Cycle 4 First Grade Secondary School: Unit Social Practice Product References

CYCLE 4 FIRST GRADE SECONDARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
1A Understand and use information about goods and services Acting-out a dialogue Books and website resources
Read and understand different types of literary texts of Books and website resources
1B Big book
english-speaking countries
Instruction manual to learn how to use a Books and website resources

2A Understand and write instructions
bilingual dictionary
Interpret and express information published in diverse Books and website resources
2B Plenary
media
Participate in language games to work with specific Books and website resources
3A Forecasts
linguistic aspects
Books and website resources

3B Read and rewrite informative texts from a particular field Charts of human body systems
Understand and produce oral exchanges related to leisure Books and website resources
4A Interview
situations
Understand and express differences and similarities

4B between cultural aspects from Mexico and english- Recital
speaking countries

5A Produce texts to participate in academic events Exhibition about a science topic

5B Interpret and express every day life instructions Oral warnings
CYCLE 4, FIRST GRADE SECONDARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: First Grade Secondary School UNIT: 1A
SOCIAL PRACTICE: Understand and use Information about goods and services
LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Give and receive information for performing community service
CONTENTS
BEING THROUGH THE
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE PRODUCT
LANGUAGE
• Identifies topic, purpose Listen and check a dialogue about the performance of • Topic, purpose and intended • Participate ACTING-OUT A DIALOGUE
and intended audience. community service. audience. appropriately during
• Recognize topic and purpose. • Context clues: environment oral exchanges. Stage 1
• Predicts the general sounds, background noise, • Foster confidence
• Discriminate environment sounds and background Choose a classmate to act out a
meaning from words and relationship between within interpersonal
noise. dialogue about providing services
expressions similar to participants, attitudes, etc. relationships
• Identify form of communication.
those of the mother • Form of communication on- Stage 2
• Distinguish between intonation and attitude.
tongue. site, distance. Choose the community service
• Establish the relationship between participants.
• Structure of dialogue opening, about which information is to be
• Distinguishes expressions body, closure. exchanged.
Understand the general meaning and main ideas.
in oral exchanges. • Speech register
• Activate previous knowledge. Stage 3
• Repertoire of words necessary
• Find out the meaning of words. for this social practice of the Decide roles and turns of
• Recognizes the
• Predict the general meaning. language. participation.
composition of
• Distinguish composition of expressions. • Composition of expressions. Stage 4
expressions in oral
• Identify words used to link ideas. • Similarities and differences
exchanges. Write sentences to give and
• Find key words. between the mother tongue
• Recognize the behaviour of speakers and listeners receive information.
• Produces expressions to and English language Stage 5
that support the meaning construction. • Acoustic features: tone,
provide information
• Determine sequence of statements (for example: intonation and pronunciation.
Check that sentences are
description, instruction, etc.). • Sentences types. understood when spoken and
• Adjusts volume and
• Connectors (e.g., if, then, and, listened to.
speed.
Exchange information about the performance of because). Stage 6
community service . • Verbs: modals. Practice sentences.
• Choose a suitable word repertoire. Stage 7
• Use an appropriate speech register based on the Perform the dialogue.
addressee.
• Write sentences
• Read sentences to practice pronunciation
• Organize sentences to establish turns of participation.
• Include relevant details and interesting information.
• Establish tone and intonation of sentences.
• Formulate and answer questions to give and request
information.
• Start a dialogue with the help of written guidelines.
• Adjust volume and speed.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2011. Ciclo 4. 1°, 2° y 3° de Secundaria. Prueba en aula. México, 2011.
Programa Nacional de Inglés en la Ciudad de México

UNIT 1A
PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Elicit from Ss the problems or the community services that need to be attended to at school. Brainstorm ideas about why those problems need to be attended and what could
be done to solve the problems or improve the services.
Stage 1 • Ss may cast a vote and register the information on the most pressing needs about community service on a grid or graph. Once they democratically decided, they express possible
actions that could be taken in order to meet that need.
• Ss get together in order to form pairs and decide what they are going to express to give and receive information on the task assigned. In the same pairs, Ss identify topic,
purpose and the audience they intend to present the dialogue to. Ss identify key words and two types of register language.
• Once Ss have chosen the topic and identified the vocabulary they need, expose them to the language needed to communicate when giving and receiving information for
Stage 2 performing community service. Ask them to work in groups and analyze the different characteristics that community services have.
• Group Ss and provide them with an application format to analyze and fill out, and then ask them to explain to the rest of the class in the form of a short presentation. In this
way, Ss will have the chance to explore different application formats to be filled out with relevant information.
• Ss decide what they want to include in their dialogue and they attempt the construction of their dialogue.
• Expose Ss to dialogues pre-selected to suit the purpose of giving and receiving information. Ss do note-taking to discover the functional language needed for this task. Back in a
Stage 3 plenary session, Ss provide the phrases, functions, and structures needed for the dialogue. Through monitoring, promote self and peer correction, and if necessary use direct
correction.
• Monitor the activity to make sure Ss are actually attempting the dialogue with a good repertoire of words, relevant structures, and appropriate functions.
• Ask Ss to bring along posters, flyers and different types of texts from which they can extract information for their own projects, and ask them to discuss the kind of information
they would like to include in their project.
Stage 4 • Having decided on the contents, Ss proceed to make their dialogue. Encourage Ss to use the language, do not spoon-feed.
• Ss may write their dialogue interventions on pieces of paper to be shown to the teacher for correction and enrichment before presenting them to the other couples; they can
even exchange dialogues with other teams and act them out.
• Expose Ss to models of the type of exchange they have to participate in. Having analysed this information, Ss make notes of the type of language they want to add to their own
productions. Ask them to work in teams and exchange sentences for peer correction. Choose a spokesperson to read the sentences aloud for the rest of team, and in teams give
Stage 5 the sentences a final revision.
• Direct Ss’ attention to the key elements of the product to make sure the contents from the doing, knowing and being are properly covered.
• Ss may decide the types of sounds, noises and special effects they would like to insert while producing their dialogue.
• Having identified the type of exchange they need to produce, Ss proceed to sit down and rewrite or edit their own dialogues. Monitor as necessary and promote peer
correction. As a last resource, use direct correction.
• In their same pairs, Ss practice the dialogue in a low voice so that the rest of the group still keeps the element of surprise when the pairs come to front to act it out.
Stage 6
• Ss may want to exchange their dialogues so that the different pairs have the chance to produce the others and having experienced a dialogue that is not theirs; they can be
given the chance to enrich it with the right intonation, tone and pronunciation.
• Offer Ss an assortment of connectors so that Ss want to try them out for the final reading of their dialogues.
• Ask Ss to take turns and perform the dialogue in front of the class, the rest of the Ss can also participate by adding ideas to solve the problem or improve the service.
• Ss take turns to come to the front and act out the dialogue. The rest of the group may express their opinion and suggestions for further improvement.
• The group is asked to identify the opening, body and closure of these dialogues, and the speech register they have used depending on the audience they are to present this to.
Stage 7 Ss’ attention should be concentrated on stress and intonation.
• If the school logistics allows it, ask for permission to reproduce the dialogues in other groups and other grades. Prepare the presentation with noises and sounds.
• Ss may select a panel to invigilate the appropriate participation, and the right attitude when pairs are at the front or when they become the audience to guarantee respect and
acceptance all along.

UNIT 1A
BOOKS
Teacher’s Activity
Publishing house Readers
Book Book
“All Ready! 1” Reader
pp. 23-35 pp. 6-21
Macmillan pp. 7-19
"Brilliant! Teens 1" Fact
pp. 17-29 pp. 12-24
Santillana pp. 73-86
“Crossover 1” Informative
pp. 23-42 pp. 8-18
University of Dayton pp. 4-16
“Teens Club 1” Informative
pp. 32-36 pp. 7-13
Castillo pp. 6-14
"Yes, we can! 1" Fiction
pp. 4-13 pp. 4-13
Richmond pp. 5-15
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
http://a4esl.org
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 student´s needs and preferences.

