Unit 1-a

Social practice: Understand and convey information about gods and services.
Specific competency: Give and receive information for performing community service
Specific activities: Provide and be provided with information about performing a community service.
Environment: familiar and community
Product: The acting-out of a dialogue

UNIT 1-B
Social practice of the language: Read and understand different types of literary texts of Englishspeaking countries
Specific competency: Read classic tales and write a short story based on them.
Specific activities: read classic tales and write a short story based on them.
Environment: literary and ludic
Product: broadsheet book.
VOCABULARY
STRUCTURE
Good services: supermarket, library,
If
sports club, hospital, playground,
Then
music shop, post office, pharmacy,
Should
sports club.
Can you help me?
Past simple
What can I do for you?
Example:
You can find it here in ___________.
If you need to send a letter or a package to
Verbs in present.
someone, you should go to the post office.
Verbs in past.
Structure of dialogue: opening, body,
closure.

Suggestions
You can check the exercises in your English book (All ready!) like an
example, on pages 8-35.
Use your reader
Use the next readings to introduce the topic: lets go to boulder and
the silkies.
Use some strategies in order to the students understand the reading.
You can find the Self- test on page 166 and 167.
You can find in your teachers guide the Formal assessment on
pages 154 and 155.

ACHIEVEMENTS UNIT 1 A AND B

UNIT 2- A
Social practice of the language: Understand and write instructions
Specific competency: Write instructions to use a bilingual dictionary
Specific activities: Write instructions to use a bilingual dictionary.
Environment: Formation and academic.
Product: Instruction manual to learn how to use a bilingual dictionary.

UNIT 2- B
Social practice of the language: interpret and express information published in diverse media
Specific competency: exchange opinions regarding the contents of a radio program
Specific activities: exchange opinions regarding contents of a radio program.
Environment: familiar and community
Product: plenary.
VOCABULARY
STRUCTURE

Part of speech
Abbreviations
Symbols
Illustrations
Pronunciation
Guide words
Spanish
English
Bilingual
Noun

Simple present
Imperative verb
Affirmative imperative
Negative imperative
Rules writing instructions (go page 47.)
Suggestion or advice

Verb
Adjective
Adverb
Pronoun
Preposition
Conjunction
Interjection
Connectors (after that, when, finally,
next, then, first)
Host, caller, guest speaker
Radio program, topic

Should / shouldnt
Might
Could
Can

Suggestions
You can check the next pages: 38-65.
You can check the next readings: On the radio and introduction to
using a bilingual dictionary.
You can find the Self- test on page 168 and 169.
You can find in your teachers guide the Formal assessment on
pages 156 and 157.

ACHIEVEMENTS UNIT 2 A AND B

UNIT 3-A
Social practice of the language: Participate in language games to work with specific linguistic
aspects
Specific competency: Participate in language games to recognize and comprehend future tense in
forecasts
Specific activities: Participate in language games to recognize and understand future tense in
forecasts.
Environment: literary and ludic.
Product: forecasts.
UNIT 3-B
Social practice of the language: Read and rewrite informative texts from a particular field.
Specific competency: Write notes to describe the components of different human body systems in a
chart
Specific activities: compose notes to describe the components of different human body systems in a
chart.
Environment: formation and academic
Product: charts of human body systems.
VOCABULARY
STRUCTURE

Verbs in present and past.

Body systems
Intestine
Acids
Small intestine/ large intestine
Digestive system

Present
Past
Future (Will) / wont
Going to
Predictions.

Respiratory system
Circulatory system
Nervous system
Blood
Stomach
Lungs
Alveolus
Arteries
Brain
Heart
Spinal cord
Veins.

Suggestions
You can check the next pages. 68-95
Use the next readings to introduce the topic: Are you playing or
gaming? / An amazing journey.
You can find the Self- test on page 170 and 171.
You can find in your teachers guide the Formal assessment on
pages 158 and 159.

ACHIEVEMENTS UNIT 3 A AND B

UNIT 4-A

Social practice of the language: Understand and produce oral exchanges related to
leisure situations.
Specific competency: Exchange likes and dislikes in a dialogue
Specific activities: Exchange likes and dislikes in a dialogue.
Environment: Familiar and community
Product: Interview.
UNIT 4-B
Social practice of the language: Understand and express differences and
similarities between cultural aspects from Mexico and English-speaking
countries.
Specific competency: Read and sing songs in order to identify human
values in English-speaking countries and Mexico
Specific activities: Read and perform songs in order to recognize human
values in English- speaking countries and Mexico.
Environment: Literary and ludic
Product: Recital
VOCABULARY

Verbs in simple present

Verbs in past
Instruments
Sports daily routines.

STRUCTURE

Simple present
Likes / doesnt like
Verb to be in past (was/were)
Past simple
Past progressive (was playing/were
walking)

Suggestions
You can check the next pages 98-125
Use the next readings to introduce the topic: teenagers are the future
of the world and summer music camp.
You can find the Self- test on page 172 and 173.
You can find in your teachers guide the Formal assessment on
pages 160 and 161.

ACHIEVEMENTS

4 A AND B

UNIT 5-A

Social practice of the language: Produce texts to participate in academic events

Specific competency: Rewrite information to explain a graphic exhibition
Specific activities: Rewrite information to explain s graphic presentation
Environment: formation and academic
Product: oral presentation about a science topic.
UNIT 5-B
Social practice of the language: Interpret and express everyday life instructions
Specific competency: Understand and express specific warnings of public places
Specific activities: understand and express warnings relative to public places
Environment: familiar and community
Product: oral announcement of warnings
VOCABULARY

Verbs in past
Crops
Atmosphere
Water
Animal products
Polluted
Acid rain
Planet
Garbage
Air pollution
Organic farming
Recycling
warnings

STRUCTURE

Relative pronouns (Who/that/which)

Present passive
Past passive
Connectors (therefore, so, because,
and, also as well as).
First conditional
Modal (must).

Suggestions
You can check the next pages 128-155.
Use the next readings to introduce the topic: Back to basics and
watch out!
You can find the Self- test on page 174 and 175.
You can find in your teachers guide the Formal assessment on
pages 162 and 163.

ACHIEVEMENTS UNIT 5 A AND B