another body
system and share your
information.
15. Tell Ss to open their Student Books to page 87. They have to read
the statements and say if the sentences are true or false.
16. Have Ss choose a body system in Activity 14 and individually
complete the organizer.
17. To complete sentences in order to describe components, instruct
Ss to select information from the Student Book and the Reader.
18. Tell Ss to stand up and walk around to find a classmate that made
notes about another body system and share your information.
All Ready
Student
Book 1
p. 87
All Ready
I know
Lesson 4
Week 22
Class 65
I build
1. Name the parts of the body

you know.
2. In pairs, label the diagram.
How many words did you
remember?
3. Read Pepes textbook. Then
match the sentences on page
90.
1. Tell Ss to write as many parts as they can in five minutes. When

they have finished, brainstorm their ideas and write them on the
board.
2. Ask Ss to label the diagram individually, when they have finished,
ask them to work in pairs and compare their answers.
3. Ask Ss to open their Readers to page 76-77 and elicit whether it is
a narrative or informative text. Then have Ss open their Student
Books to page 89. Have Ss write the names of the bones/parts of the
body next to the numbers on the board.
4. Read the text in Activity 3

5. Read the text again and
find the information.
6. Read the examples and
match them to the correct
sentence.
7. Circle the correct option.
8. Match the description to the
pictures.
4. Tell Ss to silently read the extract from Pepes textbook again. Ask
Ss to explain the parts of the body positions and to write their
answers and opinions in their Student Books.
5. Ask Ss to work individually to answer the questions in activity 3.
Encourage Ss to answer in complete sentences.
6. Elicit Ss to read the examples and match them to the correct
sentence.
7. Using the information from the previous activity, Ss should be able
to complete the rule individually or with a partner.
8. Have Ss match the descriptions to the pictures individually. Check
answers as a class.
Student
Book 1
p. 88 &
89
readers
p.76-77
Lesson 4
I think
Week 22
I
Class 66
practic
e
All Ready
Student
Book 1
p. 90 &
91
Lesson 4
Week 23
I
practice
Class 67
Lesson 4
Week 23
I can
Class 68
I get
Product
ready
2
Week 23
I plan
Class 69
9. Group the parts of the

body.
body.
11. Match the sentence
halves. Then complete them
using the parts of the body in
Activity 10.
12. Read the notes. Write the
complete sentences.
13. Listen to Myslim talk
about the skeletal system
and take notes about the
spine and the muscles.
14. Listen again to Myslim
and label the diagram of the
skeletal system.
15. Add information about
another body system.
16. Work in groups.
Complete the information.
9. Instruct Ss to open their Student Books to page 92. Have Ss work in

pairs and classify the words into two groups. Monitor and check.
10. Nominate individual Ss to identify each diagram. Have Ss work in
pairs to complete the labels.
11. Now instruct Ss to use the information from the previous activity
to complete the sentences. Check answers as a class.
12. Have Ss work in pairs and do a quick review of past tenses and
past participles. Have them work in pairs and complete the sentences
from the notes. Monitor and check.
All Ready
Student
Book 1
p. 92 &
93
13. To rewrite simple sentences about descriptions in a conventional

manner, have Ss listen and take notes; pause the CD if necessary. Ask
them to get together in pairs and compare their notes.
14. To choose graphic resources in order to link the text and images,
Ss listen again and label the chart of the skeletal system.
15. Ss add information about another body system.
16. Pairs work together to complete information about their body
system, writing complete sentences about the labeled diagram.
All Ready
Student
Book 1
p. 93
CD Audio
track 16
1. Write the system of the

body and two parts of the
body.
1. Instruct Ss to open their Student Books to page 94 and write the

name of the system of the body and the parts of the body.
All Ready
Student
Book 1
p. 94
2. Work in groups. Select a

system in the human body.
3. Search for information
from different sources.
4. Make a list of the
information you will include.
5. What materials will you
need? Make a list.
2. Tell Ss to work in groups of three and have them to select one of

the systems.
3. Tell Ss that they will have to search for information from different
sources.
4. Elicits Ss to make a list of the information they will include.
5. Ss decide the materials they are going to need to present this
product.
All Ready
Student
Book 1
p. 94 &
95
Product
2
I do
Week 24
All ready
Class 70
to share
6. To select a chart to organize the information, have Ss select an

appropriate chart, examine the distribution of the labels on the chart,
and label the different parts of the body.
7. To write notes to explain the components of the chart and use
graphic resources, Ss should write notes to clarify information about
the part of the body they selected.
All
Ready
Student
Book 1
p. 95
8. Display your chart for the

class to read.
8. When teams have finished creating their charts, they should be

shared with the rest of the class and displayed in a prominent place in
the classroom.
All
Ready
Student
Book 1
p. 95
All
Ready
Student
Book 1
p. 95

All
Ready
Student
Book 1
p. 171
6. Select a chart to illustrate

the information about the
body system.
7. Write notes to explain the
information in the chart.
Self-test
Week
24
I learn
Class 71
Week 24
Formal
assessm
Class 72
ent
1. Look at the sentences and

circle the correct words.
2. Use the words to write
complete sentences.
All Ready 1
Lesson Plan
Unit 4, Lessons
School:
Grade:
Teacher:
Group:
Week Dates:

Understand and Produce oral exchanges
related to leisure situations
Exchange likes and dislikes in a dialogue.
CONTENTS
1st
Familiar and community
Product 1:
Interview
Achievement (s): Recognizes the speakers and listeners

behavior that supports the construction of meaning. Requests
clarifications. Writes sentences. Formulates questions to clarify
doubts. Anticipates the general meaning to start a dialogue.

Context clues.
Speech registers.
Structure of dialogues: opening, body and closure.
Acoustic features.
Sentence types.
Connectors.
Question tags.
Syntactic particularities of the English language: sentences using like, stranded prepositions (e.g., The
man I talked to).
Syntactic differences between British and American varieties: collective nouns concordance.
Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal
communication. Identify topic, purpose and intended audience. Recognize situations in which likes and
dislikes are shared. Identify leisure activities by name.
Understand the general meaning and main ideas in a dialogue. Anticipate the general meaning. Identify and
compare forms for expressing likes and dislikes. Establish sequence of statements. Identify words used to
link ideas. Recognize behavior adopted by speakers to clarify and confirm comprehension. Identify speech
register.
Express likes and dislikes in a dialogue. Write sentences. Organize sentences in a sequence. Include details
in main ideas. Express points of view in favor and against. Use linguistic resources to confirm
comprehension. Use non-verbal language. Recognize the appropriate time to interrupt a speaker. Practice
and follow rhythm, speed and pronunciation. Start a dialogue to express likes and dislikes about leisure
activities.
Use language to Exchange common interests.
Promote interpersonal relationships.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
All Ready
Lesson 1
Student
Week 24
I know
1. What are these texts?