GRADE: First Grade Secondary School UNIT: 1B
SOCIAL PRACTICE: Read and understand different types of literary texts of English-speaking countries
LEARNING ENVIRONMENT: Literary and ludic
SPECIFIC COMPETENCY: Read classic tales and write a short story based on them.
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE
DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
• Uses known comprehension Select and check classic tales. • Purpose and • Acknowledge BIG BOOK
strategies. • Recognize graphic and text arrangement. intended audience. reading as a
• Identify the author(s). • Graphic recreational Stage 1
• Recognizes the general meaning • Activate previous knowledge. components. activity.
Select and read a classic story.
from some details. • Determine topic, purpose and intended • Textual components. • Understand and
• Narrative elements. appropriately Stage 2
audience.
• Formulat3es and answers • Repertoire of words contribute in Determine which the key events are.
questions in order to locate Read and understand the general meaning and necessary for this discussions. Stage 3
specific information. social practice of the • Foster respect Write and arrange the sentences based on key
main ideas of a classic tale.
language. towards others´ events.
• Predict contents based on graphic and text • Verb tenses: past.
• Expresses personal reactions to Stage 4
components. • Verb forms:
literary texts, using known oral
• Use different comprehension strategies (e.g. progressive. Check that the sentences comply with
expressions.
skimming, scanning, adjusting speed and • Adverbs of time and grammar, spelling and punctuation
rhythm. pronouns. conventions.
• Retells events using images.
• Detect sounds represented by different • Non-frequent or Stage 5
letters or their combination. absent letter groups
• Organizes sentences into a Put together and illustrate the Big Book
• Establish forms that express continuous and found in mother
sequence of actions. Stage 6
past actions. tongue. (e.g., ee, gh)
• Identify key events. • Differences between
Rehearse the oral reading out loud of the text
• Recognize the general meaning British and American and practice pronunciation.
• Determine number and order of key events. variants (e.g., -our/- Stage 7
or, -re/-er) Read the book out loud and donate it to
Speak about and rewrite key events of a classic students from basic education lower grades.
tale.
• Speak about personal reactions and
opinions of an event.
• Retell events from illustrations.
• Rewrite sentences of key events.
• Complete sentences that express
continuous and past actions.
• Re-write key events.
• Arrange events in a sequence.

UNIT 1B
PRODUCT
STAGES
• Have Ss. bring different classic stories they know, have heard or read or that they have access to. In trios have them choose one, the one they like best.
• Have Ss. analyze the graphic and the text arrangement of the story, have them identify the author, the publisher and some other features worth pointing out; for example:
the main characters, the plot, the climax, the conflict and/or the resolution, and if there is a message for Ss to analyze . From the book cover illustrations, ask Ss to predict
what the story may be about. Ss may be given question prompts to ask and answer questions about the different elements of a story; in case they have difficulties with
vocabulary, promote the use of bilingual dictionaries. In case Ss need extra support, they should ask for it in English.
Stage 1 • Ask Ss to work in teams. Each team is provided with a different part of a story. Ask them to put it in order, try not to spoon-feed Ss during this activity; promote collaborative
work and the use of the different sources they count on in the classroom, such as dictionaries, pictures dictionaries, multimedia, etc.
• Monitor Ss’ choices so that not a single story is repeated and there is greater variety of literary genres: narrative, descriptive, myth, legend, fairy tale, science-fiction books,
scientific topics, readers, etc. Ask questions to make sure Ss have grasped the general idea of the story chosen.
• In the same teams have Ss identify the main characters or events and the main ideas. Use the texts from the previous class, and ask Ss to identify the main idea in the part of
the text they were assigned and share it with their teams. Then, ask them to label each part according to their function in the text (main characters, plot, climax, conclusion,
etc.). They may be asked to write short sentences or even isolated expression to support their ideas.
Stage 2 • Divide teams in two and provide them with information-gap activities. Provide question prompts so that Ss are able to ask and answer questions to get information about
the texts they have read and analyzed. If necessary, analyze the meaning of question words through the use of previous elaborated models.
• Ask Ss to work in pairs or four person teams and provide them with gapped paragraphs of a story to put in order. Then, ask them to analyze the events in chronological
order (which happened first, which after and or which was in progress). After that, ask them to retell the story to the rest of group to reach an agreement about what the
correct order of the story is (different options are accepted).
Stage 3 • As an alternative activity, Ss can be asked to use cutouts to create a short story. Then, they give it to another team so that they write what they thing the story is about.
While doing this activity monitor what teams are doing in case they need support to express their ideas; promote peer support and, if necessary, provide them with a model
sentence in which you use expressions to join ideas.
• In teams or individually ask Ss to create their own story, tell them they can use fiction or nonfiction elements, make emphasis on the fact that the story needs to contain
graphic devices such as illustrations and oral texts. In addition, remind Ss to include the different elements of a story, such as main characters, plot, climax, conflict, etc.
While doing this activity, monitor Ss and ask them to look up work done in previous classes. If needed, provide them with models in order to avoid possible spelling mistake
or wrong structures.
Stage 4 • Have Ss work in pencil on their notebooks to facilitate correction, insertion of new and better ideas and spelling. Stronger Ss may help out by being in charge of their own
teams’ productions. Once they have gone through the corrections, Ss may start producing their Big Book on pieces of folding paper or pieces of cardboard, leaving enough
space for the illustrations.
• Have Ss produce the images, illustrations or drawings, or reproduce the illustrations from the original books. Make sure Ss keep a balance between the written and the
image sizes and that the presentation gets standardized in terms of size and quality of work. While Ss are producing this, take advantage to start preparing the reading of
Stages the story out loud. Ss should concentrate on good pronunciation, the effect of intonation patterns when dealing with emotions, changes of mood and reactions, as well as
the volume of voice.
5 and 6 • Ask Ss to say the story aloud so that their team members help them improve their performance or their pronunciation and rhythm, while doing this monitor in case Ss need
support to read or pronounce what the will present later to the rest of the class.
• Have the reading first in the group itself.

Stage 7 • Organize different reading sessions, and invite the different groups to attend this theatrical reading. Have Ss choose some music to be played before, at specific moments
and after the story has finished. Also, encourage Ss to create the appropriate atmosphere according to the nature of the story they will tell.

UNIT 1B
BOOKS
Publishing house Teacher´s Book Activity Book Readers
pp. 36-48 pp. 22-35
Macmillan pp. 20-32
“Brilliant! Teens 1” Stories

pp. 36-54 pp. 28-43
Santillana pp. 7-18
“Crossover 1” Narrative
pp. 43-60 pp. 19-28
“Teens Club 1” Narrative

pp. 44-53 pp. 24-37
Castillo pp. 40-47
“Yes, we can! 1” Fiction
pp. 14-23 pp. 14-23
Richmond pp. 5-14
WEBSITE RESOURCES
Stories:
http://www.learner.org/interactives/story/
http://hrsbstaff.ednet.ns.ca/engramja/elements.html
http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
http://www.studyzone.org/testprep/ela4/h/storyelements.cfm

SOCIAL PRACTICE: Understand and write instructions

LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Write instructions to use a bilingual dictionary
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Locates and reads the definitions of Select and check bilingual dictionaries. • Textual • Show curiosity INSTRUCTION MANUAL TO
words both in English and Spanish. • Identify purpose and intended audience. organization and interest in LEARN HOW TO USE
• Recognize graphic & text components. patterns: listings. searching and A BILINGUAL DICTIONARY
• Understands the use of upper case • Identify text organization. • Typographic signs. obtaining
Stage 1
letters, lower case letter and • Point out sections assigned to each language. • Arabic and roman information.
numbers • Favor Select and explore bilingual
abbreviations in dictionary. • Identify entries and subentries.
• Examine numbers and special characters and determine • Abbreviations. cooperation and dictionaries.
• Completes and writes sentences in their use. • Articles, nouns, integration in Stage 2
order to organize them into a adverbs, adjectives school work. Determine the words, definitions
sequence, from a model. Understand the use of the textual components in bilingual and pronouns. and abbreviations the instruction
• Connectors.
dictionaries. manual will refer to.
• Removes and/or adds information to • Verb forms:
• Locate words in English and in the mother tongue. imperative. Stage 3
edit an instructions manual.
• Read the definitions for words in English and in Spanish. • Upper and lower Write instructions.
• Understand the use that is given to lower and upper- case letters. Stage 4
case letters. • Punctuation. Order the sequence of instructions.
• Establish type of word from an abbreviation.
• Understand the instructions to use a bilingual Stage 5
dictionary. Edit the instructions and make a
clean copy as the final version of
Write instructions. the instruction manual.
• Classify types of words in table (e.g., nouns, adjectives). Stage 6
• List abbreviations. Display the instruction manuals on
• Write a list of textual components. a visible place, so they can be read.
• Write sentences that explain how to use abbreviations
and textual components.
• Establish the number of instructions or steps.
• Arrange sentences in a logical sequence.
• Edit instructions.
• Read to revise punctuation and spelling conventions.
• Mark and clarify doubts.
• Remove and/or add information to improve a text.
• Write a final version.

