SISTEMA EDUCATIVO ESTATAL

SUBSECRETARA DE EDUCACIN BSICA

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

Fecha:

Escuela:

Grado:

Ciclo:

Marzo-Abril 2015
Unidad:
4

Sec. Tcnica 2
Lesson:
1 and 2

3er grado
Time:
March 2nd-25th, 2015

2014-2015

Social practices of the language:

Understand and incite oral exchange regarding leisure
situations
Social Production:

Learn different ways to improve me performance

when I speak
Be able to clarify things in a conversation
Learn how to say things in different ways
Use strategies to carry on conversations
Talk about something focusing on the main ideas
and details

CONTENTS

Ciudad:
Mexicali
Enviroment:
Familiar and Community

Specific competences:
Interpret and offer descriptions regarding unexpected situations in an oral exchange.
Product:
Testimonial

Achievements:
Can determine the function of pauses, rhythm and
intonation, negotiate meaning, rephrase ideas, use
strategies to repairs conversation, and anticipate central
sense, main ideas and some details in order to produce an
oral text.

Knowing about the Language:

Verb tense: Topic, purpose, and intended audience, contextual clues, speech register, direct and indirect speech, acoustic
features, types of sentences, adjectives and adverbs, adverbs of time and quantitative, language formulae (greetings, and
courtesy and farewell expressions), syntactic particularities of English: absence of double negative (e.g. They didnt go anywhere.
They had no time to lose)
Doing with the Language:
Listen to and explore descriptions of unexpected situations shared in an oral exchange: identify topic, purpose, and intended
audience. Identify attitudes and emotions. Interpret general sense, main ideas, and some details: identify main ideas and
information that broadens, exemplifies or explains them. Describe unexpected events: write sentences to describe unexpected
situations change direct speech into indirect speech and vice versa, produce spontaneous descriptions of unexpected situations.

Being through the language: Show confidence in the use of English, promote constructive dialogues, and appreciate credibility
and objectivity in different descriptions.

Lesson/
Week/
Class
Lesson 1
Week 3
Class 3

Lesson
Stages
I
practice

Lesson 1
Week 4
Class 4

Lesson/
Week/
Class

Activities

11. Listen to the unexpected

situation. Track 18
12. Listen again. Track 18.
13. Complete Rauls e-mail
14.Complete the organizer
15. Write the time adverbs
16.Match the adjectives

11. Listen to the unexpected

situation. Track 18
12. Listen again. Track 18.
13. Complete Rauls e-mail
14.Complete the organizer
15. Write the time adverbs
16.Match the adjectives

Lesson
Stages

Activities

Procedures

11. Pay attention to the details. Play the CD. Check answers.
12. Instruct Ss to read the four questions. Play the CD. Check
answers.
13. Ss complete the sentences by changing the verbs in the
box.
14. Ask Ss to get in pairs and complete the organizer. Check
work.
15. Tell Ss to write the five adverbs in chronological order.
Check Ss.
16. Ask Ss to do the activity in pairs. Check answers.
11. Pay attention to the details. Play the CD. Check answers.
12. Instruct Ss to read the four questions. Play the CD. Check
answers.
13. Ss complete the sentences by changing the verbs in the
box.
14. Ask Ss to get in pairs and complete the organizer. Check
work.
15. Tell Ss to write the five adverbs in chronological order.
Check Ss.
16. Ask Ss to do the activity in pairs. Check answers.

Procedures

Notes
& Materials
p.101-102
Audioscript
on p.186 of
Sbooks
TGuide
p.105-106

p.101-102
Audioscript
on p.186 of
Sbooks
TGuide
p.105-106

Notes
& Materials

Lesson 1
Week 4
Class 5

I can

17.Write five of these adjectives

18.Unscramble questions
19.Complete Carmens testimonial
20.Tell your friend about
unexpected situation
21. Work in pairs. Share..
22. Is it easy or difficult for you
share personal information?

17. Elicit the superlative forms orally. Give Ss time to go through

the list of adjectives and think of the superlative form of each
one. Then write them down in the lines from their book on page
102.
18. Elicit the first answer and then ask them to work in pairs and
complete the rest of the activity.
19. Ask Ss to read Carmens testimonial with the blank lines. Elicit
the first answer. Point out that the verbs must be changed to the
past tense. Ss complete the testimonial in pairs and share their
answers with the class.
20. Ss brainstorm and make notes about answers to the questions.
Then ask them to write sentences to describe an unexpected
experience of their own using Carmens testimonial or any other
testimonial found in this lesson as an example. Get in pairs and
exchange their texts. Then discuss the experiences and get more
details about them.
21. Ask Ss to change partners and share the experience of their
partner in their previous activity with the new one. Encourage Ss
to produce descriptions of surprising situations spontaneously.
Reinforce the importance of paraphrasing. Remind them to use
follow up questions, like the ones seen in Activity 18.
22. Ss reflect on their feelings when sharing personal information
with the class.

p.102-103

Notes
&Material
104-105

Lesson 2

Stages

Activities

Procedures

Lesson 2
Week 4
Class 6

I know

1. What do you know about these

Olympic Sports?
2. Read the articles, what are they
abut?
3. Listen to the interview. Track 19
4. Work in pairs. How similar?
5. Answer the questions.