What are they used for?
1. Have Ss open their Student Books to page 98. Ask Ss to identify the
topic of the reading and who they believe in the intended audience is.
Try to elicit as much vocabulary as you can from the Ss.
*Reader: Teenagers are the Future of the World.
Class 73
Book 1
p. 98
Reader
p. 85-94
I build
Lesson 1
Week 24
Class 74
Lesson 1
Week 24
I think

and number the following
sentences in the order you
hear them.
3. Listen again and write the
name on the quiz. Circle T
for True or F for False.
4. Listen one more time and
write the expressions used
to confirm that the person
understands.
circle the words that follow
the verbs. What do these
words have in common?
What is different?
6. Look at these sentences
7. Underline the question
that requires a Yes or No
answer. Circle the question
2. Have Ss listen to the conversation and number the following

sentences in the order you hear them.
3. Tell Ss to listen again, write the name on the quiz, and then circle T
for True or F for False.
4. Tell Ss to listen one more time and write the expressions used to
confirm that the person understands.
5. Have Ss read the sentences and circle the words that follow the
verbs. What do these words have in common? What is different?
6. Ss look at these sentences and answer the questions.
7. Asks Ss to go to page 100 and underline the question that requires

a Yes or No answer, and then circle the question that requires you to
give information.
All Ready
Student
Book 1
p. 98 &
99
CD Audio
track 17
All Ready
Student
I
Class 75
practic
e
Lesson 1
Week 25
I can
Class 76
Lesson 2
Week 25
I know
Class 77
I build
I think
that requires you to give

information.
8. Look at these sentences
10. Listen and check the
personality quiz for Ben.
11. Complete Sissys
personality quiz results with
and or but.
12. Complete the
conversation.
13. Take the quiz. Check all

the activities you like and
find out which category fits
you best.
14. Write a short paragraph
about you based on your
quiz results. Use Bens
paragraph as a model.
15. Work in groups and
discuss your likes and
dislikes according to the
quiz in Activity 13. Ask
follow up questions.
1. Who are these
celebrities? What do they
do? What do you think they
like doing in their free time?
2. Listen to the
conversations and match
the hobbies to the celebrity.
3. Listen again and write
the first sentences used to
start each conversation.
conversation with words
8. Read the questions and ask Ss to answer them by looking at the

sentences.
9. Have Ss to read the first sentence and elicit the answer from the
class.
10. Tell Ss to complete Sissys personality quiz results with and or but.
11. Then ask them to complete Sissys personality quiz results with
and or but on their own, and later to check answers with the person
next to them.
12. Follow up the previous activity by asking Ss if they share Sissys
likes and dislikes. Have different volunteers come to the front to
complete the text with the information they heard in the last activity.
Book 1
p. 100 &
101
CD Audio
track 18
13. Explain that they will take the quiz and that they should check all
the activities they like. Ss take the quiz, check all the activities they
like, and find out which category fits those best.
14. Ask a student to read out loud Bens paragraph. Ss write a short
paragraph about them based on their quiz results, they can use Bens
paragraph as a model.
15. Ask Ss to work in groups and discuss their likes and dislikes
according to the quiz in Activity 13. Ask follow up questions.
All Ready
Student
Book 1
p. 102 &
103
1. Ask Ss to open their Student Books to page 104. Give them time to
look at the page. Ask them to answer the questions.
2. Ask Ss to pair up with the person sitting next to them. Then direct
Sss attention to the three boxes in the book. Play the CD. Tell them to
listen to the conversation and then match the columns.
3. Ss Listen again and write the first sentences used to start each
conversation.
4. To get Ss to understand the structure of enunciation, ask Ss to read
the conversation silently. Then explain the activity so Ss can label the
conversation on their own.
5. Have Ss look at the sentences and underline the reason given in
each sentence. Then circle the word that comes before the reason.
All Ready
Student
Book 1
p. 104 &
105
CD Audio
track 19
Lesson 2
Week 25
Class 78
I
practice
from the box.

5. Look at the sentences
and underline the reason
6.
Look
the sentence.
questions.
given
inat
each
Circle the open question.
Underline the question tag.
7. Complete the following
sentences.
8. Listen to the
conversation and complete
the sentences.
9. Circle the opening and
the closing in the
conversation in Activity 8.
10. Role play the
conversation with a partner.
6. Ask Ss to open their Student Books to page 106 and look at the
questions to circle the open question. After that underline the question
tag.
7. Give Ss to fill in the gaps on their own. Then have them check their
answers with the persons next to them.
8. Ask Ss if they recognize the girl in the picture. Elicit what the
listening might be about. Help Ss anticipate the central sense of a
conversation from known words and expressions. Play the CD and fill in
the blanks in pairs.
9. Ss have to circle the opening and the closing in the conversation in
Activity 8.
10. Divide Ss into pairs to role play the conversation.
All Ready
Student
Book 1
p. 106 &
107
CD Audio
track 20
Lesson 2
Week 26
I
practice
Class 79
Lesson 2
Week 26
I can
Class 80
I get
ready
Product
1
I plan
Week 26
Class 81
I do
11. Match the following

columns.
12. Unscramble the
questions.
13. Complete the following
questions with questions
tags.
with information about you.
15. Choose a celebrity and
write about his or her
hobbies and free time.
Explain why you like that
celebrity.
16. Talk about your favorite
celebrity with your partner.
Use follow up questions and
question tags.
1. Check the activities you
like doing in your free time.
2. Work in pairs. Decide on
a topic for your interview.
3. Decide the time, place,
and duration of the
interview.
need? Make a list.
5. Compose the interview
questions and answers
about likes and dislikes
(include follow up questions
and question tags).
6. Check the questions and
answers for expelling and
grammar.
7. Decide who will be the
interviewer and who will be
the interviewee.
11. Ask Ss to open their Student Books to page 108. Ask a volunteer to
read the items out loud, and then a different volunteer continues to
read the column on the right. Have Ss to match the two columns in
pairs.
12. To get Ss to practice questions tags, ask Ss to look at the word in
the scrambled sentences. Write their opinions on the board, and then
ask Ss to unscramble the questions.
13. Ask a student to read the instructions and have Ss do the activity in
pairs. Check the answer and ask a student directly.
14. Give Ss a few minutes to complete the sentences individually, and
then share their answers.
15. Ask Ss to open their Student Books to page 109. Ss have to choose
a celebrity and write about his or her hobbies and free time. Explain
why you like that celebrity.
16. Then, in groups, Ss talk about their favorite celebrity with their
partners. Use follow up questions and question tags.
1. Ask Ss to open their Student Books to page 110. Have them look at
the pictures and check the activities they like doing in their free time.
2. Ss work in pairs and they have to decide on a topic for your
interview.
3. Together decide the time, place, and duration of the interview.
4. Ss make a list of what materials they are going to need.
5. Compose the interview questions and answers about likes and
dislikes (include follow up questions and question tags).
6. Check the questions and answers for spelling and grammar.
7. Decide who will be the interviewer and who will be the interviewee.
All Ready
Student
Book 1
p. 108 &
109
All Ready
Student
Book 1
p. 109
All Ready
Student
Book 1
p. 110 &
111
Product
All
1
Week 27
Ready
All ready
8. Practice the interview for

