Secondary 3rd Grade Unit 1A 2016 2017

Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa
Coordinacin de Ingls en el Distrito Federal
CYCLE 4, THIRD GRADE SECONDARY SCHOOL

UNIT
SOCIAL PRACTICE
PRODUCT
REFERENCES
1A
Understand and express information related to

goods and services
Telephonic complaint voice mail
Books and website resources
1B
Read and understand different types of literary

texts from English-speaking countries
Emotionary
(Inventory of
emotions)
2A
Understand and write instructions
2B
Interpret and express information published in

various media
Oral presentation
3A
Participate in language games to work with

specific linguistic aspects
Memory game
3B
Read and rewrite informative texts from a

particular field
4A
Understand and produce oral exchanges

related to leisure situations
4B
Understand and express differences and

similarities between cultural aspects
from
Mexico
and
Englishspeaking
countries
5A
Produce texts to participate in academic

events
Set of instructions album
Report anthology of historical

events
Testimony
Performance of a short play
Debate
5B
Interpret and express everyday life instructions
Activity schedule
CYCLE 4, THIRD GRADE SCHOOL TERM 2016-2017

GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Understand and express information related to goods and services
LEARNING ENVIRONMENT:
Familiar and Community
SPECIFIC COMPETENCY:
Express oral complaints about a health service
1A
CONTENTS
ACHIEVEMENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE

LANGUAGE
BEING
THROUGH
THE LANGUAGE
PRODUCT
Listen to and explore complaints about a

health service.
Identify topic and purpose.
Infers the general meaning from Establish form of communication.
Determine place or addressee for a complaint.
explicit information.
Distinguish attitudes of speakers.
Detect ways to adjust the actions of speaking
Distinguishes between main ideas
and listening: pauses, rhythm, tone, etc.
and some details.
Establishes the motive or reason
for a complaint.
Uses strategies to influence on

meaning.
Topic, purpose and intended Stand up for

audience.
citizens rights.
Contextual clues.
Become aware
of
the
Structure of complaints:
attitudes of
opening, body and closure.
oneself and
Form of communication.
others.
Repertoire of words
necessary for this social
practice of the
language.
Interpret general sense, main ideas, and
Modal
verbs, adverbs, and
some details of a complaint.
adjectives.
Clarify meaning of words
Activate
Acoustic features.
previous knowledge
Conditionals.
Infer general sense.
Verb tenses: present, past,
Detect and interpret technical or specialized
and future.
information.
Connectors.
Establish motive or reason for a complaint.
Identify main ideas and information that
explains or complements them.
Detect expressions to suggest solutions.
Identify strategies to emphasize meaning.
Write an oral complaint.
Choose a suitable word repertoire.
Use and adapt speech register according to the
addressee.
Express motive or reason.
Write expressions to suggest solutions.
Use strategies to repair failed communication.
Express complaints and make adjustments to
Nacional de Ingls en Educacin Bsica. Segunda

SEP. Programa Lengua: Ingls. Progrimprove fluency.
TELEPHONIC
COMPLAINT
VOICE MAIL
Stage 1
Produce telephonic
complaints.
Stage 2
Select and consult
information to make a
complaint.
Stage 3
Determine the topic or
reason to make a
complaint.
Stage 4
Create the statements
to
express
the
complaint.
Stage 5
Check
that
the
complaint
is
understood when said
and heard.
Stage 6
Practice the
enunciation of the
complaint.
Stage 7
Make the complaint
amas de estudio 2010. Ciclo 3.

pansin. Mxico,
Fase de ex
2011
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2011. Ciclo 4. 1 o 2o y 3o de Secundaria. Prueba en aula.
Mxico, 2011.
Programa de Ingls en Educacin Bsica en el Distrito Federal
UNIT 1A
PRODU
CT
STAGES
SUGGESTED ACTIVITIES
Stage 1
Revisit the same listening material now in terms of expressing main ideas and supporting these with details of complaints, expressing suggestions,
thanking for the suggestions offered, etc. Have Ss use the charts or grids to classify useful expressions and functions using the classifications
suggested in Stage 1. Have Ss concentrate on useful expressions and start practicing the language in small chunks of language, e.g. -I want to
complain about the bad service of my cell phone.-Why dont you phone the central office? / You should write to COFETEL. -Thanks for the tip /
Thanks for the information. -Youre welcome / Not at all.
Go back to the suggestions offered in stages 1 and 2, and have Ss make a list of possible topics or reasons to make complaints at school, at the
bank, at the supermarket, at the doctors office, at the supermarket, etc.
Add the possible complaints according to the place and the reason or motive for complaining. Another option is to have a set of complains for Ss
to match to the corresponding situation in order to identify key expressions and language.
Stages
2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Give Ss a set of common situations involving services (going to the movies, eating out, going to the doctor, etc.). Ask them to brainstorm ideas
about possible complaints in the services offered.
Expose Ss to a dialogue about someone complaining about a service, either in writing or listening. Make sure Ss grasp the reason or motive to
express complaints. Focus on vocabulary needed and functions needed to achieve this communicative aim and analyse speakers attitudes.
Get Ss notes or notebooks organized by asking them to classify the language just learned under headings for association and more effective
learning and recalling: how to make complaints, how to attend to complaints, how to offer help, how to invite action to attend to complaints, how
to close conversations of this type, and so on.
Have Ss start building up language gradually e.g. I want to complain about the doctors attention / I wish to complain because the nurse was
rude.
Have Ss work in teams in order to write their own complaints and possible responses. Let them produce a draft to be checked and validated by the
teacher. If you happen to have stronger, more gifted Ss, ask them to help you out with the revision work.
Ask Ss to produce the complaint and the corresponding response verbally. Monitor Ss oral production to make sure they are using appropriate
language, the stress and intonation that corresponds and that the sequence of the language is right.
Make sure Ss identify and include a main idea followed by one or two details.
Record, video-tape or prepare a brief demonstration of what you expect SS to do. Ask Ss to read their production in pairs within the teams they
have formed.
To make this telephone exchange more natural and realistic, have Ss sit in pairs back to back and let them play both roles: the one who complains
and the one who responds; then, Ss change roles so that both Ss have the chance to play both roles.
In pairs Ss take roles to present their complaint to the rest of the group. If they agree, have the conversations recorded for later use and practice.
In due course, Ss should be provided with an evaluation instrument that they can use it to evaluate one anothers participation (for example, a
checklist). Ss have to be instructed on the use of these instruments. Have Ss analyze the contents of the instrument and exemplify with a real
case so that they understand the standards upon which the evaluation should be carried out. Again, give a brief demonstration to Ss so that when
it is their turn to evaluate, they do a good job and above in order not to do any injustice to one another.
As a reflection exercise, have Ss identify what they learned, how they learned it, when and where this language can be used, and how they felt all
along the process.
UNIT 1A
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp. 23-35
pp. 6-21
Brilliant! Teens 3
Santillana
pp. 17-31
pp. 10-23
Fact pp.
73-86
pp. 22-41
pp. 9-18
Informative
pp. 5-18
Teens Club 3
Castillo
pp. 32-44
pp. 8-25
Informative
pp. 6-11
Yes, we can! 3
Richmond
pp. 4-13
pp. 4-13
Non-Fiction
pp. 5-14
Crossover 3
University of
Dayton
Activity
Book
WEBSITE RESOURCES
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?
site_locale=en_GB&currentSubjectID=2325607 Making complaints:
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1331_howto_feedback/page2.shtml
http://www.myenglishpages.com/site_php_files/communication -lesson-complaininig.php
http://www.eslvideo.com/esl_video_quiz_low_intermediate.php?id=7500
Readers
Reader
pp. 7-19
N.B. Website resources enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the
didactic sequence according to every particular classroom reality and students needs and preferences.

GRADE:
Third Grade
SOCIAL PRACTICE:
UNIT:
Read and understand different types of literary texts from English-speaking

countries
Literary and ludic
Read suspense literature and describe moods
ACHIEVEMENTS
CONTENTS
KNOWING ABOUT
THE
LANGUAGE
BEING THROUGH
THE
LANGUAGE
PRODUCT
1B
Uses various strategies to

understand narratives.
Infers the general meaning
and main ideas from details.
Formulates and answers
questions in order to infer
information.
Writes opinions regarding
moods.
Organizes paragraphs in
order to create texts.
Elements in narratives
Repertoire of words
necessary for this
social practice of
the language.
Types of sentences.
Adjectives:
comparative and
Understand general sense, main
superlative.
ideas, and some details of a
Pronouns: reflexive
suspense or narrative.
and relative.
Conditionals.
Read and re-read narratives.
Use diverse comprehension strategies. Homophones (e.g., too
and two)
Detect frequently used words.
Upper and lower-case
Make links within texts using explicit
letters.
and implicit information.
Select and explore suspense
narratives.
Identify textual arrangement.
Determine topic and purpose.
Detect intended audience from
explicit information.
Foster respect towards

the opinions of
others.
Stimulate an aesthetic
pleasure for
literature.
Develop empathy
towards different
moods.
Infer main ideas from details.