UNIT 2A
PRODUCT
STAGES
• Activate previous knowledge regarding dictionaries by asking Ss questions such as: “Who uses dictionaries? Are they important to learn a language? Do you have some
dictionaries at school or at home? Can they help you learn? How? What kind of dictionaries do you know?” If possible, take Ss to the school’s library and ask them to check the
dictionaries available. An alternative activity is to take Ss to the media room. Have them explore different kinds of dictionaries. Arrange teams and ask them to share what they
Stage 1 found in terms of intended audience (e.g. dictionaries for kids like the picture dictionary, monolingual, bilingual, specialized, thesaurus, etc.).
• Let Ss know they will be writing an instructions manual for using a bilingual dictionary as a product. Ask them to bring their own English-Spanish dictionaries if possible, to
explore them next class. If not, prepare a set of handouts from different dictionaries so that Ss can work in teams in order to identify its elements
• Using their own dictionaries ask Ss to identify the following elements: headword (table with the equivalences for each abbreviation) bold type, word entry, abbreviations (part
of speech or function); language style (BrE, AmE), subentry, phonetic symbols, other forms of the headword (e.g. child, children), synonyms, phrasal verbs and idiomatic
expressions. In case there are not enough dictionaries, Ss can work in teams using handouts and make a chart with the above mentioned items in their notebooks. Ask every
team to provide three examples of each element using words from their dictionaries. Early finishers might help draw on the board the same grid so the teams can share their
words and clarify doubts. Make sure Ss are aware of their functions as well.
• Provide Ss with stripes of paper with parts of speech (e.g. Nouns - used to name persons, places, things or ideas, etc.). Ss can write down or use a copy of the headword and
add a column with the function of each part of speech. Encourage reflection on the relevance of distinguishing the part of speech to determine meaning through examples in
sentences, e.g.: “We took an express train” and “I am running a marathon next month so I train every day”. Guide reflection towards the fact that even when using an
Stage 2 electronic version of a dictionary the meaning of the word is determined by the context.
• Divide the class into teams of three. Have each team draw a table with seven columns in their notebooks. Ask them to label the columns with the parts of speech: verb, noun,
adjective, adverb, preposition, pronoun and conjunction. Tell Ss you are going to say the alphabet quietly in your mind, and one volunteer has to say “Stop” at any time. When
a student says “Stop”, tell the class the letter you were thinking of and tell them to write an example in each column beginning with that letter. Encourage teams to use their
dictionaries if they need to. The first team that finishes shouts: “Stop!” Have Ss read out their answers and ask the class if the words are correct. Then, request a sentence in
which the word is used. Ss can read the sample sentence written in the dictionary. Clarify doubts if necessary.
• Allow Ss further practice playing a True or False game using the dictionary. In teams, have Ss find three words and write their meanings. Tell them to include a false meaning
(probably taken from the same dictionary). Another team has to guess what definition is correct. Assign a point for each correct guess.
• In groups discuss the elements that would be necessary to include for writing a manual of instructions to use a bilingual dictionary. Have Ss write a list of components of a
dictionary entry as well as the reasons for using a bilingual dictionary; what is necessary to consider when trying to find a word quickly, looking for the translation, checking
spelling and pronunciation, checking synonyms, deciding on context and finding sample sentences.
Stage 3 • Provide examples of how steps are introduced. The website http://www.wikihow.com/Use-a-Dictionary might be a guide for Ss regarding the steps to be followed when using
a bilingual dictionary. Emphasize the use of connectors to give sequence to the steps to be followed. Have Ss write the instructions in teams.
• In groups, ask Ss to select some sample dictionary entries they consider suitable and useful to explain the steps to be followed when using a bilingual dictionary. Have Ss write
individual notes within their teams. Have Ss share and determine their relevance and order.
Stage 4 • Monitor and make sure Ss arrange their notes into logical steps. Ask Ss to check their peers’ work. Check together the steps are in the correct order and complete. Have Ss
complete their manuals with sample dictionary entries and label the different components.
• Ss exchange their manuals for peer correction. Ask Ss to verify that instructions are clear and logical. Have Ss edit and correct mistakes in order to prepare the final versions of
Stage 5 their manuals.
• Have every team display their manual in the classroom. Walk around and read each other’s manuals. Assign turns of participation so that Ss get to explain their manual and
listen and ask questions to their classmates. Check with the whole group differences in the order or way in which they presented the instructions.
Stage 6 • Explain to Ss that their manuals will remain in the classroom for future dictionary use reference.

UNIT 2A
BOOKS
“All Ready! 1” Non-Fiction
pp. 49-61 pp. 38-51
Macmillan pp. 33-45

pp. 48-61 pp. 48-65
pp. 62-81 pp. 29-38

pp. 54-58 pp. 38-47
Castillo pp. 14-17
“Yes, we can! 1” Non-Fiction

pp. 24-33 pp. 24-33
Richmond pp. 17-26
WEBSITE RESOURCES
•http://www.onestopenglish.com/teenagers/skills/warmers/
• http://learnenglishteens.britishcouncil.org/
How to use dictionaries:
http://www.wikihow.com/Use-a-Dictionary
http://esl.fis.edu/learners/advice/dic.htm
http://www.minds-in-bloom.com/2010/01/8-fun-dictionary-activities.html
http://oxforddictionaries.com/words/free-secondary-resources

SOCIAL PRACTICE: Interpret and express information published in diverse media

SPECIFIC COMPETENCY: Exchange options regarding the contents of a radio program
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE

DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
• Identifies words used to link Listen and check a radio program. • Form of • Recognize the PLENARY
ideas. • Establish topic, purpose and intended audience. communication. influence of media
• Differentiate voices, environment sounds and sound effects. • Structure of radio in everyday life.
Stage 1
• Detects speech register. • Discriminate advertisements from program contents. programs. • Foster respect and
• Speech register. attention towards Select a radio program.
• Identify forms of communication.
• Writes expressions to produce • Speaking turns. the opinions of Stage 2
• Distinguish intonation and tone of presenter and other
opinions. participants. • Repertoire of words others. Decide on the plenary length.
• Identify rhythm and speed. necessary for this social Stage 3
• Answers questions to express practice of the Structure sentences to express
opinions or points of view about language.
Understand the general meaning and main ideas. opinions about the radio
the contents of an oral text. • Connectors.
• Predict the general meaning. • Verbs: modals. program.
• Expands main ideas in an oral • Differentiate parts of a radio program. • Syntactic differences Stage 4
exchange. • Recognize sentences and expressions used by presenter between British and Check that sentences are
and/or other participants. American varieties: understood when spoken and
• Identify the use of words to connect ideas. Possessive
• Determine the relationship between sound effects and listened to.
constructions (e.g., Stage 5
contents. Have you got a
• Detect speech register. notebook?, Do you have
Establish turns and each
• Distinguish behavior adopted by speakers to support a notebook?). participation length.
meaning construction. • Syntactic particularities Stage 6
• Write sentences used by the presenter and/or the of the English language: Practice expressing opinions.
participants. absence of relative Stage 7
• Define sequence of statements. pronoun. Carry out the plenary and pay
attention to the participation
Exchange opinions regarding the contents.
• Answer questions to express opinions. of others.
• Structure, write and read opinions. Stage 8
• Formulate questions about the content of a program. Formulate questions to obtain
• Include relevant details and interesting information in an further information, ask for
opinion. something to be repeated,
• Determine tone and intonation of sentences. clarified or said slower.
• Establish rules and turns of participation for an exchange of
opinions.
• Begin an exchange.
• Use expressions and linguistic resources to ask for details
and explanations.