pronunciation and fluency.
9. Perform the interview.
Ask Ss to open their Student Books to page 111, practice, and perform
the interview in front of the class.
to share
Student
Book 1
Class 82
p. 111
All
Self-test
Week 27
I learn
Ready
Student
Book 1
Class 83
p. 111
Formal
All
assessm
Formal
ent
assessm
Week 27
ent
Ready
1. Complete the letter with
words from the box.
2. Match the columns.

Student
Book 1
p. 172
Class 84
All Ready 1
Lesson Plan
Unit 4, Lessons
School:
Grade:
1st
Teacher:
Group:
Week Dates:
Product 2:
Understand and express differences and
Literary and Ludic
Recital
similarities between cultural aspects from

Mexico and English-speaking countries.
Specific Competency: Read and sing songs in order to
Achievement (s): Recognizes main ideas in songs.
identify human values in English-speaking countries and
Formulates and answers questions about the treatment of
Mexico
information. Compares information using known expressions.

Sings verses and choruses of songs. Detects rhythm, speed
CONTENTS
and intonation of songs.

Topic, purpose and audience.
Text distribution: verses, stanzas and chorus.
Acoustic features.
Verb tenses: progressive forms, past.
Verb forms: past participle.
Antonyms.
Nouns: singular/plural, compound.

Punctuation.
Upper and lower case letters.
Check songs that reflect human values. Select songs based on key words. Recognize text distribution of
songs. Determine topic and intended audience.
Understand the general meaning and main ideas in songs. Anticipate content. Use diverse comprehension
strategies. Clarify meaning of words. Identify explicit and implicit information. Identify key words in stanzas
and chorus. Distinguish language features. Formulate and answer questions about the content. Compare
how human values are expressed in songs of English speaking countries and of Mexico.
Listen to and sing songs. Recognize combination of words and the sounds they represent. Detect rhythm,
speed and intonation. Follow the chorus and recite the lyrics. Write down verses and/or chorus. Sing songs
with and without the help of written lyrics.
Appreciate songs as a reflection of emotions, feelings and nature.
Show interest in other peoples and cultures.
Promote collective efforts in a cultural expression.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
Lesson 3
Week 28
I know
1. Unscramble the names of

these instruments.
Reading
Class 85
Lesson 3
Week 28
2. Read the song title and
I build
discuss what the song will

be about.
3. Use your dictionary to
clarify the meaning of these
1. Have Ss to open their Student Books to page 112 and tell them to
look at the pictures. Ask them if they know the names of the
instruments and if anyone plays any of them. Tell Ss to work with the
person next to them and unscramble the names of each instrument.
*Have Ss to open their Readers to page 98. Ask Ss to read the
chapter. When they finish, ask for their opinions.
2. Ask Ss to open their Student Books to page 112. Have Ss read the
title and discuss what the song will be about.
3. Ss review the vocabulary words. Ask Ss to decide what type of
words they are and give them opinions. Then have them look up the
words in the dictionary. Remind Ss they can clarify the meaning of
s
All Ready
Student
Book 1
p. 112
Reader
p. 98-107
All Ready
Student
Book 1
p. 112115
words.
4. Listen to the song and
underline the best option.
5. Listen again and number
the pictures in the order you
hear them.
6. Read and recite the lyrics.
Then sing along.
7. Look at the parts of the
song and circle T for True of
F for False for the
statements below.
Class 86
Lesson 3
Week 28
I think
Class 87
8. Read the lyrics and

underline the verbs in the
past tense.
9. Look at these verbs from
the song. Circle the regular
ones and explain how you
know they are regular.
10. Read the lyrics and write
the words that follow
was/were in these
sentences.
11. Match the sentences
with the corresponding
diagram.
words by using the dictionary at the back of their books.

4. Tell them to read the lyrics of the song in pairs and find out the
main idea. When they have finished the song they may imagine what
the song will be like. Now play the CD. To finish, have Ss answer the
four questions in activity 4.
5. Ask Ss to look at the pictures to become familiar with the art work.
Play the CD again and have Ss work in pairs with the classmate
behind them to number the pictures in order.
6. Lead Ss and recite the lyrics for the whole song out loud as a class.
Remind Ss to use their whisper voice in the correct parts of the
chorus.
7. Ask Ss to think about the meaning of verse and choir. Clarify that
chorus is part of the song while choir is a group of singers. Finally,
have volunteers read the three true or false questions. Play the CD
and ask Ss to share their answers.
8. Ask Ss to open their Student Books to page 115. Have volunteers
read the instructions. Tell Ss to underline all the verbs in past they
can find.
9. Encourage Ss to look at these verbs from the song. Circle the
regular ones and explain how you know they are regular.
10. Have a volunteer read the instructions. Then read the first
sentence and elicit the answer. Tell Ss to fill in the blanks according to
the song lyrics.
11. Have Ss look at the diagrams. Ask them to work in pairs and have
a volunteer read the first sentence and match it with the
corresponding diagram. Then Ss match the rest of the sentences
individually.
12. Tell Ss to read the rules in the box. Give Ss a couple of minutes to
complete the sentences. Check general comprehension by asking Ss
different examples.
CD Audio
track 21
All Ready
Student
Book 1
p. 115 &
116
I
Lesson 3
practice
Week 29
Class 88
I can
I know
Lesson 4
Week 29
Class 89
I build
Lesson 4
Week 29
I think

following song using words
from the box.
14. Listen and write the
verbs in the past tense.
15. Choose five verbs in the
past tense from the song
and play bingo.
16. Write your own verse for
Top Secret Mission.
17. Work with a partner and
sing the verses you wrote in
Activity 16 using the Top
Secret Mission music.
13. Ask Ss to open their Student Books to page 116 and take a look at
the song. Then read the first verse. Ask Ss to read the next part of the
song and ask again what part it is. Finish the exercise in this same
way until Ss have labeled all the parts.
14. Challenge them to see if they remember what goes in the blanks
without looking at the lyrics. After that, play the CD so Ss can check
their answers.
15. Ask Ss to choose five verbs in past from the song and fill their
bingo card. Then Ss play Verb bingo. The first student to cross out all
his or her verb wins.
16. In pairs, tell Ss to write their own verse. Draw Sss attention to the
fact that they need to be creative.
17. In this activity your Ss will perform their verses for the rest of the
class. Dont ask them to come to the front of the class or stand up.
Encourage Ss to memorize their songs and to perform seating in their
place without looking at the lyrics.
All Ready
Student
Book 1
p. 116 &
117
CD Audio
track 22
& 23
1. Number the musical