Answer questions to infer charactersmoods from explicit information.
Relate moods to specific moments in a
narrative.
Describe characters moods in a
suspense narrative.
Express and justify personal
impressions towards a text.
Relate moods to characters.
Make sentences from words that
express moods.
Complete sentences to express
moods.
Describe characters moods.
EMOTIONARY
(INVENTORY OF EMOTIONS)
Stage 1
Select, from a number of
sources, a suspense narrative.
Stage 2
Read the selected narrative in
silence.
Stage 3
Choose and make a list of
emotions that the narrative
presents or provokes.
Stage 4
Propose and write examples of
the situations that describe the
emotions
Stage 5
Check that the examples comply
with grammar, spelling, and
punctuation conventions.
Stage 6
Organize an event to present
and read the emotionary
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2011. Ciclo 4. 1 o 2o y 3o de Secundaria. Prueba en
aula. Mxico, 2011.
UNIT 1B
PRODUCT
STAGES
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Have SS bring books they have read from previous school years or get well-known stories from libraries, private collections, the internet, websites, etc. Remind Ss that the literary genre under study is a suspense narrative. If Ss have a clue as to where to look for this type of books, give
suggestions on well-known writers: Agatha Christie, Edgar Allan Poe, etc. There are abridged versions for different levels of English.
Present these books to the group, Focus Ss attention on the cover, the illustrations, the authors, and any other information that may help with
the understanding and enjoyment of the reading. Ask Ss to choose one story to read.
Have Ss classify a list of emotions as: positive, negative, neutral. Ss may resort to a dictionary if necessary. Try expressing the emotions within
a context, e.g. The girl is happy because dad is back home. The boy is furious because he cant go out.
To make this more memorable, Ss may work in teams to go through the list and try to express that particular emotion with facial expressions or
body language.
Back in a plenary session, ask Ss to identify the emotions that the reading of this story provokes.
Write the names and important information about characters. Check writing and spelling conventions.
Ask Ss to perform a small conversation with their chosen characters. Ss play the roles in the new tale (they can use their scripts to remember
their dialogues).
Have Ss give examples, verbally first. If this proves too difficult, leave an example on the board: The mother feels proud because her children
help poor people. The main character feels bored because he lives in a small town.
Have Ss work in pairs to start attempting the writing of similar ideas. Monitor and help as necessary. Have Ss exchange their sentences for
peer-correction.
Towards the end of the session, Ss may read out their examples and everyone in the class should be listening in order to get more ideas.
Raffle the different chapters of stages of the story and ask Ss to write examples that are relevant to that particular piece of the story. Once this
has been thoroughly revised, Ss may write out their emotionary on strips of color paper or cardboard.
Have Ss organized to give these pieces a sequence depending on the original story. Read the product with the whole group and make any final
additions, modifications, corrections, etc. Let Ss add their suggestions, ideas and contributions to further improve their work.
Get Ss organized to set up a presentation for other groups and the school community so that their emotionaries can be shown and exhibited.
Ss. may want to do this properly by having written invitations on posters or individual invitations for parents, the directors, coordinators and
other school authorities.
Given the topic of this social practice, have a final session where Ss express how they felt identifying their emotions and sharing it with their
peers .
UNIT 1B
BOOKS
Publishing house
Teachers
Book
Activity
Book
Readers
All Ready! 3
Macmillan
pp. 36-48
pp. 22-35
Reader pp.
20-32
Brilliant! Teens 3
Santillana
pp. 36-54
pp. 24-47
Stories pp.
7-18
pp. 42-61
pp. 19-28
Narrative pp.
67-80
Teens Club 3
Castillo
pp. 44-55
pp. 26-37
Narrative pp.
40-43
Yes, we can! 3
Richmond
pp. 14-23
pp. 14 -23
Fiction pp. 5
-16
Crossover 3
University of
Dayton
WEBSITE RESOURCES
site_locale=en_GB&currentSubjectID=2325607 Suspense stories:
http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching-Learning-sequences/Archived-English-Online-units/English-Units-Years-7-8/Tales-ofmystery-and-suspense
http://www.teachit.co.uk/ks4skills?T=1811
http://absolutenglish-972.pagesperso-orange.fr/notes/mysteries/page1.htm

GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Understand and write instructions
LEARNING
ENVIRONMENT:
Academic and educational
SPECIFIC
COMPETENCY:
Interpret and write instructions to perform an

experiment
CONTENTS
ACHIEVEMENTS
KNOWING
ABOUT THE
LANGUAGE
BEING
THROUGH THE
LANGUAGE
PRODUCT
2A
Understands and
Select and explore sets of instructions to perform
interprets order and
a simple experiment.
sequence of instruction Select sets of instructions based on topic and purpose.
elements to perform
Examine distribution and function of textual and graphic
an experiment.
components.
Writes and classifies
Identify purpose and intended audience.
simple and complex
sentences in order to
Interpret instructions.
create instruction
Read sets of instructions.
sequences.
Clarify meaning of words.
Anticipate general sense.
Removes, add,
Go through components of different procedures.
changes and/or
rearranges information Identify use of punctuation.
to edit a set of
Follow instructions to confirm understanding.
instructions.
Identify instructions order.
Write instructions.
Determine components of different procedures.
Make questions about the procedures to complete
sentences.
Establish number of steps.
Use bullets, ordinal numbers or words to indicate a
sequence.
Complete and write sentences with the descriptions of
steps and
activities
Support statements with illustrations.
Graphic
components.
Patterns of textual
arrangement.
Repertoire of
words necessary
for this social
practice of the
language.
Adverbs.
Verb forms:
imperative,
gerund, and
infinitive.
Verb tenses:
simple present.
Prepositional
phrases.
Punctuation.
Homographs.
Construct and
consolidate
knowledge
about our
surroundings.
Promote creative
and proactive
attitudes in
collaborative
work.
Edit sets of instructions.

Check punctuation and spelling conventions.
Verify the sentence sequence.
Remove, add, change and/or rearrange information to
improve a text.
Write a final version
SET OF INSTRUCTIONS
ALBUM
Stage 1
Make a set of instructions
album.
Stage 2
Choose an experiment and
search for information about
it.
Stage 3
Write the instructions to
perform the experiment.
Stage 4
Arrange the instructions in a
sequence
and
illustrate
them.
Stage 5
Edit instructions to write the
final version of the set of
instructions.
Stage 6
Agree on a design to
present the set of
instructions in an album
format.
Stage 7
Make an index
Stage 8
Put the album together and
place it in the classrooms
library.
Mxico, 2011.
UNIT 2A
PRODUCT
STAGES
Stage 1
Have Ss identify the titles, subtitles, materials needed, steps and illustrations. Have Ss observe the characteristics of instructions such as
imperative, gerund, infinitive and prepositional phrases (e.g. on the corner, at the end of, etc.), as well as punctuation of instructions.
Ask each team to write the title, subtitle, and all the above mentioned elements for their experiment. Go around and give help where
needed.
Ask Ss to work in groups to bring the information and instructions about their experiment in order to perform it in class. Have Ss in each
team responsible for the necessary material. Then, have Ss perform their experiments. Encourage Ss to take notes while doing their
experiment.
Have Ss write on a separate piece of paper their instructions in disorder. Ss exchange their instructions and ask their peers to
arrange/number them in the correct order. Every team decides on the graphic components to be included. Ask Ss to draw, get cutouts or
images for the illustrations required. Have your Ss exchange their illustrations and have another team order them and state the possible
statement suitable for the illustration. Ask the original team to check their answers .
Have SS check, make corrections or changes in their set of instructions or illustrations depending on the feedback provided by the previous
activity. Also, check with them punctuation and spelling conventions.
Make sure Ss provide the necessary details for explaining the step, as well as the materials needed. Tell them they can add time or frequency
expressions or use their dictionaries if they want to check spelling or the meaning of words. Have Ss write the final version to be included in
the album.
Have Ss agree within their teams on a design to present their set of instructions in an album format. They might ask questions such as:
What should a manual for an experiment include? How should it look like?
Elicit answers from different Ss. Encourage the use of recycled material and promote creative and proactive attitudes in collaborative work.
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Ask Ss to tell you a story that involves magic or something mysterious or unexplainable; let them express freely. Ask open questions to
discuss in teams like: Do you believe in magic? Do you know some magicians? Then, share opinions with the rest of the class.
Get a story related to these topics (from http://www.thekidswindow.co.uk/News/Harry_Houdini.htm, for example), and write a summary of it
on the board. Have Ss read it. If necessary, isolate new vocabulary words, and look up their meaning. Have Ss identify the elements of a
report such as title, introduction, development, and conclusion. Have Ss bring a magazine of their interest in English, or take Ss to the ICT
lab to search for different articles, e.g. Why cant dogs see colors?, Why are bulls attracted to red color?, Why do people associate blue with
boy and pink with girls?, Why are most restaurants decorated in orange?
For more ideas, ask Ss to browse the topics included in school journals, such as Mi primer diario. They may want to research more on the
topics included there.
Ss may choose the topic for their final report through a raffle among the group.
Explain to Ss they have to put together all the final versions to make the album and that it will be necessary to write a final index for the
whole album. Ask every team to explain or read the instructions for their experiment. Vote as a class to determine the order in which the
experiments will be placed in the album.
Elicit information from Ss regarding what an index is as well as its purpose. Ask Ss to check the index from any book or materials available at
school and list their characteristics on the board.
Have Ss write down the index for their instructions album. Monitor and give help when necessary.
Stage 8
Have Ss put their album together and place it in the classrooms library. Tell them this album might be used as a
reference book in the future. Ask your Ss to invite other classmates to check their albums so they get to explain and
share what they did.
UNIT 2A
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp. 49-61
pp. 38-51
Non-Fiction pp.
33-45
Brilliant! Teens 3
Santillana
pp. 55-73
pp. 48-65
Fact pp. 87100
pp. 62-81
pp. 29-38
Informative pp.
19-30
Teens Club 3
Castillo
pp. 56-70
pp. 40-47
Non-Fiction pp.
12-15
Yes, we can! 3
Richmond
pp. 24-33
pp. 24-33
Non-Fiction pp.
15-24
Crossover 3
University of
Dayton
Activity
Book
WEBSITE RESOURCES
site_locale=en_GB&currentSubjectID=2325607 Science:
http://www.sciencemadesimple.com/
http://www.sciencebob.com/experiments
www.adherents.com/people/100_scientists.html
Readers

GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Interpret and express information published in various media
LEARNING
ENVIRONMENT:
SPECIFIC
COMPETENCY:
Share emotions and reactions caused by a T.V. program

CONTENTS
ACHIEVEMENTS
KNOWING ABOUT
THE
LANGUAGE
BEING THROUGH
THE
LANGUAGE
PRODUCT
2B
Anticipates main
ideas and the
information that
explains or
supports them.
Clarifies the
meaning of some
words.
Formulates and
answers
questions to
share emotions
and reactions.
Explains main
ideas through an
oral exchange.
Explore a TV program.
Determine genre, topic, purpose, and intended
audience.
Identify speakers non-verbal language and
attitudes.
Identify setting(s) or place(s) where actions
take place.
Determine roles of participants.
Identify visual and sound effects.
Interpret the general meaning and some
details of a TV program.
Reflect on the relationship between actions,
images, dialogues and sound effects.
Infer general sense.
Identify the function of pauses, rhythm, and
intonation.
Interpret technical or specialized information.
Distinguish between main ideas and the
information that broadens, exemplifies or
explains them.
Identify strategies to rephrase, adjust
volume/speed, or negotiate meaning.
Point out speech register.
Share emotions and reactions caused by a
TV program.
Formulate and answer questions about content
and the emotions caused by it.
Write expressions to share emotions.
Include explanations of main ideas during an
exchange.
Exchange emotions and reactions.
Use strategies to repair a failed conversation.
Contextual clues.
Visual resources
(marquee, subtitles,
etc.) and sound
resources
(soundtrack, sound
effects, etc.).
Speech register.
Non-verbal language.
Repertoire of words
necessary for this
social practice of
the language.
Differences and
similarities between
mother tongue and
English.
Acoustic features.
Syntactic differences
between British and
American variants:
modal verb, to need
(e.g., You neednt do it,
You dont need to do
it).
Syntactic
particularities of the
English language: lack
of gender in nouns and
adjectives
Use language to
transmit and
disseminate
information
objectively.
Value the credibility
of mass media.
Acknowledge the
influence of
media in
everyday life.
ORAL PRESENTATION
Stage 1
Select a TV program.
Stage 2
Decide on the length of the
presentation. Stage 3
Write sentences to express
emotions and reactions about a
program.
Stage 4
Check that the sentences are
understood when said and heard.
Stage 5
Define turns of participation,
and their length. Stage 6
Practice the enunciation of
emotions and reactions.
Stage 7
Make the oral presentation.
Stage 8
Pay
attention
to
the
participations
of
others.
Stage 9
Formulate questions to obtain
further information and ask for
something to be repeated,
clarified or said slower.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2011. Ciclo 4. 1 o 2o y 3o de Secundaria. Prueba en aula. Mxico,
2011.
UNIT 2B
PRODU
CT
STAGE
S
Stage
1
Stage
2
Stage
3
Stage
4
Label a chart on the board with the following headings: reality show, cartoons, drama, sitcom, news travel, documentary, cookery and soap opera. Have
Ss infer the topic of the class. Under these headings, ask Ss to write down examples they know of the different genres.
Have Ss check the inventory of emotions they made for unit 1B and elicit emotions resulted from watching those TV shows. You might ask the secretaries
to draw a happy, sad or scared.
face depending on the emotion produced by the show.
You might use the web site http://www.info-esl.com/index.php to create a word soup you can use to review vocabulary.
Divide the class into groups and have them make a chart in their notebooks with the following headings: title of the program, speech register, intended
audience, subject matter, place where action occurs, visual and sound effects, and emotions produced. Add, with Ss help, any other items they consider
relevant to describe a TV program.
Tell Ss they are going to watch short segments of different programs. Pause after each segment and ask SS within their teams to complete the above
mentioned chart. Ask Ss to pay attention to the roles of the participants, the visual and sound effects, non-verbal communication, the speakers attitudes
as well as the relationship between actions, images, dialogues and sound effects. Make sure Ss understand the meaning of each item by asking them to
provide examples. In case SS are not able, provide them with examples.
Have SS discuss within their teams what program they would like to talk about for their project. Explain to them that the product to be developed is an
oral presentation about a TV show they would really like to talk about. Ask SS to name a spokesperson to share the teams answers.
Determine as a class, the length of the presentation depending on the number or teams and Ss, since every Ss has to participate.
Recycle elements from unit 1B, so that SS remember expressions for emotions such as anger, sadness, happiness, fear, surprise. Make cards with
different situations such as I got a 10 at Math class. I lost my wallet. Have Ss work in pairs, one classmate reads the card and the other tells
him/her how she/he feels. Exchange cards and switch roles. If possible, allow for freer productions, having Ss themselves come up with the
situations.
Place on the board flashcards or actions that show different emotions. Elicit from Ss language they use to express emotions, likes, dislikes or
indifference. Have Ss write within their teams sentences to express emotions and reactions about a TV program. Another possibility is to have every
team write down sentences for a specific emotion or a couple of emotions and then share with the whole class. The website
http://www.eslprintables.com/cinema_and_television/tv_programmes/ might provide some useful activities/vocabulary.
Have Ss share their sentences with the whole class in order to make corrections, check pronunciation, intonation, non-verbal language, etc. Ask SS to
work in pairs to talk about the emotions produced by the TV programs they watch using the previously learned expressions.
If there is no oral production. T can provide a handout with useful chunks of language for Ss to use (e.g. I enjoy watching, I'm mad about, I cant
stand, I don't like, I don't mind, etc.). The web site http://acainnerpeace.ncf.ca/feelings.htm provides a long list of emotions as well. Ss can look
up the unknown words in their dictionaries
Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To
revise if the sentences are understood when spoken and listened to, and to practice the enunciation of emotions and reactions.
Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any
mistakes. Monitor and provide help when necessary. Make sure they all have their sentences corrected.
Stages
5 and 6
Stage
s7
and 8
Stage
9
Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To
revise if the sentences are understood when spoken and listened to, and to practice the enunciation of emotions and reactions.
Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any
mistakes. Monitor and provide help when necessary. Make sure they all have their sentences corrected.
Ask Ss to give their oral presentations. If possible ask them not to read what they prepared and just use it as cues. Ask the rest of the SS to listen to
other groups and make notes on anything that is unclear or they would like to ask about.
After each groups presentation, ask and answer questions about each groups chosen program.
UNIT 2B
BOOKS
Publishing house
Teachers
Book
Activity
Book
Readers
All Ready! 3
Macmillan
pp. 62-74
pp. 52-65
Fiction pp.
46-58
Brilliant! Teens 3
Santillana
pp. 74-92
pp. 66-85
Stories pp.
19-30
pp. 82-101
pp. 39-48
Narrative pp.
81-92
Teens Club 3
Castillo
pp. 69-81
pp. 60-71
Narrative pp.
44-47
Yes, we can! 3
Richmond
pp. 34-43
pp. 34-43
Fiction pp.
17-26
Crossover 3
University of
Dayton
WEBSITE RESOURCES
site_locale=en_GB&currentSubjectID=2325607 Media:
http://www.bbc.co.uk/tv/
http://acainnerpeace.ncf.ca/feelings.htm
http://www.esolcourses.com/topics/television.html
http://www.eslprintables.com/cinema_and_television/tv_programmes/