UNIT 2B
PRODUCT
STAGES
• Have Ss work in teams in order to brainstorm as many words as possible related to the word “Radio”.
• Organize a mingling activity using a survey with the following information: radio station, name of program, time of the day, type of show (music, talk shows, sports events,
etc.); audience (adult, teens, children, men, women, boys, girls). Ss ask an answer questions about their favorite radio programs and comment on the most popular in a
plenary session.
Stage 1 • Have Ss listen to extracts of different kinds of radio programs. Make an organizer with the elements of the radio program they chose: topic, speaker, music, sound effects,
advertisements, audience comments, format (interactive/non-interactive), callers, length and register. After listening to the extracts, have Ss complete a chart with the
items mentioned above.
• Have Ss give their opinion on the extracts they listened to, e.g. I did not like the speaker. The music made it more fun. The ads were not interesting. The program was
interactive. The speaker respected the callers, etc.
Stage 2 • Ask Ss to make teams depending of the radio program they would like to work with. Have them decide on the topic and the length of the plenary they are going to have at
the end of the month and the extracts they are going to use.
• Give Ss a set of opinions about a topic (bullying, use of cell phones, animals in circus, etc.) and ask them to separate them into positive and negative comments. Expose Ss to
an extract where people exchange their points of view on that topic. Group Ss in teams and have them write down chunks of language they identified for expressing/asking
Stages for opinions. Providing a frame might also help Ss create sentences: “In my view ... I would say... I would have to say... As far as I can tell... I believe that... I think that…”
• In teams, Ss brainstorm pros and cons of the topic they selected. Then, ask them write sentences expressing their points of view about the topic for their program. Make
3 and 4 sure they include the expressions seen for expressing points of view.
• Once the sentences are ready, have Ss exchange them view with other teams to check that they are clear. Ask teams to suggest more points of view if necessary.
• Provide a dialogue (in written or oral form) that contains chunks of language used for checking understanding. Have Ss identify the expressions used and write them down
on strips of paper. Include expressions such as: Excuse me. Do you mean? Can you repeat that? Can you speak more slowly? Adding the ones they worked with the previous
session used for expressing opinions. Mix the phrases and make two grids on the board and have a competition. The team that pastes more sentences in the correct column
wins.
Stages • In their original teams, each S decides on what points of view they would like to express and who the radio host will be. Then, they decide on the order of turns to take in
5 and 6 the discussion. Each S decides if it is necessary to include arguments to support their point of view.
• Ss practice expressing their opinions. Speaker 1 gives his/her opinions. Other members of the discussion listen to the speaker’s opinion. When speaker 1 finished, he/she
passes the turn to speaker 2. Ss continue in order until everyone in the group gives his/her opinion. For more information or clarification, Ss may be allowed to interrupt
politely using the phrases seen for doing so.
• Each team presents the radio program to the class. Ask Ss to listen to other groups and make notes on anything that is unclear or they would like to ask about.
• After each group’s presentation, ask and answer questions about each groups chosen program.
Stages
7 and 8

UNIT 2B
BOOKS
Book Book
pp. 62-74 pp. 52-65
Macmillan pp. 46-58

pp. 74-92 pp. 66-81
pp. 82-101 pp. 39-48

pp. 59-77 pp. 48-69
Castillo pp. 48-54
“Yes, we can!” Fiction
pp. 34-43 pp. 34-43
Richmond pp. 15-26
WEBSITE RESOURCES
http://www.bbc.co.uk/worldservice/learningenglish/radio/studyguides/
http://www.learn-english-today.com/news/news.html
http://learningenglish.voanews.com/

SOCIAL PRACTICE: Participate in language games to work with specific linguistic aspects
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Participate in language games to recognize and comprehend future tense in forecasts.
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE PRODUCT
LANGUAGE LANGUAGE
• Recognizes future verb forms within Check written forecast examples. • Verb tenses: present, past, • Promote feedback FORECASTS
sentences. • Identify situations in which forecasts future (will, shall, be + among classmates.
are made. going to). • Show a good attitude Stage 1
• Classifies sentences by the types of future • Recognize topic, purpose and intended • Sentence types. to auto-evaluate Establish which kind of
verb form found in them. audience. • Non-frequent or absent possibilities and descriptions are allowed and
• Distinguish graphic and text letter groups found in capacities. which are not to write the
• Compares sentences that express future components. mother tongue. (e.g., sh, ll). forecast.
situations to ones which express past and/or • Conventional writing of Stage 2
present situations. Understand characteristics of the future words. Choose a subject to write a
tense. • Punctuation: apostrophe. current description: of one-
• Formulates and answers questions in order • Listen to the reading of forecasts self, a classmate, the
to understand forecasts. containing verb forms in future tense. community, etc. (e.g., Maria is
• Identify sentences that express future now in secondary school, in
situations and conditions, and their the future she will study…, in a
composition. 15-year-time she will be…)
• Classify sentences according to the Stage 3
future verb form. Write the current description.
• Complete sentences with words used in Stage 4
future situations and conditions Foretell the current
• Compare sentences that express future description and write it in the
situations to those that express past future tense in order to write
and/or present situations. the forecast.
• Answer questions formulated to create Stage 5
forecasts based on current situations. Read the forecasts out loud
and place them in a visible
Write sentences that express future tenses, spot of the classroom.
in order to make a forecast.
• Write words that express future tense.
• Write questions about future situations.
• Complete sentences with the future
verb form.
• Arrange sentences in a sequence.
• Write down sentences to make a
forecast about a real or fictitious
situation.