genres in the order you hear
them.
2. Listen to the song.
Complete with words from
the box.
3. Read the lyrics from
questions.
4. Check the instruments
used in the song.
5. Work in groups of three.
Make and answer questions
about what makes you feel
happy and what makes you
feel sad.
1. Ask Ss to open their Student Books to page 118. First read the
instructions. Have Ss look at the pictures and elicit the gender they
see on the page. Then play the CD so Ss can number the pictures.
2. Have Ss look at the lyrics of the song in pairs. Tell them to look at
the words in the box and check that Ss understand them. Then play
the CD and have Ss complete the lyrics.
3. Read the first question out loud, and then ask for volunteers to
read the other two sentences. Ask Ss to answer the questions and
compare them with a classmate.
4. In pairs, ask Ss to choose the instruments used in the song in
activity 2. Then elicit the answers.
5. Ss work in groups of three to ask and answer questions about what
makes them happy or sad.
All Ready
Student
Book 1
p. 118 &
119
CD Audio
track 24
& 25
6. Circle the words that

describe feelings in the song
lyrics in Activity 2.
7. Which feelings are
opposites?
8. Work in pairs and make a
6. Ask Ss to open their Student Books to page 120. Ask for two
volunteers to read the instructions, and then ask them to go back to
page 118 to circle the words that describe feelings. Do the first one
with them and then ask them to do the same with the person sitting
next to them.
7. Elicit from Ss which adjectives express positive feelings, which ones
All Ready
Student
Book 1
p. 120 &
121
Class 90
list of values you find

important besides friendship.
10. Guess the hidden word.
11. Complete the sentence.
express negative feelings, and why.

8. Ask Ss to work in pairs and make a list of values they find
important besides friendship.
9. Ask a volunteer to read the instructions and the two sentences.
Then ask Ss to do the exercise in pairs.
10. Tell Ss to look at the pictures. Ask Ss if they remember the names
of the instruments on page 119, because that is the key for this
exercise.
11. Ask Ss to fill in the space with what they just learned about
compound words.
Lesson 4
Week 30
I
practice
Class 91
Lesson 4
Week 30
I can
Class 92
Product
2
I get
Week 30
ready
Class 93
I plan
I do
12. Read the sentences with

different intonations to
express the emotions in the
box.
13. Listen to the song and
complete.
14. Listen again and act out
the feelings as you hear
them.
15. Underline the compound
nuns. Then divide them on
lines below.
16. Work in pairs. Complete
the organizer on page 179 in
the Worksheets section.
17. Work in pairs to write an
original song extract, write a
verse and a chorus.
18. Practice singing your
verse and chorus using the
music from your favorite
song.
19. In small groups, discuss
if it was easy to share your
feelings. Explain your
answer.
1. Listen to these song
fragments and describe how
they make you feel.
2. Divide the class in groups.
Each group selects one song.
3. Check that you
understand the contents of
the song.
4. Make a copy of the lyrics.
Check unknown words and
phrases in the dictionary.
5. As a class, determine the
place, date, and audience for
which the song will be
12. Ask Ss to open their Student Books to page 121. Ask a volunteer
to read the instructions. Then read the six words expressing
intonation. Ss should pair up with the person sitting next to them and
practice saying the words.
13. This activity should help them understand the lyrics and recognize
combinations of words and sounds that represent the rhythm. Play
the CD and have Ss listen to the song and fill in the gaps.
14. Play the CD one more time and encourage Ss to act out the
words.
15. Ask Ss to read the instructions and then ask a volunteer to read
the words out loud. Then, in pairs, underline the compound nouns.
Then divide them on the lines below.
16. Ask Ss to open their Student Books to page 123 and to work in
pairs. Then Ss complete the organizer on page 179 in the Worksheets
section.
17. Ss have to work in pairs to write an original song extract and write
a verse and a chorus.
18. Then Ss can practice singing their verse and chorus using the
music from their favorite songs.
19. To promote collective efforts in a cultural expression, get
feedback from Ss.
1. Ask Ss to open their Student Books to page 124. Explain that you
will play only the first minute of some songs so Ss quickly react and
describe their emotions for each one. They must record their feelings
in the space provided.
2. Have Ss divide themselves into groups of four. Have each group
select a leader and assign him or her responsibility to introduce their
groups song.
3. To understand the contents of the song, locate key words in the
verses and chorus. Review important words from the songs on the
board.
4. Ask Ss to take out a large, clean sheet of paper. Have Ss check
their lyrics for accuracy by comparing their written version with the
printed lyrics.
5. Guide the class and select a convenient place, date, and audience
All Ready
Student
Book 1
p. 121123
CD Audio
track 26
All Ready
Student
Book 1
p. 123
All Ready
Student
Book 1
p. 124 &
125
CD Audio
track 27
interpreted.
need? Make a list.
7. Circle Key words in the
verses and chorus.
for the recital. Consider the resources of your school.

6. Remind Ss that they should prepare a program for the performance
that can feature their songs lyrics inside and the Wh information on
the outside cover. Materials needed for this include items such as
construction paper, notebook paper, pencils, color pencils, markers,
and glue or stapler.
8. Read the lyrics along with

the music.
9. Listen to the song in
order to follow the rhythm.
10. Intonate the song at the
speed of the music.
11. Revise your
pronunciation and
intonation in English while
singing.
12. Present the recital to the
predetermined audience, in
the planned place on the
planned date.
8. Play each song and read the lyrics out loud along with the music,
asking Ss to follow along. Ask Ss to mark their copies and indicate
when there are pauses or special rhythms made by joining or
separating words or syllables. Give examples when possible to
reinforce changing rhythms and special intonation.
9. By now, Ss should be more comfortable with their songs and able
to relax and listen and enjoy their songs at the speed of the music.
10. To emphasize harder beats and special intonation, have Ss
practice humming their song and show the differences with stronger
and softer volume in their humming voices.
11. Practice for the upcoming recital. Have Ss check their
pronunciation and intonation one more time in preparation for their
groups recital at the assigned date.
12. Arrange the class by recital groups and make sure each student
has their copy of the lyrics. Enjoy the recital.
All
Ready
Student
Book 1
p. 125
I learn
Class 95
Formal
All
Ready
Student
Book 1
p. 125
Formal
assessm
assessm
ent
ent
1. Underline the best option.