GRADE:
Third Grade
SOCIAL PRACTICE:
Participate in language games to work with specific linguistic aspects.
LEARNING
ENVIRONMENT:
SPECIFIC
COMPETENCY:
ACHIEVEMENTS
UNIT:
Literary and Ludic

Participate in language games to comprehend and write irregular verb
forms
CONTENTS
KNOWING ABOUT THE

LANGUAGE
BEING
THROUGH THE
LANGUAGE
PRODUCT
3A
Compares
sentences with
and without
irregular verb
forms.
Explore word games.

Identify names of games that are suitable to work on
irregular verb forms (e.g.; memory game and lottery).
Identify topic, purpose and intended audience.
Determine elements that make up a language game.
Identify function of graphic and textual components.
Determine number of players and turns of
participation.
Identify steps to participate in a game.
Classifies
sentences
according to
their verb
tense.
Uses perfect
tenses and
simple past in
sentences and
texts.
Writes and dictates
sentences with
irregular verb
tenses.
Textual and graphic

components.
Verb tenses: present
perfect, past perfect,
future perfect, and
simple past.
Verb forms: past and
past participle.
Similarities between
words.
Digraphs (e.g.; tw and
Understand the characteristics of irregular verb
it).
forms.
Verbs in past and past
Locate sentences with irregular verb forms.
participle.
Compare sentence with and without irregular verb
forms
Determine simple past, present perfect, past perfect,
and future perfect in sentences.
Classify sentences in simple past, present perfect,
past perfect, and future perfect.
Complete sentences with irregular verb forms.
Compare differences and similarities in the
composition of irregular verb forms.
Organize families of irregular verb forms.
Understand
language
games as
recreational
activities.
Foster patience
in task
performance
.
Create
environmen
ts
that
foster
participatio
n in ludic
activities.
Write sentences with irregular verb forms to

create a language game.
Dictate and enlist sentences with irregular verb forms.
Complete irregular verb forms based on one of their
parts.
Order letters and words to write irregular forms.
MEMORY GAME
Stage 1
Make a memory game.
Stage 2
Identify irregular verbs in past
simple, present perfect, past
perfect, and future perfect.
Stage 3
Suggest and select sentences
based on the chosen verbs.
Stage 4
Write down irregular verbs on
a set of cards and sentences
on another set. Stage 5
Check
that
verbs
and
sentences
comply
with
grammar,
spelling,
and
punctuation conventions.
Stage 6
Determine number of players in
each team and their turns of
participation.
Stage 7
Establish rules for the game.
Stage 8
Play the memory game.
Stage 9
Read verbs and sentences aloud
each time a pair is found.
Mxico, 2011.
UNIT 3A
PRODUCT
STAGES
Stage 1
Stage
s 2
and 3
Stage
s 6
and 7
Monitor as necessary and make sure there are no grammar, spelling and punctuation mistakes.
Ideally, teams should design the game they feel happier with and as far as possible there should be an assortment for Ss to have more fun
and variety when dealing with the language. Have Ss determine the number of players in each team and also decide how they are going to
interact and take turns to participate. Have Ss design the materials needed for each of the games. Monitor as necessary, making sure there
are no mistakes and that the rules are clear for all the other teams.
Have Ss play their own games in petit committees so that the rules and implementation become crystal clear for everyone. In due course
and when all teams have gone through their own games have each team at a time conduct their own game with other teams.
Make sure the rules for the different games are accessible and fully understood by everyone.
Stages
8 and 9
Choose a passage or design one where the presence of irregular verbs is evident. Make sure you include quite a number of adverbs of time
to facilitate comprehension. Choose a topic that is both, accessible and interesting for Ss of this age.
If you cant find one, write it yourself. Have Ss read the passage and using a variety of reading comprehension techniques such as
skimming or, scanning, get Ss familiarized with the different verb forms. To facilitate understanding, design a chart where Ss enter the
different verbs they come across. If you can group verbs by their irregularity, so much the better, for Ss to associate several verbs and learn
them as a set group, e.g. Verbs that change one letter: come-came, verbs with no change: put-put, hit-hit. Complete change: go-went.
Verbs with special endings: bringbrought, buy-bought. Also ask Ss to rewrite the sentences where those examples were used. Promote
collaborative work, and ask Ss to analyze the sentences in the previous exercise and it relation with the past, present and future.
Ensure even participation, even from the students who are not so gifted or tend to be rather shy. Remember to carry on adding more verbs
to the list and leave the list in a visible place in the classroom for Ss to become used to the different verb forms.
Bring a good number of cards (preferably Bristol size) for Ss to write down the irregular verbs they have come across. For better handling, T
and Ss may decide on a color for the bare form of the verb, a different color for the past tense and still a different one for the past participle.
Have a ludic session where Ss associate the three forms of the verb and try to express in English what the verb means. Use Spanish as a
very last resort, e.g. grow, grew, grown = become bigger. Become, became, become= convert into, begin, began, begun = start, initiate,
etc. Have Ss write sentences about themselves, using the three verb forms. Ex. At present I speak English and Spanish. Two years ago I
spoke only Spanish. In ten years time I will have learned / learnt at least three languages.
Having exposed Ss to several examples where the verb forms are contrasted ask them to attempt writing their own examples.
Stage
s 4
and 5
Bring different word games to the class based on vocabulary that Ss may have learnt in previous sessions (bingo, memory games, scrabble,
board games, word search puzzle and crossword puzzle). In plenary decide what the rules of the games are and then give them some time to
play.
Have Ss contribute names of games they know that can be adapted to learn irregular verbs. Taking into account Ss ideas, design a word
game as a whole class, start introducing action words and their relation with the past and/or with action that started in the past and continue
up the present.
Encourage Ss to use bilingual dictionaries and organize games where Ss have to categorize verbs in regular and irregular. Have a couple of
boxes with the initials R (regular) and I (irregular). Provide Ss with action words and ask them to put them in the correct category; once they
do it, ask them to use the dictionaries and look for the different forms they can be conjugated.
Have Ss take turns to pick up a card, read the verb out loud, decide if it is a regular or irregular verb and drop it in the box that corresponds.
If Ss have no elements to classify the verbs, expose them to examples where they deduce the type of verb that is.
The teacher only acts as an observer gathering information to complete the evaluation instrument that is deemed convenient this time
round. As soon as the teams are ready, have Ss play all the games.
Read verbs and sentences aloud from the different games played, highlighting the verb form and the time expression associated with the
three verb forms: At present, in the past, for the last two years, in ten years time, etc. The time element is vital for Ss to deduce the
meaning and concept of the language under study.
UNIT 3A
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp. 75- 87
pp. 66-81
Reader pp.
59-71
Brilliant! Teens 3
Santillana
pp.93-111
pp. 88-103
Facts pp.101-114
pp.102-121
pp. 49-58
Informative pp.31-40
Teens Club 3
Castillo
pp. 82-91
pp. 72-87
Informative pp.
16-19
Yes, we can! 3
Richmond
pp. 44-53
pp.44-53
Non-Fiction pp.25-36
Crossover 3
University of
Dayton
Activity
Book
Readers
WEBSITE RESOURCES
http://www.learninggamesforkids.com/memory_games.htmlhttp://a4e
sl.org http://www.thekidzpage.com/learninggames/memory -games/
http://www.kidsmathgamesonline.com/memory.html
http://iteslj.org/c/jokes-riddles.html
http://www.eslgamesplus.com/action-verbs-memory-game-for-esl-learning-very-low-beginners/
http://www.manythings.org/wbg/verbs_past1-mw.html

GRADE:
Third Grade
SOCIAL PRACTICE:
Read and rewrite informative texts from a particular field
UNIT:
Academic and educational
Write a short report about a historical event
3B
CONTENTS
ACHIEVEMENTS
KNOWING ABOUT
THE LANGUAGE
BEING THROUGH
THE LANGUAGE
PRODUCT
Formulates questions in
order
to
distinguish
between
main
and
secondary ideas.
Writes
simple
complex sentences.
Select and explore descriptions of

historical events.
Activate previous knowledge.
Predict content.
Identify textual organization.
and Identify topic and intended audience.
Understand the content of a historical