UNIT 3A
PRODUCT
STAGES
• Ask Ss to bring articles to the class, they can be about issues they are interested in such as “sports”, “machines”, “technology”, “fashion”, etc. Ask them to include
information about the origins, updated information as well as future information about the event. Ask Ss to keep a record/chart of the action words and vocabulary
encountered in context, as a whole group, establish a connection between the vocabulary as well as the expression with different tenses such as present, past and future.
• Encourage Ss to think about what the topics they chose will be like in the future, at this stage it is important for Ss to know that there exists a future tense in English that
Stage 1 they can use to make predictions.
• Analyze a forecast as necessary; remember to promote the use of English as much as possible. Make use of good Ss to explain, clarify and make it accessible to all. On
another occasion, expose Ss to a historical event or period to show the past tense in context. Complement the original record/chart with verbs in past and the
corresponding time expressions and adverbs so that Ss associate tenses to the time concept.
• Ask Ss to write a brief description about themselves including information such as name, age, interest, and activities in the next 2, 3, 5, and 10 years.
• As a model introduce yourself and ask Ss to predict events about in the following 2, 3, 5, and 10 years. Then encourage Ss to work in pairs and interchange information
about themselves, advise them to use pictorial support. It may be graphically organized as a time line. Tell Ss to use expressions such as: “At present I work for… I prepare
Stage 2 my sessions every…. I do my shopping on Saturdays”, etc.
• Ask Ss to exchange their information, monitor while they are interacting in case they need any support or in case correction needs to be promoted.
• Based on the input offered during the previous stage of the product, ask Ss to think of the logical organization of a description like that. Once Ss have organized their
thoughts and ideas, ask them to identify activities they may continue doing or that will have a follow-up in the future.
• Draw Ss’ attention to activities that are possible and logical for their age.
Stage 3 • Make Ss equip themselves with the vocabulary needed to carry out the task. Allow time for dictionary work and for Ss to enrich one another’s vocabulary.
• In trios, ask Ss to write their own descriptions in pencil to allow for corrections and changes. Monitor Ss’ work as necessary and allow the stronger students to help out.
Make sure the final version is correct and legible, both in terms of grammar and English but also in terms of contents and the right sequencing of actions and ideas.
• Taking the description presented in stage 2 of this product, encourage Ss to work in pairs or in teams and transfer the activities to the future time. Do it with two or three
examples, leaving the rest for Ss to start attempting the construction of the future forms. Start with WILL as it only means adding the auxiliary. Expose Ss to the negative
form. Make sure they grasp the concept of uncertainty for future and they add the right expression: “I guess /I think I will… I will probably… Maybe I will…” Once they are
well familiarized with this future form, use “GOING TO” with the corresponding nuance in meaning and concept. Make sure they know “GOING TO” is used for future
activities that have been planned and decided on.
Stage 4 • Ask Ss to manipulate these two forms depending on their own intentions. Leave a formula on the blackboard for students to substitute “will for going to” as appropriate.
Complete the forecast again in pencil and monitor Ss’ work as necessary. Once all forecasts have been checked by students themselves, with a final check on the part of the
teacher, ask Ss to write them out on nice, attractive pieces of cardboard to be exhibited in the classroom.
• If time allows and the work is well done, linguistically speaking, Ss may add a bit of artwork to make them more attractive and catchy.
• Make sure to count on the number of lessons necessary to allow each team to come to the front and read their forecasts out loud with good pronunciation and intonation.
Allow time for questions stemming from the oral presentations. Assist and promote correction as necessary.
• Prepare a good checklist for Ss to evaluate their work and have one more criterion to evaluate Ss’ work and progress during that month.
Stage 5 • Keep Ss informed about what they are doing well, and what still needs improvement. Go back to the Ss whose work has not been so satisfactory and give them the chance to
try harder to earn a better mark. Tell Ss they can attempt a draft copy and then on the basis of the teacher’s and colleagues’ comments they may make changes.

UNIT 3A
BOOKS
Book Book
“All Ready! 1” Readers
pp. 75-87 pp. 66-81
Macmillan pp. 59-71

pp. 93-111 pp. 88-103
pp. 102-121 pp. 46-58

pp. 78-85 pp. 70-85
Castillo pp. 55-64
“Yes, we can!” Non-Fiction
pp. 44-53 pp. 44-53
Richmond pp. 27-38
WEBSITE RESOURCES
http://www.mes-games.com/future1.php
http://www.esltower.com/GRAMMARSHEETS/future/future.html
http://www.eslkidsworld.com/worksheets/future%20will%20and%20going%20to%20worksheets/
http://www.whitbyweather.com/Children/Wx%20Forecast3.html
http://scied.ucar.edu/webweather/thunderstorms/make-weather-forecast
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 student´s needs and preferences.

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Write notes to describe the components of different human body systems in a chart
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE
• Answers questions in order to give a Select and check charts of human body systems • Graphic and textual • Take the proper CHARTS OF HUMAN BODY
description. • Examine distribution of graphic and text components. components. decisions to SYSTEMS
• Recognize text organization. • Text organization favor one’s self
• Structures and writes sentences. • Reflect on the use of images and /or illustrations. patterns. and one´s Stage 1
• Identify topic, purpose and intended audience. • Repertoire of words surroundings. Select a system of the
• Organize terms and descriptions into a necessary for this social human body.
table. Understand information from reading out loud. practice of the language. • Reflect and act Stage 2
• Recognize description of components. • Verb tense: simple on one’s own Search and choose
• Writes sentences in order to write notes. • Identify new words. present. and others’ information of the selected
• Point out information. • Determiners: physical well- human body system from
• Verifies spelling conventions in order to • Answer questions to describe components demonstratives. being. various sources.
edit notes. • Identify the graphic resources used to link components • Nouns: with/without Stage 3
and descriptions. determiner, compound, • Promote Write notes to explain the
countable / respect and social components of the
Write notes to describe a chart. uncountable. Verb collaboration at human body system and
• Complete sentences in order to describe components. forms: passive, past work. include them in a chart.
• Organize terms and descriptions on a table. participle. Stage 4
• Rewrite simple sentences about descriptions. • Adjectives: comparative Use graphic resources in the
• Determine the number of descriptions necessary in and superlative. chart to link the components
relation to images. • Punctuation. to the notes.
• Choose graphic resources in order to link the text to Stage 5
images. Edit the notes of the chart to
• Structure and write sentences. write the final version.
Stage 6
Edit charts, with the teacher’s guidance. Display charts in a visible
• Check punctuation and spelling conventions. place in the room for
• Mark and clarify doubts. exhibition
• Add or remove information to improve a text.
• Adjust language in accordance to intended audience and
purpose.
• Write final version.

UNIT 3B
PRODUCT
STAGES
• Ask Ss to bring information about different body systems and in a “tombola” organize a raffle for Ss to choose one to work on. Once Ss have chosen their body system, ask
them to elicit information about it so that they have more or less an idea about its composition. Allow students to use different information sources such as “picture
dictionary”, bilingual dictionaries, English- Spanish dictionaries, etc. so that when they carry out the task they have the vocabulary needed.
• Use different word games so that Ss can recycle previous knowledge, encourage them to work in teams and illustrate the vocabulary. Having gone through the pictorial input,
Stages
have the same teams search and choose information on the internet, in encyclopedias, their biology textbooks, previous lessons, etc. to enable them to describe the
1 and 2 components of the system and their functions.
• Use simple sentences and introduce the passive construction so as to lead the Ss into the use of passive utterances. Use model sentences like: “The food is processed in the
stomach, The blood is purified in the kidneys. The blood is pumped by the heart”, etc.
• Have Ss draw or get a sketch of the human system they are in charge of. Have them label the different components and add a short comment on the main function of that
organ or part of the human body.
• Previously select a body system and in plenary describe how the system works by writing sentences on the board as a model.
Stages • Have Ss work in pencil in order to facilitate correction and changes. Ss write out what they originally attempted without mistakes and have this production enriched by the Ss
3 and 4 themselves and the teacher. This can be done in a plenary format for everyone to learn from one another.
• Have Ss combine both, the pictorial and the textual components to produce a chart that is attractive and big enough for everyone to look at. While Ss are doing this, make
sure they are producing this language verbally in preparation for the final display in front of the other teams.
• Before producing the final version ask Ss to come to the front and show their partners their work; while doing this, monitor them and write down mistakes so they can be
corrected as soon as they finish their exposition.
• In their teams have Ss write out and complement their charts to have them well finished with no grammar, punctuation or information mistakes. Make sure Ss keep a balance
Stage 5 between the graphic and textual component of the chart and make it catchy and attractive for everyone to look at.
• Have Ss reflect on the type of questions needed to establish an interesting exchange of information. Equip teams so that they truly engage in a question-answer type of
practice.
• Have Ss exhibit their charts in visible places in the classroom, but accompany the presentation with comments or the same exchange of questions and answers they have been
practicing. You may allow questions from other teams as far as possible.
• Have Ss pay attention to the teams’ presentation and show respect and collaboration at all times.
• For a proper closure of the unit, pose meta-cognitive questions of different sorts: questions that refer to the charts themselves, about their learning processes and extended
Stage 6 questions on how to keep oneself in good health? and what to do to help others keep fit? Ss can be encouraged to ask and answer questions about the different posters
exhibited, such as “how many body systems exist? how each body system works? what is the heart used for?, etc.; so that Ss are encourage to ask and answer questions about
different human body systems. If at all possible, gradually let Ss pose the questions themselves. Intervene only if mistakes impede understanding and communication.