2. Write a word with
opposite meaning.
song.
Product
2
All ready
Week 31
to share
Class 94
Self-test
Week 31

All
Ready
Student
Book 1
p. 173
Week 31
Class 96
All Ready 1
Lesson Plan
Unit 5, Lessons
School:
Grade:
Teacher:
1st
Group:
Week Dates:
Produce texts to participate in academic event.

Academic and educational.

Exhibition about a science topic
Achievement (s): Identifies and distinguishes types of sentences that
Rewrite information to explain a graphic exhibition.
Product 1:
express main ideas within paragraphs, using previously established goals.

Uses various strategies in order to point out relevant information. Selects
information in order to rewrite and paraphrase sentences. Organizes
sentences to make a paragraph. Points out and clarifies doubts in order to
CONTENTS
edit notes.
Text organization patterns.
Composition of expressions.
Relative pronouns (e.g., who, that, which).
Connectives (e.g., because, as for, despite).
Verbs: modals, phrasal.
Verb forms: passive.
Differences between British and American variants: -l-/-ll- (e.g., canceled, cancelled, etc.).
Punctuation: period, colon, indentation.
Check a Science topic in diverse sources. Select illustrated texts about a scientific topic. Activate previous knowledge. Identify
topic, purpose and intended audience. Examine graphic and text components. Recognize textual organization.
Understand the general meaning and main ideas in diverse texts. Read texts from diverse sources. Anticipate the general
meaning. Detect new words. Identify key ideas in paragraphs. Distinguish the types of sentences used to express key ideas and
back-up information. Use diverse strategies to point out relevant information. Classify information based on purpose.
Rewrite information. Select previously classified information. Complete sentences with key ideas from a text. Add information to
key ideas of sentences to exemplify, support or enrich them. Formulate and write questions concerning the information in a text.
Order words to construct sentences that answer questions. Paraphrase sentences in order to rewrite them. Rewrite sentences.
Order rewritten sentences to articulate them and form paragraphs. Choose paragraphs to construct notes. Write notes to fill-in
cards. Check cards to present a graphic exhibition.
Edit notes with the teachers guidance. Check the use of punctuation and spelling conventions. Mark and clarify doubts. Detect
mistakes and correct them. Write final version.
Show willingness to learn to learn.
Make efforts and dialogue to reach common goals.
Take action and favorable decisions about our environment.
Lesson/
Notes
Lesson
Week/
Activities
Procedures
&
1. Ask Ss to open their Student Books to page 128, ask them to identify
Materials
All Ready
pictures represent
what they can see in the pictures. Then have them decide if they
Students
I know
Stage
something that is good or
represent something which is good or bad for the environment by
Book 1
bad for the environment.
drawing a happy or sad face next to the picture. Encourage Ss to share
2:
2. Look at the pictures in
their thoughts.
I build
Activity 1 and label them
2. Read out the words from the box and check Ss understand meaning.
with the correct topic from
Then read them out again and have Ss call out a corresponding picture
Stages
Class
Lesson 1
Stage
Week 32
1:
Class 97
1. Decide if the following
p. 128
Reader
p. 111-
Lesson 1
Week 32
Stage
3:
Class 98
I think
120
the box.
number from activity 1. Then have them label the pictures in their
3. Skim the text for the
Student Book.
main idea, then Check the
3. Point to the pictures in Activity 3 and elicit what they can see. Read
picture that best represents
the rubric and elicit the meaning of skim. Tell Ss not to worry about
5. Read the questions and

the problem described.
5. Ask Ss to open their Student Books to page 129 and have them read through
understanding every word. Then have skim the text and graphic
All Ready
circle the best option for
the questions in Activity 5. Check for understanding. Explain that they are
Students
each one.
going to read the article in activity 3 again, but this time they need to read it
6. How do you think the

ideas talked about in the
text in activity 3 have
affected your community?
7. Choose a phrase or word
Check answers.
6. Elicit from Ss how pollution and other points discussed in the article have
affected their community and their country. Then ask Ss what we are doing
nowadays to help the environment and write down their suggestions on the
board. Ask Ss to rank the problems in the order they consider to be most
from each column to match
serious.
and make complete
7. Elicit from Ss what a noun is and have them give you examples. Have Ss
sentences.
look at Activity 7 in their Student Books. Direct them to the first column and tell
8. Which words link the
them to underline the final noun in each sentence. Elicit which one refers to
information in the
sentences in activity 7?
9. Match the words to the
sentences they describe.
Book 1
more carefully in order to look for specific information to answer the questions.
people. Remind them to look for the commas in the first part of the sentences
as this is a big clue. Then ask them to match the sentences with the relative
pronouns and the correct second part of the sentence. Monitor and check.
8. In pairs have Ss answer the question. Ask for volunteers to call out the
p. 129 &
130
answers.
10. Read the text in Activity

3 again and write the verbs
which have two parts.
11. Do the verbs in Activity
10 have literal or non-literal
meanings? Check your
answer in the Glossary on
Lesson 1
Week 32
Stage
4:
Class 99
I
practice
9. Ask Ss to match each relative pronoun with the sentence it describes. Check
10. Ask Ss to open their Student Books to page, in pairs, have them find and
write down as many verbs as they can. Explain that there are some verbs
which have a verb and preposition and that these are known as phrasal verbs.
Walk around and check Ss understand what they are looking for.
11. Check Ss understand the difference between literal and non-literal
meaning. Elicit which has a literal meaning and which has a non-literal
meaning. Tell Ss to look at the phrasal verbs and decide which ones have a
page 164.
literal meaning and which do not. Check answers.
12. Draw Ss attention to the Reflection Box and have them complete it. Check
and circle the best option
answers as a class.
to complete each one.
13. Ask Ss to open their book at page 131 and match the words from each
13. Choose a phrase or

word from each column to
match and make complete
sentences.
14. Rewrite these
sentences using words
from Activity 13.
column to make complete sentences. Monitor and provide individual help if