Links sentences together text.
in
order
to
make
Read historical texts.
paragraphs.
Identify new terms.
Point out information about key events.
Writes a short report, Make questions to distinguish between main
based on a model.
ideas and secondary ideas.
Recognize order and meaning of a text.
Checks
spelling Identify chronological order.
conventions and adjusts
language
according
to
intended audience and Write a short report.
Write simple and complex sentences
purpose, to edit reports.
paraphrasing main ideas.
Complete flow charts with information that
broadens main ideas.
Rewrite sentences to include information that
broadens main ideas.
Emphasize and clarify ideas in a text.
Determine the order of key events in a
timeline.
Group sentences which give similar
information to form paragraphs.
Write a short report
Topic, purpose, and

intended audience.
Textual and graphic
components.
Acoustic
characteristics.
Type of sentences.
Question words.
Verb form: auxiliaries.
Verb tenses: present
and past.
Punctuation.
Use language to learn

about history and to
appreciate it.
Create a sense of unity
and harmony, and
avoid prejudice.
Promote respect for
the work of others by
using information
sources.
REPORT ANTHOLOGY OF
HISTORICAL EVENTS
Stage 1
Choose a historical event.
Stage 2
Read the texts and select
the information.
Stage 3
Choose a graphic resource
to organize information.
Stage 4
Write the report.
Stage 5
Edit the report to create a
final version.
Stage 6
Agree on a design to the
anthology.
Stage 7
Create an index.
Stage 8
Integrate the reports to
the
anthology
and
donate it to the school
library.
Edit reports
Read to check punctuation and spelling
conventions.
Add, remove, change and/or reorganize
information.
Adjust language in accordance to intended
audience and purpose.
Write final version.
Mxico, 2011.
UNIT 3B
PRODUC
T
STAGES
Stage 1
Stage
s 2
and 3
Stage
s 4
and 5
Have Ss look up information in encyclopedias, on the internet, previous course books, etc. and bring the information preferably in English.
Select those bits of the text that are particularly interesting for the task.
Prepare a good set of questions to find out the information needed for the task such as dates, places, important personalities, background,
reasons for the event to have happened, etc. Gradually Ss should be in charge of asking and answering the questions themselves. Example
questions: What happened in .? Who was the responsible for? What was the solution? What has happened since then?.
Offer a nice variety of graphic organizers for the Ss to choose from, so that each team opts for one, such as: mind maps, concept maps,
summary tables, etc. Even though the topic is common for everyone, each team would contribute to the theme by using different graphic
resources.
Given the nature of the subject, suggest time lines, maps, comic strips, where the chronological order of events is evident. Alternatively, Ss
may choose an event in the continuity of that historical period to make the anthology more attractive.
In the same teams Ss would go back to the text chosen and highlight, underline, circle the relevant information for that particular team. Have
Ss re-write that particular bit of information in their own words.
Have Ss make drafts to facilitate correction and enrichment. Expect simple sentences from Ss. When Ss have attempted their first draft have a
session on the use of linkers for the purpose of enumeration of a series of events, or the right sequence of a given historical episode.
Possibilities range from First, next, then, after that, finally to At the beginning, some time later, soon, a few years later, in the end, etc.
Make sure Ss attempt their second draft with the insertion of these devices to make their language production more complex.
Monitor as necessary, always promoting the use of English and different types of correction such as self and peer correction.
Have Ss edit their report first in pencil to make all the necessary corrections and adaptations. Once given a final check to Ss work, they may
type it out or write it out in a font that is legible even for younger Ss.
Have Ss agree on the design chosen for their anthology. As far as possible have an assortment of graphic resources. If Ss do not seem to
agree on one, raffle the possibilities in an effort to give the reports a more professional presentation. Ahead of time decide on the types of
font used if it is decided that all reports should be typed. If Ss use their handwriting, make sure it is legible, standardized and correct. When
they have finished the design of the anthology, ask them to show their work to other Ss.
Have the anthologies edited and exhibited. From this have Ss analyze the information and decide on which section of the index they want to
work on, reminding that an index is a list of contents indicating where the contents appear. Ss may decide on the number of pages and a
separate index of illustrations.
Towards the end of the month have Ss exhibit their anthologies in the classroom. To give this social practice an added element of
communication, ask Ss to prepare a short oral presentation of what their section of the anthology is all about.
If time allows, have Ss check the quality and presentation, the contents, the level of English and the use of linking devices to join ideas
through a short rubric prepared ahead of time by Ss in conjunction with the T.
Stage 6
Stage
s 7
and 8
Ask Ss to form teams using any grouping technique that is well known to the teacher. It may be through a Find someone who activity or
forming groups of: farm animals, zoo animals, wild animals, by colors, vegetables, fruits, etc.
Once the teams are formed ask Ss to give ideas (one per team) on the historical events they are more interested in such as: the invention of
computers, the invention of internet, moon landing, the fall of the berlin wall, etc. Have Ss cast votes and choose the most popular or best
known to Ss. Alternatively this theme may be chosen from historical periods already studied in the History subject from the present or
previous school years.
Propose cultures that are particularly fascinating, e.g. the Egyptians, the Greeks, The Mayans, the Aztecs, the Romans, etc.
UNIT 3B
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp. 88-100
pp. 82-95
Reader pp.
72 84
Brilliant! Teens 3
Santillana
pp.112-130
pp. 104-123
Stories pp.31-42
pp. 122-141
pp. 59-78
Narrative pp.
93-102
Teens Club 3
Castillo
pp. 95-105
pp. 94-107
Narrative pp.
48-56
Yes, we can! 3
Richmond
pp. 54-63
pp. 54-63
Fiction pp.
27-38
Crossover 3
University of
Dayton
Activity
Book
Readers
WEBSITE RESOURCES
http://www.bbc.co.uk/history/forkids/
http://www.spacekids.co.uk/spacehistory/
http://kids.nationalgeographic.com/kids/stories/history/
http://www.kidinfo.com/american_history/historical_events.html
http://www.socialstudiesforkids.com/

GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Understand and produce oral exchanges related to leisure situations
LEARNING
ENVIRONMENT:
Familiar and community
Interpret and offer descriptions regarding unexpected situations in an oral

exchange
CONTENTS
ACHIEVEMENTS
KNOWING ABOUT
THE LANGUAGE
BEING
THROUGH THE
LANGUAGE
4A
PRODUCT
Determines the
function of pauses,
rhythm, and
intonation.
Negotiates meaning.
Rephrases ideas.
Uses strategies to
restore a failed
conversation.
Anticipates general
sense, main ideas,
and some details in
order to produce an
oral text.
Listen to and explore descriptions of unexpected

situations shared in an oral exchange.
Identify topic, purpose, and intended audience.
Observe and understand non-verbal language.
Identify attitudes and emotions.
Establish speakers profiles.
Determine the place where an exchange occurs.
Interpret general sense, main ideas, and some details.

Identify ways to describe an unexpected situation.
Identify main ideas and information that broadens, exemplifies
or explains them.
Identify strategies used to rephrase ideas, adjust volume
0||and speed, and negotiate meaning.
Determine sequence of enunciation.
Formulate questions to understand a description.
Notice regional accents.
Describe unexpected events.
Write sentences to describe unexpected situations.
Add details to main ideas.
Change direct speech into indirect speech and vice versa.
Adjust speed, rhythm, diction, and intonation.
Rephrase ideas.
Use strategies to influence on meaning.
Use strategies to restore a failed conversation.
Produce spontaneous descriptions of unexpected situations.
Maintain an oral exchange with the support of non-verbal
language.
Topic, purpose, and