UNIT 3B
BOOKS
Book Book
pp. 88-100 pp. 82-95
Macmillan pp. 72-84
“Brilliant! Teens 1” Facts

pp. 112-130 pp. 104-123
pp. 122-141 pp. 59-68

pp. 83-101 pp. 78-105
Castillo pp. 55-62
“Yes, we can!” Fiction
pp. 54-63 pp. 54-63
Richmond pp. 27-38
WEBSITE RESOURCES
http://sciencespot.net/Pages/classbio.html
http://www.ehow.com/list_6496823_middle-body-systems-lab-activities.html
http://www.sciencekids.co.nz/humanbody.html

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations
SPECIFIC COMPETENCY: Exchange likes and dislikes in a dialogue
CONTENTS
• Recognizes the speakers and listeners Listen and check likes and dislikes about leisure • Context clues. • Use language INTERVIEW
behavior that support the construction of activities. • Speech register. to exchange
meaning. • Observe and comprehend non-verbal • Topic, purpose and common Stage 1
communication. intended audience. interests. Select a leisure activity.
• Requests clarifications. • Identify topic, purpose and intended • Structure of dialogues: • Promote Stage 2
audience. opening, body and interpersonal Decide time, place, and length of
• Writes sentences. • Recognize situations in which likes and closure. relationships the interview.
dislikes are shared. • Acoustic features. Stage 3
• Formulates questions to clarify doubts. • Identify leisure activities by name. • Sentence types. Structure questions about likes and
Understand the general meaning and main • Repertoire of words dislikes.
• Anticipates the general meaning to start a ideas. necessary for this social Stage 4
dialogue. • Anticipate the general meaning. practice of the language. Check that the questions are
• Identify and compare forms for expressing • Connectors. appropriate regarding the topic, the
likes and dislikes. • Question tags. purpose and intended audience.
• Establish sequence of statements. • Syntactic particularities of Stage 5
• Identify words used to link ideas. the English language: Invite the person or classmates to
• Recognize behavior adopted by speakers to sentences using “like”, be interviewed.
clarify and confirm comprehension. stranded prepositions Stage 6
• Identify speech register (e.g. The man I talked to). Assign the roles of interviewer and
Express likes and dislikes in a dialogue. • Syntactic differences interviewee.
• Write sentences. between British and Stage 7
• Organize sentences in a sequence. American varieties: Practice the formulation of
• Include details in main ideas. collective nouns questions and their answers.
• Express points of view in favor and against. concordance. Stage 8
• Use linguistic resources to confirm Carry out the interview.
comprehension.
• Use non-verbal language.
• Recognize the appropriate time to interrupt
a speaker.
• Practice and follow rhythm, speed and
pronunciation.
• Start a dialogue to express likes and dislikes
about leisure activities.

UNIT 4A
PRODUCT
STAGES
• Work as a whole group and brain storm leisure activities such as “listening to music”, “reading a book”,” playing soccer”, “visiting museum” etc. then organize teams and ask
Ss to explain what those activities are about. Let them use different sources of information such as “picture dictionaries, English- Spanish Dictionaries or bilingual dictionaries.
• Once Ss have finish the previous activity, ask them to share their information with other teams, then encourage individual work by asking Ss to choose the leisure activity
Stage 1 they feel more attracted to.
• Ask Ss to investigate what an interview is and different kinds of formats and what it involves. Assign this for homework.
• Based on the previous activity, encourage Ss to elicit what an interview is and its elements. Organize teams and ask them to write an interview taking into account leisure
activities; If needed Provide Ss with some prompts so that it is easier for them to make questions for the interview such as “ What …?” “Where…?” “When…?” “Who… with?”
“Why …?” “Do you like…?” . Then organize a “find someone who activity” this activity will help Ss identify partners with the same interests. While doing this activity, monitor
students’ work in order to assist Ss in case they need any help. Promote peer and self-correction.
• As an alternative activity organize “The mystery guest game” which is about to find who the person in the shadow is. For this activity you can ask Ss to find information about
a famous person and what their leisure activities are, you can ask Ss to find the information in the net or even invented so that they have different personalities to talk about.
Stages Ss can also be asked to perform a character and be interviewed.
2 and 3 • Expose Ss to situations that may not like them such as “doing housework”, “doing the washing up”, “making their beds”, etc. so that they have to use negative sentences to
express their dislikes. Help them understand the difference between affirmative and negative sentences; provide students with a model in case they need it.
• Perform scrambled sentences activities to provide more practice and clarify doubts. Let Ss do this in writing first, but soon move onto oral practice as this is a typical feature
of oral production of the language.
• Provide as much practice as possible (written, oral, spoken and read) with these kinds of questions since they will make it possible to accomplish the interview that is to be
performed as a product.
• In order to reinforce dialogue structure, elicit form Ss ways to be polite during a conversation. How do you start/ end a conversation?
• Have your Ss decide if they want to perform a dialogue about their likes and dislikes or if they would rather pretend they are someone else and have a sort of interview to a
famous person. Remind them they have to check that questions are appropriate regarding the topic, the purpose and intended audience, considering also the appropriate
register depending on who they will talk to.
• Have your Ss use the different kinds of questions previously seen: open and specific
Stages
• Have your Ss exchange their notebook for peer correction. Monitor and correct as needed. Stress the fact that in English an open question mark is not used. Create
4 and 5 awareness of the fact that Wh questions follow a falling intonation pattern.
• Ask your Ss to arrange the interview by deciding who the interviewer and the interviewee are. Have your own Ss carry out the interview in your group first. If there are guests
from other groups, ask other Ss to make it more interesting and to ask them to perform the role of a famous person.
• As an alternative activity, organize an interactive activity with other grades so that they can interchange information about their peers.
• Have Ss practice their interviews by switching partners. At first, allow Ss to read but encourage them to use the written questions only as a guide. Monitor pronunciation and
accuracy. Take notes so you can provide feedback before they actually present their final interview.
• Before having your Ss perform their interviews, have them reflect on how much non-verbal communication they use in their daily lives and under which circumstances. Insist
Stages on students standing up when they participate so everybody can see them. Encourage a respectful environment so Ss feel more comfortable to speak and use non- verbal
6, 7 and 8 language to perform their interviews.
• Ask Ss to give their opinions about the interviews. Which one they liked/did not like and why. Encourage positive feedback and provide your own.
• Set times and dates for the interviews to be presented and ask Ss to prepare the interview in advanced.

UNIT 4A
Book Book
pp.. 101-113 pp. 96-111
Macmillan pp. 111-123

pp. 132-149 pp. 124-141
pp. 142-162 pp. 69-78

pp. 102-106 pp. 106-113
Castillo pp. 24-30
Non-Fiction
“Yes, we can!”
pp. 64-73 pp. 64-73 pp. 39-50
Richmond
WEBSITE RESOURCES
http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
http://www.ehow.com/list_5890195_back-getting-students_-likes-dislikes.html
http://www.usingenglish.com/articles/how-to-teach-language-likes-dislikes.html
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 student´s needs and preferences.

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 and sing songs in order to identify human values in English-speaking countries and Mexico
CONTENTS
• Recognizes main ideas in songs. Check songs that reflect human values. • Topic, purpose • Appreciate RECITAL
• Select songs based on key words. and intended songs as a
• Formulates and answers questions about the • Recognize text distribution of songs. audience. reflection of Stage 1
treatment of information. • Determine topic and intended audience. • Text distribution: emotions, Select the songs.
Understand the general meaning and main ideas in verses, stanzas feelings and Stage 2
• Compares information using known expressions. songs. and chorus. nature. Understand content of songs.
• Anticipate content. • Acoustic features. • Show interest Stage 3
• Sings verses and choruses of songs. • Use diverse comprehension strategies. • Repertoire of in other Locate key words in verses and
• Clarify meaning of words. words necessary peoples and chorus.
• Detects rhythm, speed and intonation of songs. • Identify explicit and implicit information. for this social cultures. Stage 4
• Identify key words in stanzas and chorus. practice of the • Promote Read lyrics along with the
• Distinguish language features. language. collective music.
• Formulate and answer questions about the • Verb tenses: efforts in a Stage 5
content. progressive forms, cultural Listen to the song in order to
• Compare how human values are expressed in past participle expression. follow rhythm.
songs of English speaking countries and of Mexico. • Antonyms. Stage 6
Listen to and sing songs. • Nouns: Intonate the song at the speed
• Recognize combination of words and the sounds singular/plural, of music.
they represent. compound. Stage 7
• Detect rhythm, speed and intonation. • Punctuation. Check intonation in English
• Follow the chorus and recite the lyrics. • Upper and lower while singing.
• Write down verses and/or chorus. case letters. Stage 8
• Sing songs with and without the help of written Determine place, date and
lyrics. audience for which the songs
will be interpreted.
Stage 9
Perform recital to the selected
audience at the planned place
and date.