necessary.
14. Ask Ss to describe what they can see in the photograph in activity 14. Tell
them to read the first sentence and point out that here are many ways we can
say the same thing. To paraphrase sentences in order to rewrite them, ask Ss
to rewrite the sentences, and encourage them to check their answers with a
partner before giving feedback to the whole class.
All Ready
Students
Book 1
p. 130 &
131
Stage
4:
I
practice
Lesson 1
Week 33
Stage
Class 100
5:
I can
Lesson 2
Stage
Week 33
1:
Class 101
I know
Stage
2:
I build
15. Ask Ss to open their Student Books to page 132, refer Ss back to
15. Complete the text with
the reflection box from activity 9 on page 130 and remind them when
the words from the box.
to use that, who, and which. Elicit when we add a comma. Ss choose
16. Unscramble the words
the correct word to fill the gaps. Check answers as a class.
to make sentences that
16. Ss unscramble the sentences in their books. Walk around and
monitor.
All Ready
17. Rewrite the following
17. Refer Ss back to the model in Activity 16 and have them work
Students
sentences. Use the relative
together to rewrite the information to compose sentences. Check
Book 1
pronouns in parentheses.
answers.
p. 132 &
18. Read the text and make
18. Have Ss turn to page 133 and explain that they will read a leaflet,
notes.
and present the main ideas. They will do this by taking notes and
19. Use your notes to
extracting only the most important information.
present the information to
19. Ask Ss to get into pairs, and using their notes from the previous
a classmate.
activity, have them take turns to try to reconstruct the text verbally
1. Look at the following
without looking at it, but adding details that their patterns give them.
1. Ask Ss to open their Student Books to page 134, ask them to look at
All Ready
photographs. What do you
the photographs. Have them identify the problem in each photo and
Students
think are the causes of
what they think causes the problem. Encourage them to use full
these problems?
sentences.
2. What do you think the
2. Elicit how the situations were before. To help them, if necessary,
situations shown in the
write some key words on the board.
photographs in Activity 1
3. Ask Ss to Skim the text and summarize each paragraph. Check
were like before?
answers.
3. Skim the text for the
4. Have Ss read the text in activity 3 again and answer the sentences
133
Book 1
p. 134 &
135
main ideas.
in activity 4 as either true or false. Monitor and check.
5. Tell Ss to skim the text on page 135 and tell you the main ideas.
3 again and write T for True
Then read the questions with them to check the new vocabulary. Give

or F for False.
them time to answer the questions. Check answers as a class.
3 again and circle all the

verbs you find.
Lesson 2
Stage
Week 33
3:
I think
Class 102
7. Match the beginning of

each sentence to the
correct ending.
5 again and complete the
following table.
6. Ask Ss to open their Student Books to page 136 and read the text in
Activity 3 again and circle all the verbs they can find.
All Ready
7. Tell Ss to work in pairs and match the beginning of each sentence to
Students
the correct ending.

8. Ask Ss to read each paragraph and determine the main idea of each
of them, then direct Ss to the table and have them complete it.
Book 1
p. 136
Stage
3:
I think
Lesson 2
Week 34
Stage
4:
Class 103
I
practice
Lesson 2
Stage
Week 34
5:
I can
Class 104
9. Read the text in Activity 3
9. Ask Ss to open their Student Books to page 137, elicit connectors
and circle the connectors.
they already know and have them look at the text and circle other
connectors.
the connectors from the text
10. To sort information based on purpose, encourage Ss to make
in Activity 3.
sentences using the connectors they found in the previous activity.
Then elicit which column they go in, and have Ss complete the table
in activity 10.
11. Encourage the class to make some sentences about their
and choose the best option
classmates using and, as well as, and also. Ss complete the sentences
to complete them.
in their Ss Books with the correct connector. Monitor and check.
13. Look at the diagram and
12. Have Ss read the sentences in Activity 12 and choose the correct
write sentences about the
words to complete the gaps. Check answers.
process.
13. Have Ss look at the diagram and write sentences about the
14. Read the text and write
process.
MI for Main Idea or SI for
14. Ask Ss read the text and write MI for Main Idea or SI for
Supporting Idea.
15. Work in pairs and discuss
Supporting Idea. Check answers.

15. Ask Ss to open their Student Books to page 139, explain Ss they
All Ready
the questions.
are going to listen to an organic farmer talk about his farm. Tell Ss to
Students
16. Listen to the interview
look at the table, encourage them to think about the information they
Book 1
with an organic farmer and
will hear before they listen.
take notes.
16. Play the CD and tell them to take notes under distinct headings.
17. Use your notes from
Play the CD a second time and have Ss write notes on their own.
Activity 16 to write a
Check answers and write any new vocabulary on the board.
paragraph about the
17. Ask Ss to use their notes from Activity 16 to write a paragraph
All Ready
Students
Book 1
p. 137 &
138
p. 139
CD Audio
track 28
process.
18. Listen to the interviewer
again and add more
information to each stage.
19. Fill in this index card for
one of the stages. Add notes
Product
Stage
1:
Week 34
I get
Class 105
ready
Stage
2:
I plan
Stage
3:
I do
and illustrations to help you.

1. Look at the list of topics
about the process. Ask Ss to read their answers out loud to the rest of
the class.
18. Play the CD again and tell Ss to listen to the interviewer again and
add more information to each stage.
19. Have Ss Fill in this index card for one of the stages. They can add
notes and illustrations. Monitor and check.
1. Ask Ss to open their Student Books to page 140. Tell them to look
All Ready
and check the two you feel
at the list of topics and choose the two they feel most interested in.
Students
most interested in.
2. Encourage Ss to share their decision from Activity 1 with the class,
2. Work in pairs and discuss
and try to give reasons for why they choose those topics. Divide Ss
the reasons for your
into pairs and have them decide on a topic to research together.
selection. Decide on one
3. Ss decide on the sources of information they will use to do their
topic to research.
research.
3. Decide on the sources of
4. Write presentation on the board and elicit materials Ss may wish to
information you will use to
use for their presentation. Ss decide on the materials they will need
do your research.
for their presentation.
5. Ss may use the organizer on page 180 in the worksheets section to
need? Make a list.
make notes about the information researched.
5. Use the organizer on page
6. Have Ss write three main ideas and three supporting ideas, when
180 in the worksheets
they finish, elicit connectors and their uses. Have them insert the
section to make notes about
appropriate connector between the main and supporting ideas.
the information researched.

6. Write three main ideas
Book 1
p. 140
Stage
3:
7. Ask Ss to open their Student Books to page 141. They may put
passive and connectors.
their information together in a paragraph. Tell the Ss to remember to
8. Check the spelling and
use the passive and connectors. They can exchange their work with a
punctuation. Correct any
classmate for peer editing.
mistakes.
8. Ask Ss to check the spelling and punctuation. Correct any mistakes.
9. Use index cards to make
They can exchange their work with a classmate for peer editing.
All Ready
simple notes for reference
9. Remind them to use index cards to make simple notes for reference
Students
4:
about your paragraph.
about their paragraph.
Book 1
All
10. Add simple sketches to
10. Ask Ss what they can see in the picture and go through their cards
p. 141
ready
the index cards to help you
and the information and draw corresponding illustrations to provide a
to share
remember the information.
graphic presentation.
Look at the example
11. Tell Ss that they are now going to present their research project to
provided.
the rest of the class, tell them that they can use their index to present
11. Use your index cards to
the information.
Product
Week 35
Class 106
together in a paragraph.
Remember to use the
I do
and three supporting ideas.