intended audience.
Contextual clues.
Speech register.
Direct and indirect
speech.
Acoustic features.
Repertoire of words
necessary for this
social practice of
the language.
Types of sentences.
Adjectives and
adverbs.
Adverbs: of time and
quantitative.
Language formulae
(e.g.
greetings, and
courtesy and
farewell
expressions).
Syntactic
particularities of
English: absence of
double negative (for
example, they didnt
go anywhere; they had
no time to lose).
Show confidence
in the use of
English.
Promote
constructive
dialogues.
Appreciate
credibility and
objectivity in
different
descriptions.
TESTIMONY
Stage 1
Select and
unexpected
situation
Stage 2
Write sentences to
describe an
unexpected situation.
Stage 3
Check that sentences
are understood when
said
and
heard.
Stage 4
Organize sentences
into a text to put
together
a
testimony.
Stage 5
Practice
the
enunciation
of
testimonies.
Stage 6
Establish turns of
participation
Stage 7
Participate in an
exchange of
testimonies.
Mxico, 2011.
UNIT 4A
PRODUCT
STAGES
Stage 1
Stage 2
Stage 3
Stage 4
Stage
s5
and 6
Share with your Ss an unexpected situation. It could be yours or someone they may be interested in. Have your Ss remember an
unexpected situation from their personal experience and share with the whole class.
Play Chain story: Have a tape recorder ready and have your Ss sit in a horse shoe arrangement. Have one student say a sentence for
telling an unexpected situation
Have the whole class listen to the recording. Encourage self and peer correction.
Have your Ss decide if they want to write about a personal situation or about something that happened to them as a group.
Depending on it, arrange teams or have SS work individually.
Have Ss take a look at Readers Digest magazine or any other source where Ss can find interesting situations or testimonies. Have
them analyze the parts of it and relate them to the previous expressions or discover new ones they can use to write their own
anecdote.
Have your Ss circle the connecting words and to observe how ideas are linked, organized and sequenced.
Check sentences are understood when said and heard by having your Ss read them aloud. Promote different types of correction and
encourage the use of connectors or cohesive devices such as: Suddenly, immediately, but, so, and, fortunately, etc.
Place on the wall a word box resource for your Ss to check and add details to their anecdotes.
Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
Have your Ss organize their sentences into a text to put together the testimony. Do this orally first and tackle the problems as they
come up.
Emphasize the relevance of having a coherent testimony by having Ss structure their paragraphs in a way that the sentence holding
the main idea is the first one, and the remaining sentences provide the complementary details.
Remind Ss that their testimonials should be able to answer who, what, where, when and why. Walk around the class offering help but
do not stop to check unless you are required to do so.
Ask Ss to exchange their texts, proofread them and provide feedback as far as Ss can go. Complement as necessary. Monitor Ss
work all the time to avoid unnecessary mistakes.
Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups of four. The idea is that Ss work
with different classmates..
Have Ss establish the turns to share their anecdotes in their groups.
Ask Ss to make follow up questions to get more details and get to know better their classmates through testimonies.
Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy.
Have Ss choose another team to exchange their testimonials. Establish the time for every group to share their testimonial and
answer questions about it.
When everyone has finished sharing their testimonials have a small poll and get every pair of group to choose whose testimonial
featured the most unexpected situation.
If time allows, equip Ss with an assessment instrument that should be prepared by the teacher and the Ss together to clarify those
elements of the program that need to be assessed. Once prepared and written out, produce the number of copies needed for all Ss
to have the chance to evaluate at least one team at a time.
Stage 7
UNIT 4A
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp.101-111
pp.96-111
Reader pp.85-97
Brilliant! Teens 3
Santillana
pp.131-149
pp.124-141
Facts pp.43-56
pp.142-161
pp. 69-78
Teens Club 3
Castillo
pp.106-118
pp.108-125
Yes, we can! 3
Richmond
pp.T64-T73
pp.64-73
Crossover 3
University of
Dayton
Activity
Book
Readers
WEBSITE RESOURCES
http://kids.nationalgeographic.com/
www.onestopenglish.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.bbc.co.uk/newsround/
http://www.dogonews.com/

GRADE:
Third Grade
UNIT:
4B
SOCIAL PRACTICE:
Understand and express differences and similarities between cultural aspects from Mexico and English-speaking
countries
LEARNING
ENVIRONMENT:
Literary and Ludic
SPECIFIC
COMPETENCY:
Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking
countries and Mexico
CONTENTS
ACHIEVEMENTS
Uses various
comprehension
strategies.
Formulates and
answers questions
about the attitude
and behavior of
characters.
Links non-verbal
communication to
the dialogues
sense.
Reads short plays.
Select and explore short plays suitable for a young

audience.
Identify author(s).
Determine topic, purpose, and intended audience.
Read a short play and understand general sense,
main ideas, and details.
Identify stage directions.
Use various comprehension strategies.
Identify leading, secondary and/or incidental
character(s).
Point out details (e.g., attitudes and behaviors, and time
and setting in which the actions occur).
Point out genre (e.g.: tragedy, comedy, and melodrama).
Determine current actions which are still taking place in
the present and/or begin in the past and conclude in
the present.
Identify general sense.
Formulate and answer questions to explain and describe
attitudes and behaviors.
Participate in a dramatized reading of a short play.
Read dialogues to practice pronunciation.
Relate rhythm, speed, intonation, and volume.
Link non-verbal language with the meaning of dialogues.
Perform a dramatized reading of a short play.
KNOWING
ABOUT THE
LANGUAGE
BEING
THROUGH THE
LANGUAGE
Genre, topic,
Value drama as a
purpose, and
reflectio
n
of
audience.
attitudes
Text and graphic
and
components.
behavior.
Text arrangement:
Participate in
stage
communal
directions,
cultural
dialogues, etc.
expressions.
Colophon.
Become aware of
Acoustic features.
the ideas and
Repertoire of words
emotions of
necessary for
one self and
this social
others.
practice of the
language.
Adverbs of time
and place.
Verb form:
imperative.
Verb tenses:
present (simple,
progressive, and
perfect) and past.
Punctuation: dash,
parentheses,
squared brackets,
etc.
PRODUCT
PERFORMANCE OF A
SHORT PLAY
Stage 1
Select a short play for a
young audience
Stage 2
Read the selected play
aloud. Stage 3
Determine who will
interpret
leading,
secondary,
and/or
incidental characters.
Stage 4
Identify stage directions in
each case
Stage 5
Determine date and time for
the performance of each
team.
Stage 6
Rehearse the reading of
dialogues.
Stage 7
Have a general rehearsal.
Stage 8
Perform the play on the
previously chosen date and
time.
Mxico, 2011.
UNIT 4B
PRODUC
T
STAGES
Stage 1
Stage 2
Stage
s3
and 4
Another possibility is to assign every team authors of plays, Ss can explore http://www.youthplays.com/authors to research and find the plays
scripts. The web site http://www.dramatix.org.nz/archive/Linkpages/Alphabetical.html provides an alphabetical list of plays.
If Ss already know a play the like from their Spanish class they can work with it and help to write the script.
Ask your Ss what plays they liked and why. Arrange teams so your Ss get to work with peers that like the same play.
Have your Ss share what made that play interesting/funny/scary, etc. (the plot, the characters, the ending, etc.)
Encourage SS to infer from context the meaning of unfamiliar words and/ or use their dictionaries. Provide
help if needed. Determine topic, purpose and intended audience of the chosen play.
Have every team read their play and switch roles to find out which student would be the most suitable to performs each role considering their
physical aspect, tone of voice and personality.
Tell students that when they are given a script (the text of a play that tells you what to say), they must add emotion to it. The emotion is not
written in the words. The emotion in your voice and movements, it tells the audience what you feel and the meaning of words.
Have teams read the selected play out loud encouraging self and peer correction. Help Ss with verb forms, accuracy, pronunciation & intonation
Elicit from Ss examples of leading, secondary and/or incidental characters. While observing their peers, ask your Ss to write in their notebooks
who the leading, secondary and
/or incidental characters are. Have Ss go around the classroom and compare their answers.
Have Ss decide within their teams who the leading, secondary, and/or incidental characters will be.
Ask Ss to rehearse the play paying attention to the all the elements they would need to make it a good play.
Ask your Ss to Identify the stage directions required in each scene. Who enters the stage through the right /left. What places each character will
take. If the space allows include lightening and sound effects. Encourage creativity and the use of resources available at school.
Ss might design a Program for the plays to be performed. http://www.ehow.com/how_2139992_design-programs-play.html provides instructions
for this purpose. Ss can search on the internet templates for the programs and chose one they like to take it as a model.
Have your Ss make a list of the materials they will use as well as what task each student will perform. Who is going to be in charge of making
the reservation of the space when the play will take place, who will help with the programs, their distribution, music, etc.
Stages
5 and 6
Bring the billboard to the class. Draw a chart on the board and have your Ss classify what activities are related to movies, plays and concerts.
(http://www.broadticket.com/?gclid=CIjOlKCmzrgCFShp7AodOkgAfQ)
Once they have identified different plays ask them what kinds of plays they like: humorous, sad, dramatic, etc. Find out if Ss have performed a
play for their Spanish class, summer course, etc., at school. Ask Ss to socialize their experiences at the theater.
Write the word PLAY in the center of the board and elicit from Ss all information they can think of related to plays.
Have Ss explore the web site http://esldrama.weebly.com/sample-materials.html or other sites to find plays of their interest.
Ask Ss to search for places where plays are performed in their neighborhoods. If possible they can see one and share with the class.
Determine date and time for the performance of each team. Take turns for rehearsals and assign work or specific jobs for the other teams.
Stage 7
Have a general rehearsal aiming at correcting and improving all the features of the plays. Provide feedback and make all the needed changes to
make each play a successful, meaningful and memorable experience.
Stage 8
Perform the play on the previously chosen date and time. If at all possible, conduct the organization bit in English. Encourage Ss to speak English
at all times. Welcome and usher those invited in English. Prepare a short introduction to the play with inviting comments.
On a later date, T may provide a check-list or a self-evaluation to guide reflection and/or assess Ss performance. Encourage Ss reflection.
UNIT 4B
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp.114-126
pp. 112-125
Reader pp.
98-107
Brilliant! Teens 3
Santillana
pp. 150-168
pp. 142-157
Stories pp.
43-56
pp.163.182
pp.79-88
Narrative pp-103-116
Teens Club 3
Castillo
pp.106-131
pp.116.148
Narrative pp.57-65
Yes, we can! 3
Richmond
pp.74-83
pp.74-83
Fiction pp.39-50
Crossover 3
University of
Dayton
Activity
Book
WEBSITE RESOURCES
Readers
http://www.exploreandmore.org/world/default.htm
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://library.thinkquest.org/CR0212302/mexico.html