UNIT 4B
PRODUCT
STAGES
• On the board, paste flashcards of Mexican and English-speaking singers. Elicit what Ss know about them using a chart including information about the genre of music they
sing for example “rock”, “pop”, heavy metal, romantic, ranchero, ballads, norteño etc., organize a talk about the contents of their songs, the musical instruments they play as
well as the differences and similarities among them.
• Another possibility is to write scrambled names of Mexican and English-speaking singers. Divide the class into girls’ team and boys’ teams. Have a competition to see which
team is the first to unscramble the singers’ names correctly. Complement this activity with an interactive activity in which Ss can exchange information about different kinds
Stage 1 of music and / or musicians.
• Ask Ss to make a chart in their notebooks with information about the singers they like. Make sure they include Mexican and foreign singers.
• Bring a couple of songs, one in English and one in Spanish. (It may be “We are the champions” by Queen and “Color de Esperanza” by Diego Torres). The items to be included
in the list could be the above-mentioned. Promote collaborative work.
• Have your Ss find out which peers liked the same songs. One of a Mexican singer and another English-speaking singer. Ask them to work together to decide which songs they
will work on. Ideally each team should have a totally different song.
Stages • Play Mexican and American songs for Ss to select the song they feel more attracted to, provide Ss with the lyrics of the song so that Ss have a first read and start analyzing
2 and 3 what each song is about. Motivate Ss to use different sources to get the lyrics for the songs they will work on. Have Ss look for cognates or known vocabulary or phrases.
• Use different techniques so that Ss can develop their linguistics skills for example you can use “sentence completion exercises”, “multiple choice exercises”, multiple
matching exercise” etc., these kind of exercise will help student develop their comprehension and production skills.
• Once Ss have chosen their favorite song and had practice to develop their comprehension and production skills, choose one or two songs for the class to sing together. Ask
your Ss to compare the song in length, vocabulary, rhythm, message (if any) etc.
Stages 4 • Have your Ss read and sing along the chosen songs following the rhythm.
• Have Ss classify the songs according to their rhythm rock, pop, romantic, heavy metal etc.
• In order to start singing the different songs, ask Ss to put in order the lyrics they have been working on, while Ss are doing this monitor and promote correction if needed.
• Organize teams and ask them to select the song they liked the most during the previous sessions. Have every team intonate the songs at the speed of music while the rest of
the teams listen to them and provide feedback to their peers.
• To emphasize harder beats and special intonation, have Ss practice humming the song and differentiate higher from lower volume in their humming voice.
Stage 5 • While Ss perform their songs, ask them to check the intonation in English while singing. If at all possible, ask them to stress the differences but without exaggerating.
• Play each song and read the lyrics out loud with the music, asking Ss to follow along. The teacher should also join the different teams.
• Guide Ss’ reflection to conclude that intonation means the use of voice rising and falling; this can also be appreciated when humming with no lyrics.
• On the board write the word “recital” in the center of a mind map and brainstorm ideas to complete it. Only accept contributions in English.
• If possible, prepare a Souvenir recital program for their performance. It might include an outside cover and an index with the songs to be included. Decide if lyrics will be
included or not. Have Ss decide the textual and graphic components, watch closely to avoid mistakes of any kind.
• Have Ss prepare a welcome and an introduction to the recital. Have Ss rehearse this to avoid mispronunciation and incorrect stress and intonation.
Stage
• Provide useful expressions such as: “We are going to sing…This song is about…We chose the song because…..We like this song because…”
6 and 7 • Determine as a group, the place, date and audience for which the songs will be interpreted. If time allows, have Ss distribute written invitations to those invited. When
distributing invitations have Ss do it in English to give the language a more realistic and meaningful use.
• Make sure all Ss have a copy of the song to be interpreted. Songs may be played twice. First time round for becoming familiar and second time for singing.
• Make sure Ss and participants have the program and the material prepared in the previous class.
• Perform recital to the selected audience at the planned place and date. Have Ss provide one another feedback on different aspects of their performances.
Stage • Choose a student to present the recital and the different songs.
8 and 9 • If possible encourage participants to sing the songs presented by their children, for this it could be a good idea to hand out papers with the lyrics of the different song
presented.

UNIT 4B
Book Book
pp. 114-126 pp. 112-125

pp. 150-168 pp. 142-161
pp. 162-181 pp. 79-88

pp. 106-125 pp. 114-145
Castillo pp. 63-66
Fiction
“Yes, we can!”
pp. 74-83 pp. 74-83 pp. 39-48
Richmond
WEBSITE RESOURCES
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://www.mamalisa.com/?t=eh
http://www.songsforteaching.com/friendshipsongs/123foureverfriends.htm
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 student´s needs and preferences.