7. Put your information
Stage
present the information to

the rest of the class.
Self test
Week 35
I learn
Class 107
All Ready
Students
Book 1
p. 141
Formal
assessm
All Ready
Formal
1. Unscramble the words to
Briefly have Ss discuss their responses to the self-assessment in
assess
make sentences.
ment
2. Circle the best option.
ent
Week 35
Students
Book 1
p. 174
Class 108
School:
All Ready 1
Lesson Plan
Unit 5, Lessons
Grade:
Teacher:
Social Practice of the Language: Interpret
1st
Group:
Week Dates:
Product 2:
CONTENTS
and express everyday life instructions.

Familiar and community
Oral warnings
Achievement (s): Adjusts volume, tone and intonation to
Understand and express specific warnings of public places.
emphasize warnings. Understands conditional and nonconditional warnings. Requests information to confirm the
understanding of warnings. Indicates causes and effects of
warnings. Associates warnings to particular situations.
Acoustic features.
Conditionals (e.g., If there is an emergency, you must).
Verb forms: imperative.
Connectors.
Sentence types.
Lexical differences between British and American variants (e.g., car, park, parking lot; motorway, freeway).
Check warnings relative to public places. Identify topic, purpose and intended audience from previous
knowledge. Recognize situations and public places in which warnings are communicated. Distinguish
speakers attitudes and turns of participation. Identify volume, intonation and tone. Understand the general
meaning and main ideas of warnings. Listen to warnings particular to public places. Anticipate the general
meaning. Establish the reason for some warnings. Distinguish between conditional and non-conditional
warnings. Determine sequence of statements (e.g., description, instruction). Relate warning statements to
their written form. Identify speech register.
Express warnings particular to public places. Organize sentences into a sequence. Use non-verbal language
to aid the elaboration of warnings. Use strategies to emphasize meaning. Express causes and effects of
warnings. Paraphrase the message of some warnings. Express warnings particular to public places
Use language to prevent problems and respect social norms.
Assume responsibilities in society.
Recognize cultural differences in social norms.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
Lesson 3
Week 36
I know
Readin
Class
1. Check the signs that are

in your community.
2. Why do different places
use signs like these? How
do signs help us?
1. Ask Ss to open their Student Books to page 142. Tell Ss to check the
signs that are in their community.
2. Ask some volunteer to read out loud the questions: Why do different
places use signs like these? How do signs help us? And answer in their
Student Books.
All Ready
Student
Book 1
p. 142
Reader
p.
109
I build
Lesson 3
Week 36
Class
110
I think
Lesson 3
Week 36
I
3. Look at the pictures and

predict what each situation
is about.
4. Listen to the information
and number the situation in
Activity 3 in the order you
hear them.
5. Listen to the information
again and write who gives
the following instructions.
6. Why do you think the
instructions in Activity 5 are
necessary?
7. Read the text. Circle the
words that express cause
and underline the effects.
examples that demonstrate
the rules.
9. Match the signs to what
they tell us to do.
and choose the best
option(s) to complete each
one.
3. Ask Ss to open their Student Books to page 142. Ask Ss to look at

the pictures and predict what each situation is about.
4. Tell Ss to listen to the information and number the situations in
Activity 3 in the order they hear them.
5. Have Ss listen to the information again and write who gives the
following instructions.
6. Ask a volunteer to read the question: Why do you think the
instructions in Activity 5 are necessary? Ss answer in their notebooks.
7. Elicit Ss to read the text. Tell them to circle the words that express
cause and underline the effects.
8. Tell Ss to complete the table with examples that demonstrate the
rules.
All Ready
Student
Book 1
p. 142 &
143
CD Audio
track 29
9. Ask Ss to open their Student Books to page 144. Invite Ss to look at

the pictures and match the signs to what they tell us to do.
10. Elicit Ss to look at the sentences and choose the best option(s) to
complete each one.
11. Tell Ss that they are going to classify the following signs. Then tell
them that they have to add one more sign to each category. After that,
All Ready
Student
Book 1
p. 144 &
145
practice
Class
111
11. Classify the following

signs. Then add one more
sign to each category. What
do you notice about the
ask them to answer the next question: What do you notice about the
colors?
12. Ask Ss to look at the words and then, in pairs, to unscramble the
words to make sentences. They can check with other pairs.
I
Lesson 3
practice
Week 37
Class
112
I can
I know
Lesson 4
Week 37
Class
I build
113
Lesson 4
Week 37
I think
13. Rewrite these

sentences using the
connectors from the box.
and match them to the
correct signs. What colour
are they?
15. Work in pairs. Answer
the following questions.
16. Complete the table.
Then draw one more
symbol in the last column
and complete the
information about it.
17. Work in pairs. Share
tables and compare notes.
1. Work in pairs. Discuss
the following question.
2. Match the warning signs
to the places in Activity 1.
3. Listen to the extract and
number the signs you hear
mentioned in the correct
order.
4. Listen to the police
officer talk about the
Highway Code and write
down the information you
hear about the following
signs.
officer again and number
the information in the
correct order.
officer again and circle T for
True or F for False.
7. Read the text. Circle the
words that express cause
and underline the effects.
13. Ask Ss to open their Student Books to page 145 and look at the
words in the box, you can ask for some examples of their use to
confirm Sss comprehension. Then Ss rewrite these sentences using the
connectors.
14. Invite Ss to look at the pictures on page 146 and work in pairs to
complete the sentences and match them to the correct signs.
15. Tell Ss that they will continue working in pairs to answer the
questions presented.
16. Now Ss have to complete the table. They need to draw one more
symbol in the last column and complete the information about it.
17. To finish, Ss continue working in pairs to share tables and compare
notes.
All Ready
Student
Book 1
p. 145147
1. Ask Ss to open their Student Books to page 148. Have Ss work in

pairs. Discuss question. Ask for some volunteers to read their answers
out loud.
2. Tell Ss to look at the pictures and match the warning signs to the
places in Activity 1.
3. Play the CD so Ss listen to the extract and number the signs they
hear in the correct order. Play the CD again if necessary.
4. Now explain Ss that they are going to listen to the police officer talk
about the Highway Code, and they have to write down the information
they hear about the signs.
5. Play the CD again so Ss listen to the police officer again and, in pairs,
number the information in the correct order.
6. Tell Ss they are going to listen one more time to the police officer
and to circle T for True or F for False.
All Ready
Student
Book 1
p.148 &
149
CD Audio
track 30
& 31
7. Ask Ss to open their Student Books to page 150. Ask for volunteers
to read each of the sentences out loud. Then ask them to circle the
word if in each sentence and underline the verbs. They can check
All Ready
Student
Book 1
Class
114

circle the best option to
complete each one.
9. Underline the modal
verbs and circle the
infinitive verbs.
answers with a partner.