GRADE:
Third Grade
UNIT:
SOCIAL PRACTICE:
Produce texts to participate in academic events
LEARNING
ENVIRONMENT:
Academic and Educational
SPECIFIC
COMPETENCY:
Write arguments in favor or against a topic to participate in

a debate.
5A
CONTENTS
ACHIEVEMENTS
KNOWING
ABOUT THE
LANGUAGE
BEING
THROUGH
THE
LANGUAGE
PRODUCT
Detects and
establishes
links between
a personal
stance and
information
which agrees
or disagrees
with it.
Emphasizes or
clarifies
agreements
and/or
disagreements.
Writes short texts
which express
agreement or
disagreement.
Solves doubts and
encourages
feedback in
order to edit
agreements
and/or
disagreemen
ts.
Explore a topic of interest from various sources.

Determine purpose and intended audience.
Identify function of graphic components.
Predict topic from previous knowledge.
Read texts and interpret general sense, main ideas, and
some details.
Identify main ideas in agreement or disagreement with a personal
stance.
Establish connections between a personal stance and information in
agreement or disagreement with it.
Identify expressions used to express opinions in agreement and/or
disagreement about atopic.
Identify relationships between parts of a text.
Use strategies to point out information in agreement and/or
disagreement with a personal stance.
Write agreements or disagreements about a topic of interest
to participate in a debate.
Search for information from various sources.
Select information to write agreeing and disagreeing arguments.
Organize information in agreement or in disagreement with a
personal stance in a graph.
Write sentences to express agreeing and/or disagreeing arguments.
Organize information in agreement or in disagreement with a
personal stance in a paragraph.
Write sentences to express agreeing and/or disagreeing arguments.
Paraphrase or select information to broaden, exemplify and explain
sentences that express agreements and disagreements.
Emphasize or clarify agreements and /or disagreements.
Use words and punctuation marks to link sentences together in a
paragraph.
Write a shot text that expresses agreements and/or disagreements.
Edit agreement and or disagreements.
Read to check punctuation and spelling conventions.
Solve doubts and promote feedback.
Write a final version
Topic, purpose
and intended
audience.
Textual and
graphic
components.
Repertoire of
words
necessary for
this social
practice of
the
language.
Synonyms.
Verb
form:
passive.
Connectors.
Possessive
genitive
(e.g., worlds
diversity and
humans
features).
Pronouns:
personal and
reflexive.
Contrast
between
British and
American
variants:
regular and
irregular
verbs (e,g.,
burned,
burnt,
spelled,
spelt).
Word endings
(e.g., -y, -ie,
and e).
Punctuation
Use language
to solve
conflicts,
propose
foundation
s for
collective
work and
promote
cooperatio
n.
Provide
constructi
ve
criticism.
DEBATE
Stage 1
Choose a topic of
interest.
Stage 2
Read texts from
different sources.
Stage 3
Take a personal
stance
regarding
the
information
read. Stage 4
Write agreements or
disagreements
depending
on
the
personal stance each
one has adopted.
Stage 5
Write a short text
with
the
agreements and/or
disagreements.
Stage 6
Edit the text and make
a clean version in a
notebook or a sheet,
card, etc.
Stage 7
Decide the place and
date for the debate of
each team.
Stage 8
Choose
a
moderator
and
define times and
turns
for
presentation
and
reply.
Stage 9
Present the agreements
and/or disagreements in
the debate, using the
text to support
participation.
Mxico, 2011.
UNIT 5A
PRODUCT
STAGES
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Ask Ss if they have participated in or seen a debate. Elicit from them information about the format of a debate, the roles people take, the kind
of topics included, etc. Highlight vocabulary related, e. g., speakers, moderator, arguments, persuade. Finally, ask Ss to list 5 reasons why
debates are useful.
In teams Ss to think of topics they are interested in that are controversial. Ask Ss to vote on these topics to come to a final decision.
When Ss have chosen their topic they should start planning where to look up information related. Elicit ideas from Ss: newspapers, the Internet,
magazines, textbooks, etc. Ask Ss to rank them according to the ones in which they can find more accurate information.
Ask Ss to bring material related to their topic. If possible, take them to the ICT lab in order to find more information. Monitor a lot and be
careful with the level of reading input Ss have access to. Help Ss identify unknown vocabulary and look it up in different sources. If the level of
the group requires it, supply ideas by bringing articles on those topics that are at the Ss level to guarantee its accessibility.
The second step to reach understanding is for Ss to identify main ideas. Ask them to identify key words. Then, ask Ss to answer questions
about their texts (what, where, when, etc.) to identify supporting details. This information can be incorporated into a graphic organizer or mind
map for Ss better understanding. If Ss find difficulty in this task, analyze one text with the whole class first.
Ask Ss to draw a graphic organizer of two columns, grids or ovals, in order to organize the information into: arguments in favor and arguments
against.
Ask Ss to rank the arguments in each column according from the most to the least persuasive or convincing. Then, ask Ss to consider a
counter argument for each of them. Ask Ss to add a third column to their graphic organizer with their comments pro and against this
particular topic. To make it clearer and easier for Ss, take a topic that was not chosen by any team and do this exercise with the whole class
first.
While Ss are expressing their viewpoints, equip them with expressions to state their stance, to agree and disagree and then to come to final
positions, for example: I think, I disagree with you, thats a good point.
Having had some oral practice from Stage 3, ask Ss to attempt writing their points in agreement or disagreement with what has been stated. If
possible, provide Ss with a model: introductory paragraph, a paragraph in favor, a paragraph against, and a conclusion. Monitor quite closely
to anticipate problems and help Ss produce the better English they can produce.
While doing this, take time to have Ss read their pieces in a loud voice in preparation for the actual debate. Encourage Ss to pay particular
attention to the message and the congruence of the contents and the position taken; either in favor or against.
With the help provided in Stage 4 ask Ss to rewrite their texts. In this second draft Ss should concentrate on cohesive devices of different sorts:
first group to enumerate a series of ideas: firstly, then, next, finally; second group to contrast information: but, however, although; third group
to add information: and, in addition, also; fourth group to show cause and effect: so, therefore.
Try different exercises before attempting this in the context of the social practice. Do this separately with topics that are clearly controversial
where Ss may contribute their own ideas and find it easy to connect them, for example: Driving a car is more comfortable. However, gasoline
is expensive.
With the vocabulary, the contents and the cohesive devices in combination, the Ss should be better equipped to express their ideas more
assertively. Help them with short chunks of language rather than very complex so that they do not get lost when it comes to the final
presentation to the rest of the groups.
Have Ss rehearse as much as necessary so that the production is more fluent and understandable for the others.
Ask Ss to make arrangements for the debates to take place. All groups should have the same chance to participate. Have a special commission
for some Ss to talk to the school authorities to arrange the space and decide on the dates and time slots assigned to this task. It may be one
representative from each team, who could in turn be the moderator. In the meantime, the rest of the team continues rehearsing their
participations.
Stage 8
Stage 9
Give Ss some training to participate on equal terms: same duration, same format, same number of interactions and time limit. Make absolutely
certain that the Ss know the format, the way to participate, turn-taking and give the ground to different members of the team. It is important
that Ss have already decided on who are for, who are against, and perhaps who are neutral.
Monitor closely to give Ss final tips for the presentation. Make final recommendations and remind the teams who are listening to others debate
to get ready for taking notes in order to complement and give additional comments once the debate has come to its conclusion.
Present the debates according to the agenda already organized. Try to make this extensive to other groups, levels and the school authorities. If
time allows, have proper invitations, programs and credits given to Ss for their research and participation.
Remind Ss to listen attentively to their classmates, and to be polite and respectful.
Well ahead of time prepare an evaluation instrument to ask Ss to evaluate one another. Make sure they know what the descriptors refer to in
order to avoid misconceptions and injustice. Train Ss to use the instruments as a platform to offer feedback to their classmates at the front.
UNIT 5A
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp.127-139
pp.126-141
Readers pp.111-123
Brilliant! Teens 3
Santillana
pp.169-187
pp. 162-179
Introduction pp.129-142
pp.182-201
pp. 89-98
Teens Club 3
Castillo
pp.132-141
pp. 148-165
Yes, we can! 3
Richmond
pp.T84-T93
pp. 84-93
Crossover 3
University of
Dayton
Activity
Book
WEBSITE RESOURCES
Readers
site_locale=en_GB&currentSubjectID=2325607 Debates:
http://theteachingfactor.wordpress.com/2013/01/10/50-persuasive-speech-debate-topics-relevant-today/
http://www.vocabulary.cl/Lists/Opinions.htm
http://www.englishclub.com/speaking/agreeing-disagreeing-topics.htm
https://www.educationworld.com/a_lesson/lesson/lesson304b.shtml
http://busyteacher.org/7245-conducting-class-debate-essential-tips.html
http://www.learnnc.org/lp/pages/636