1. Elicit the sports that they watch. Ss look at the pictures and tell
what they know about each sport. Then ask Ss to get in groups of
three and discuss how the Olympic Games help relations
between countries. Take notes. Share their conclusion with the Ss.
2. Ask Ss to analyze both texts: What is similar about them? What
is different?
3. Ask for volunteers to read the questions. Play the CD.
4. Ask Ss to decide which are the similarities and the differences
between the information in the articles and the interview.
5. Ask Ss to work in pairs to answer the questions.

I build

Glossary on
p.162
TGuide p.106

TGuide
p. 107-108
Glossary on
p.162

Lesson/
Week/
Class
Lesson 2
Week 7
Class 7

Lesson
Stages
I
practice

Activities

11. Complete the sentences with..

12. Read the sentences. Circle..
13. Complete the sentences with..
14. Listen to the interview. Track 20
15. Read the article and complete..

Lesson 2
Week 7
Class 8

I can

16.Change the sentence to direct

speech
17. Change the sentences to indirect
speech
18. Use the picture to complete
19. Work in pairs. Share your testimonial
with your partner

Product 1

Stages

Activities

Week 8
Class 9

I get
ready
I plan

1. Look at the pictures of unexpected

situations. Has anything similar ever
happened to you?
2. Brainstorm an unexpected situation
3. Choose one unexpected situation
4. Establishing the order in which each
group will present their testimonial
5. What material do you need?

Procedures

Notes
& Materials

11. Read the first sentence and work with the class to figure
out the words that correspond in the blanks. Have Ss do the
rest of the activity in pairs.
12. Ask: What is direct speech? and explain it. Have Ss circle
the sentences that represent direct speech. Then focus on
sentences 1 and 4. Elicit why they are indirect speech.
13. Read the instructions and read the words in the box. Have
Ss read the first sentence and ask Ss to fill the blanks. Check
answers.
14. Ss look at the options given before they listen to the CD.
Play the CD. Have Ss listen again. Check their answers.
15. Ask Ss to read and complete the chart. Check answers.

p. 106-108

16. Write opening quotation marks on the board and ask Ss to

complete the sentences. Check if all Ss agree and, if
necessary, review the elements of direct speech.
17. Answer the first sentence as a whole class and tell Ss to
finish the activity on their own. Check their answers.
18. Working in pairs, ask Ss to use the pictures to help them fill
in the gaps in the article and to follow the cues of an
unexpected situation. Monitor and check the work.
19. Switch pairs and share their unexpected situations.
Procedures for: Testimonial

p.108-109

1. Tell Ss to look at the pictures and discuss if they are similar to

any situation that has ever happened to them. Exchange
thoughts. Then ask if someone would like to share their
unexpected experience.
2. Think about some unexpected situations they have
experienced. After individual brainstorming, tell Ss to talk
about their experiences with their group.
3. In teams, Ss choose one of the unexpected situations they
have talked about by voting for which is the most interesting
or amusing one.

TGuide
p.110
Audioscript
on p. 187 in
Sbooks
Glossary on
p. 162

TGuide110111

Notes &
Materials
p. 110-111
TGuide
p.112

4. Have Ss decide the order in which they will present their

testimonial. Explain that each team will have a fixed amount
of time.
5. Ss think about the materials they might need to carry out
this task and ask them to make a list.

Lesson/
Week/
Class
Week 3
Class 8

Lesson
Stages
I do

Activities

6. Make a graphic organizer

7. Write sentences to describe
8. Organize the sentences into a text.
9. Proofread your text
10. Practice reading your text out loud.
Think about speed, volume, and
dramatic effects.
11. Participate in an exchange of
testimonials. Ask follow-up questions.

I Learn

Procedures for testimonial

6. Have Ss make a graphic organizer to elaborate on all the

details needed to describe the unexpected situations.
Remind Ss to include information to answer all the Whquestions: who, where, when, what, and why.
7. Next, have Ss write sentences to describe their unexpected
situation.
8. Have Ss put their sentences into an organized paragraph.
Remind them about the need to have an introduction, body,
and closing, as well as to specify and be very clear about the
when, where, what, who, and how, plus general information
about their experience.
9. Ask Ss to revise their text and to ask their group members to
proofread it carefully. Explain that peer editing allows group
members to make a lot of progress in a safe environment. As
a team, they should check that all members are contributing
to the creation of a clear and organized text.
10. Ask Ss to practice their testimonials to their group partners
before they exchange experiences with other groups. Ask Ss
to focus on intonation, speed, and pronunciation.
11. Have teams choose another group to work with and then
the two teams get together. Establish the time in which each
group has to share their testimonials. Encourage Ss to ask
follow-up questions and to obtain as much information as
possible.
Ask Ss what they can do now that they couldnt do at the
beginning of the learning environment and listen to their
responses. Then have them answer the I learn box in order to
improve weaknesses and reinforce strengths during the
process. Briefly have them discuss their responses to the selfassessment in groups or with the rest of the class. Give positive
feedback for their effort and progress.

Notes &
Materials
p.111

TGuide
p.113
Continuous
and Global
Assessment
p.126

Week
Class
Week
Class

3
9
4
10

Self-Test

1.Self-test

Self-Test: page 172 of the Student Book

Self-Test

Test

1.Formal Evaluation

Formal Assessment: page 160 of the Teachers Guide

Test

__________________________
Profr. Enrique Osuna
Coord. Acadmico

___________________________
Lic. Elsa P. Parra Vzquez
Teacher

_______________________________
Profra. Martha Ins Hernndez G.
School Principal