8. Ask new volunteers to read the sentences and, in pairs, they have to
circle the best option to complete each one.
9. Explain what modal verb is and the differences with infinitives. Then
ask Ss to underline the modal verbs and circle the infinitive verbs.
10. Ss are going to look at the words from the box and then complete
the sentences with words them.
p. 150 &
151
Lesson 4
Week 38
I
Class
practice
115
Lesson 4
Week 38
Class
I can
116
Product
I get
ready
Week 38
I plan
Class
117
I do
11. Match the beginning of

each sentence to the
correct ending.
12. Unscramble the words
to make sentences.
13. Write warnings for
these public places.
14. Read the text and find
words related to each topic
to add to the organizer.
Look back through the unit
to add more words. Use the
Glossary on page 165.
11. Ask Ss to open their Student Books to page 151. Then ask them to
match the beginning of each sentence to the correct ending.
12. Ss need to look at the words, and then tell them to unscramble
them to make sentences.
13. Ask Ss to look at the pictures. Ask some volunteers to describe
them, then tell the Ss that they need to write warnings for these public
places.
14. Read the text out loud and tell the Ss to find words related to each
topic to add to the organizer. They can look back through the unit to
add more words and invite them to use the Glossary on page 165.
All Ready
Student
Book 1
p. 151 &
152
15. Rewrite these warnings.

16. Work in groups. Make
notes about the different
ways that you can
contribute to making a
better society. Think of
signs and warnings needed.
17. Write warnings using
the notes from Activity 16.
18. Share the warnings with
the rest of the class.
15. Ask Ss to open their Student Books to page 153. Ask Ss the
meaning of must, have them remember when they use must and find
the expression that means the opposite, Tell Ss to look at the sentences
and ask them what they mean. Ask them to underline the words which
express obligation; ask what word we can use to replace them. Then
have them to paraphrase the three warnings.
16. Tell the Ss to work in groups to make notes about the different ways
that they can contribute to making a better society. Think of signs and
warnings needed.
17. Write warnings for the situations discussed in Activity 16 using
appropriate language for their audience.
18. Tell the Ss to share the warnings with the rest of the class.
All Ready
Student
Book 1
p. 153
1. Write one sentence

about what you have
learned about the following
things.
2. Work in pairs and choose
two things from the list
above. Write two
appropriate
announcements of
warnings for them.
need? Make a list.
4. Check the spelling and
punctuation, correct any
mistakes.
1. Divide the class into pairs and tell them to look at the topics on page
154 of their Student Book. Ss then write a sentence about each of the
things listed in their Student Books.
2. Tell the Ss to work in pairs and choose two things from the list above.
Now they are going to write two appropriate announcements of
warnings for them.
3. Ss decide what materials they are going to need to create their oral
announcements.
4. Explain the importance of using comma between the two parts of a
sentence in conditional sentences. Ss check the spelling and
punctuation, correct any mistakes.
All Ready
Student
Book 1
p. 154 &
155
I do
Product
2
Week 39
All ready
Class
to share
118
5. Draw graphics to
accompany your
announcements.
6. Practice presenting your
announcements with the
information in the correct
order. Point to the pictures
at the appropriate times.
7. Use your pictures to
present your information to
the rest of the group.
8. Vote on the
announcements. Decide on
which you thought was the
most creative, the most
informative, and the best
presented.
5. Ask Ss to open their Student Books to page 155. Ask Ss to draw

graphics to accompany their announcements.
6. Ask Ss to practice presenting their announcements with the
information in the correct order.
7. Tell the Ss to use their pictures to present their information to the
rest of the group.
8. Ss should vote on the announcements. Decide on which they
thought was the most creative, the most informative, and the best
presented.
All
Ready
Student
Book 1
p. 155
Briefly have Ss discuss their responses to the self-assessment in

All
Ready
Student
Book 1
p. 175
All
Ready
Student
Book 1
p. 155
Self- test
Week 39
I learn
Class
119
Formal
assessm
ent
Formal
assessm
Week 39
Class
120
ent
1. Identify the types of

warning. Write C for
Caution, P for prohibition, I
for Information, and S for
Safety.
2. Match the warnings to
their meanings.

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School:

Social Practice of the Language:

1. Number the pictures in the

Reading: Lets Go to Boulder

* T introduces his/herself to Ss pointing to his/herself saying: Hello! Im

4. Listen to the conversation

3. Listen and circle T for True

6. Read the underlined

9. In pairs, decide which

3. T asks Ss to open their Student Books to page 8 and look at the

12. In pairs, take turns saying

with a classmate and for volunteers to read their answers.

1. Match the expressions to

4. Listen to the conversations

4. T explains Ss that they are going to listen to some conversations

8. Read the sentences.

8. T asks Ss to open their Student Books to page 18 and read the

1. I pairs, choose one of the

1. T explains that they are going to act-out a dialogue as their first

4. Decide which questions

4. T elicits the Ss to continue with their product; they work in pairs

8. In pairs, practice the

8. T decides place and time of the presentations. Ss, after several

Check Very well, well or

T explains to Ss that they have to check according to their

1. Match the parts of the

Social Practice of the Language: Read and

Understand and appropriately contribute in discussions.

1. In pairs, discuss what you

1. Ss open their Student Books to page 22 and look at the picture,

12. Complete the organizer.

7. Match the words to the

need? Make a list.

character(s), other characters, setting, events in order, climax or

6. Compose and arrange

6. T asks Ss to open their Student Books to page 34 and draw their

Check the I learn box.

Ask Ss to answer the test individually.

1. Read the text and then

Social Practice of the Language: Understand

Being through the Language:

2. Look at the book pages and

4. Read these dictionary

1. T asks Ss to open their Student Books to page 38. To select

*Reader. T asks Ss to open their Readers to page 36, starts by

1. Where would you find these

1. T ask Ss to open their Student Books to page 44. Have Ss look at

4. Underline the imperative

4. T explains to Ss that you can use the imperative form to give an

8. Circle the best option.

identify all the imperative verbs and to classify them in affirmative

9. Number the instructions in

9. T asks Ss to open their Student Books to page 48. To have Ss order

6. Draw the dictionary pages

6. Have Ss work in their groups from previous class. Ask Ss to open

15. Ask the different groups to display their manuals in the

Check the I learn box.

during the process of making the product.

1. Look at the dictionary

Briefly, have Ss discuss their responses to the self-assessment in

Social Practice of the Language: Interpret and

1. Answer these questions.

2. Listen to a radio program

6. Read the excerpt from