GRADE:
Third Grade
SOCIAL PRACTICE:
Interpret and express everyday life instructions
Understand and give instructions to plan a field

trip
CONTENTS
ACHIEVEMENTS
UNIT:
KNOWING ABOUT
THE LANGUAGE
BEING THROUGH
THE LANGUAGE
5B
PRODUCT
Adjusts volume, intonation

and tone to emphasize or
clarify instructions.
Offers explanations to clarify
instructions.
Rephrase instructions to
confirm understanding.
Writes instructions.
Appraises the pertinence of
following instructions or not.
Listen to and explore instructions to plan a field

trip.
Identify place and medium.
Distinguish volume tone, rhythm, speed and
intonation.
Topic, purpose and

intended
audience.
Contextual clues.
Repertoire of words
necessary for
this social
Interpret general sense, main ideas, and some
practice of the
details.
language.
Infer meaning from explicit information.
Acoustic features.
Identify sentence structure.
Verbs: modals.
Establish sequence of enunciation.
Verb tenses: future.
Identify general information regarding the planning of Verb forms:
a field trip.
imperative.
Consistency in the
use of a variant.
Offer instructions for the planning of a field trip.
Syntactic
Write instructions.
differences
Determine speech register.
between British
Rephrase ideas.
and American
Use words and expressions to link ideas together.
variants: future
Use strategies to influence, strengthen or negotiate
tense verb forms
meaning.
(e.g. We shall
Use strategies to restore a failed conversation.
leave; We will
Offer instructions with the support of non-verbal
leave).
language.
Give further explanations to clarify instructions.
Rephrase instructions to confirm understanding.
Judge the relevance of instructions
Foster group
interaction.
Strengthen
interpersonal
bonds.
Become aware of
mutual
responsibility with
the group.
ACTIVITY
SCHEDULE
Stage 1
Select the field
trip. Stage 2
Set dates, time
and activities.
Stage 3
Write instructions
for activities.
Stage 4 Check
that instructions
are
understood
when said and
heard. Stage 5
Organize
the
instructions
to
put together an
activity schedule.
Stage 6 Practice
the enunciation of
the schedule.
Stage 7
Present the
schedule.
Mxico, 2011.
UNIT 5B
PRODUCT
STAGES
Stage 1
Stage 2
Stage 3
Stage 4
In their same groups, have Ss rehearse the reading of their schedule in a role-play between a tour guide and tourists. Ask them to include
greeting and farewell expressions. Review questions to ask for clarification to be used by the tourists.
Monitor to verify acoustic features, the use of modal auxiliaries and the imperative.
Ask Ss to include sentences using future forms (will) to promote their field trips, for example: You will be in contact with nature. You will
have a unique experience.
Monitor to check that instructions are relevant and that ideas are linked together.
Have Ss get organized in order to put a good set of instructions for the scheduled activities Equip them with cohesive devices to express
sequence of ideas, like: To begin with, next, then, after that, finally. Make it a point of using imperatives both in affirmative and
negative forms. Ss may need quite a good deal of modeling to avoid mistakes as far as possible.
Have Ss enunciate their activity schedule first within their team. Monitor their practice quite a lot to get the most accurate, most correct
version to be presented to the rest of the group. Enrich or complement Ss work with supplementary ideas.
Equip Ss with a rubric ahead of time so that they stand pretty good chances of revising their production against these guidelines.
Once their oral production is quite accurate, have Ss write these activities and instructions on pieces of paper to be exhibited with some
kind of pictorial support to make it more attractive. Once again, monitor and correct as necessary.
Stage 7
Present Ss with different options for field trips. Ask Ss to describe them and then to rank them according to their interests.
Bring leaflets to class about field trips to different places within the city. Ask Ss to go through the leaflets in order to identify important
information about the field trip, such as: facilities, contact people, hours of operation, amount of time required for the visit, amount of
people allowed in, transportation, admission fees, etc.
Back in their teams, have Ss decide the activities they would like to plan for their field trip and identify the vocabulary needed to carry
out the task. Have a quick session with the whole group to check the vocabulary selection and to make it extensive to everybody,
regardless of the kind of trip they have chosen. In addition, ask Ss to set dates, times and activities.
Having identified the activities for the day/days the field trip will take; ask Ss to attempt writing their instructions for the trip. They can
use their leaflets or any other information they have access to.
Remind them to use all the new vocabulary just learnt. Have Ss attempt their own written paragraphs in their notebooks to facilitate
correction and editing. Have Ss prepare a brief presentation where there is general and explicit information.
Expose Ss to models of instructions where imperatives and modal verbs (must, cant, should) are used. Guide them in order to discover
when it is better to use either of them, depending on the regulations or suggestions considered.
Stage 5
Stage 6
Ask Ss to bring photographs, articles, travel magazines, newspaper cutouts and trip advertisements to different places. In order for the
search to be more productive, elicit from them the types of places one can choose to go on a field trip, e. g., historical places,
archeological sites, big cities, small towns, camping trips, etc.
Ask Ss to reconstruct a field trip they have made with the school. Extract all the relevant information about: means of transportation,
types of food, types of accommodation, different sites, historical cities, archaeological sites, etc.
Have Ss group by the type of place they chose. Once they have formed the groups have them select or decide on their field trip.
Arrange a date to have the schedules presented first to other teams within the same group and then to other groups of the school
community. Take turns for all teams to participate perhaps in alphabetical order or raffling their turns.
Invite the listeners to take notes in order to ask questions at the end of the different presentations. This is an opportunity for the
presenters to extend, clarify of confirm information, as may be needed.
If time allows, have an assessment instrument to help Ss concentrate on the expected learning outcomes and to develop critical thinking
and awareness. Ss may find it difficult to begin with, so try the easiest, more straightforward documents to assess one another. Ideally, Ss
could make up the descriptors of a checklist to be used by themselves.
Arrange a very last session to ask Ss meta-cognitive questions to make them reflect upon their learning processes individually and in
groups and highlight their main acquisitions, in terms of language and concepts.
UNIT 5B
BOOKS
Publishing house
Teachers
Book
All Ready! 3
Macmillan
pp. 140-152
pp. 142-155
Reader pp.
124-134
Brilliant! Teens 3
Santillana
pp. 88- 203
pp. 180-195
Introduction pp.
29-142
pp. 202-221
pp. 99-108
Informative pp.
53-66
Teens Club 3
Castillo
pp.141-157
pp. 166-181
Informative pp.
28-38
Yes, we can! 3
Richmond
pp. 94103
pp. 94-103
Non-Fiction pp.
49-60
Crossover 3
University of
Dayton
Activity
Book
WEBSITE RESOURCES
Readers
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Field trips:
http://www.campsilos.org/excursions/hc/fieldtrip.htm
http://traveltips.usatoday.com/plan-school-field-trip-1462.html
http://lessonplanspage.com/ssmdspanishcultureactivityideas4 -htm/
https://sites.google.com/site/mrssovchik/spanish -resources/-vamos-de-viaje-virtualmente-por-supuesto-/lesson-plans-virtual-field-trip-to-yucatan-peninsula
http://www.edudemic.com/digital-field-trips/

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