SOCIAL PRACTICE: Produce texts to participate in academic events
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Rewrite information to explain a graphic exhibition
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE PRODUCT
LANGUAGE LANGUAGE
• Identifies and Check a Science topic in diverse sources. • Text organization • Show willingness EXHIBITION ABOUT A SCIENCE
distinguishes types of • Select illustrated texts about a scientific topic. patterns. to learn to learn. TOPIC
sentences that express • Activate previous knowledge. • Repertoire of words • Make efforts and
main ideas within • Identify topic, purpose and intended audience. necessary for this dialogue to reach Stage 1
paragraphs, using • Examine graphic and text components. social practice of the common goals. Choose a scientific topic to
previously established • Recognize textual organization. language. • Take action and present a graphic exhibition.
goals. Understand the general meaning and main ideas in diverse texts. • Composition of favorable Stage 2
• Read texts from diverse sources. Anticipate the general meaning. expressions. decisions about Read texts and classify the
• Uses various strategies in • Detect new words. • Relative pronouns our environment. information.
order to point out relevant • Identify key ideas in paragraphs. (e.g., because, as for, Stage 3
information. • Distinguish the types of sentences used to express key ideas and back- despite). Rewrite the classified
up information. • Verbs: modals phrasal. information to make notes for
• Selects information in • Use diverse strategies to point out relevant information. • Verb forms: passive. the presentation.
order to re-write and • Classify information based on purpose. • Differences between Stage 4
paraphrase sentences. Re-write information. British and American Produce posters with
• Select previously classified information. variants: -l-/-ll- (e.g., illustrations (photographs,
• Organizes sentences to • Complete sentences with key ideas from a text. canceled, maps, drawings, charts, etc.) to
make a paragraph. • Add information to key ideas of sentences to exemplify, support or cancelled, etc.). support the notes contents.
enrich them. • Punctuation period, Stage 5
• Points out and clarifies • Formulate and write questions concerning the information in a text. colon, indentation. Edit the notes and rewrite
doubts in order to edit • Order words to construct sentences that answer questions. them on a card taking into
notes. • Paraphrase sentence in order to rewrite them. account the font size so the
• Rewrite sentences. content can be easily read.
• Order re-written sentences to articulate them and form paragraphs. Stage 6
• Choose paragraphs to construct notes. Decide the order in which
• Write notes to fill-in cards. every chart will be presented
• Check cards to present a graphic exhibition. with its respective informative
Edit notes with the teacher’s guidance. card.
• Check the use of punctuation and spelling conventions. Stage 7
• Mark and clarify doubts. Display the exhibition to a
• Detect mistakes and correct them. selected audience in a
• Write final version. previously agreed place.
UNIT 5A
PRODUCT
STAGES
• Have Ss brainstorm different scientific topics of interest. These topics may be taken from the Junior High school syllabi or topics Ss may have seen before or are about to see in
school months to come in their science subject, such as biology (biodiversity, global warming, photosynthesis, evolution, etc.).
Stage 1 • Have the topics exhibited on the board or pieces of folding paper to cast votes on them for an exhibition. You can make this a communicative situation in itself by having Ss at the
front counting votes and representing these in charts or graphs of some kind. Ss may report the results in utterance like these: 10 Ss out of 30 preferred environmental issues. 2 Ss
out of 30 wanted nutrition, etc.
• Introduce Ss to the K-W-L technique (What I Know, What I Want to know, What I Learned) so that Ss identify their prior knowledge about the topic they chose, what they want to
know, and at the end of the social practice, highlight what they learnt. Keep a record of these on pieces of folding papers to be retaken at the end of the month. Ss may resort to
their mother tongue in order to do this.
• Hand out a short science text without a heading. Read it aloud with Ss and ask them to identify key words. Provide them with options about possible headings in order to recognize
the main idea of the text. Then, ask Ss to answer questions about it (what, where, when, etc.) to identify supporting details. This information can be incorporated into a graphic
Stage 2 organizer or mind map for Ss’ better understanding.
• Organize Ss into teams. Provide each team with a short text of different science topics. Stick different titles on the board in order for Ss to match them to their texts. Ask Ss to
underline the sentence they consider contains this information (main idea), which is usually located at the beginning of the paragraph.
• Have Ss look for short texts about their chosen topic (suggest websites to do so, especially educational). Ask Ss to bring their texts to class in order to select and classify the
information they will later use in their presentations. Monitor and refer Ss to the use of a bilingual dictionary as necessary.
• Once the information has been selected, ask Ss to rewrite the information to start making notes for their presentation. Ideally, they should give this information the right sequence.
Make sure Ss include relevant information as well as necessary examples to support the main ideas.
Stage 3 • Introduce Ss to the idea of cohesive devices to start, continue, and bring the presentation to an end, for example: first, then, next, finally. Connectors such as: to begin with, in
addition, and to sum up, may be useful to know before they attempt their notes.
• Have Ss explore different visuals about the same topic (drawings, pictures, photographs, cartoons, etc.). Have them discuss on their appropriateness, formality and clarity.
• Give Ss the freedom to choose among visuals from authentic sources to go with their notes. Make sure they get the right balance between images and information at the same time
they make it catchy and attractive.
Stages
• After Ss have chosen the images, make them think of the written part of their poster. Ask Ss to edit their notes from their original information in pencil to allow corrections,
4 and 5 enrichment, and changes as necessary. Monitor all the time to avoid mistakes of any kind.
• Then, ask them to rewrite the notes on cards to be presented along with the illustrations. Encourage Ss to produce the text properly typed out with a size font that is easy and
inviting to read. Make sure their notes are legible and accessible for their classmates. Insist on neatness and a logical order of information.
• Have the cards exhibited for everyone in the group to look at in order to give opinions on the best and most logical order of the information. At this point in time Ss should have no
trouble identifying what should come first, next and last. Monitor all the time, pointing out elements seen so far, rather than direct correction. The idea is to make Ss reflect upon
Stage 6 their processes to find out how they got to the expected learning outcomes. Have Ss combine textual components with images and start reading this information out of the cards
themselves in preparation for the exhibition.
• Make previous arrangements to have the exhibition displayed in the classroom or a bigger space (auditorium, library, multi-purpose room, etc.), if bigger audiences are being
invited. Have Ss produce nice, attractive invitations to be exhibited at the school entrance, on the bulletin board, along the corridors, or in common areas. Alternatively, Ss may also
produce their own invitations to be addressed to different members of the school community stating what the purpose and the topic of the exhibition are and having them
distributed personally to those invited. On the day of the exhibition have Ss ad and complement their cards with interesting facts and figures. Make sure all the members of teams
Stage 7 have an active role in this exhibition.
• As a follow up, have Ss attempt a self-evaluation or co-evaluation sheet that they should have been introduced to beforehand to assess themselves or one another with a clear idea
of the expected achievements for this social practice.
• Ask Ss to complement the K-W-L chart with ideas about what they learned about the topic they developed in this Social Practice. Have a plenary session to comment on new
knowledge and facts shared about the different topics studied.

UNIT 5A
BOOKS
pp. 127-152 pp. 126-141

pp. 170-187 pp. 162-179
pp. 182-201 pp. 89-98

pp. 126-135 pp. 146-161
Castillo pp. 28-38
“Yes, we can! 1” Non-Fiction

pp. 84-93 pp. 84-93
Richmond pp. 51-60
WEBSITE RESOURCES
Science topics for teenagers:
http://kids.usa.gov/teens-home/science/
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/evolutionrev1.shtml
http://www.neok12.com/Genetics.htm

SOCIAL PRACTICE: Interpret and express everyday life instructions

LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Understand and express specific warnings of public places
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE BEING THROUGH THE PRODUCT
LANGUAGE
• Adjusts volume, tone and intonation to Check warnings relative to public places. • Acoustic features. • Use language to ORAL WARNINGS
emphasize warnings. • Identify topic, purpose and intended • Conditionals (e.g., If there is an prevent problems and
audience from previous knowledge. emergency, you must…). respect social norms. Stage 1
• Understands conditional and non- • Recognize situations and public places in • Verb forms: imperative. • Assume Select a situation or event in
conditional warnings. which warnings are communicated. • Connectors. responsibilities in which it is convenient to
• Distinguish speakers’ attitudes and turns • Sentence types. society. convey a warning to prevent
• Requests information to confirm the of participation. • Repertoire of words necessary for • Recognize cultural a problem.
understanding of warnings. • Identify volume, intonation and tone. this social practice of the differences in social Stage 2
language. norms. Structure the sentences to
• Indicates causes and effects of Understand the general meaning and main • Lexical differences between convey warnings appropriate
warnings. British and American variants to the selected place.
ideas of warnings.
(e.g., car park, parking lot: Stage 3
• Associates warnings to particular • Listen to warnings particular to public motorway, -freeway) Organize sentences to state a
situations. places. warning.
• Anticipate the general meaning. Stage 4
• Establish the reason for some warnings. Create a notice with the
• Distinguish between conditional and warning.
non-conditional warnings. Stage 5
• Determine sequence of statements (e.g., Practice the announcement
description, instruction). of the notice.
• Relate warning statements to their Stage 6
written form. Publish the announcement.
• Identify speech register.
Express warnings particular to public

places.
• Organize sentences into a sequence.
• Use non-verbal language to aid the
elaboration of warnings.
• Use strategies to emphasize meaning.
• Express causes and effects of warnings.
• Paraphrase the message of some
warnings.
• Express warnings particular to public
places.

UNIT 5B
PRODUCT
STAGES
• In a plenary session, ask Ss to brainstorm situations or events where warnings are desirable to prevent problems. Then, ask Ss to go round the school and take note of this kind
of situations. Ss come back to the classroom with their information to be shared.
• Expose Ss to written warnings used in different situations and ask Ss to mention where they can find them (airports, malls, subway, etc.). Ss make notes about what to do and
Stage 1 what not do in those situations.
• Divide the group into teams. Each team should work on a different situation or event in order to create appropriate warnings and notices.
• Have Ss check a variety of visual warnings and elicit the corresponding suggestions or rules. Then, have Ss play a memory game with visual and written warnings.
• In order for Ss to create their warnings, model the type of utterances Ss can produce using the previous examples. Several models could be put forward and retaken from Ss. At
the beginning, do it with the whole group. Gradually, as Ss get confident and accurate, let them work in teams. Ask Ss to use their dictionaries to look up the vocabulary they do
Stage 2 not know. Check vocabulary to make sure Ss count on the basic elements to work with according to the situation they chose.
• Once Ss have written the warnings, make sure they are using one type of construction accurately (imperative). Additionally, expose Ss to a conditional type of warning and a
non-conditional one, perhaps with the same idea of to be contrasted, for example: If there is an earthquake, you must follow the instructions. / Follow instructions when there
is an earthquake. Emphasize the idea that with the aid conditionals we can express consequences or effects.
• As Ss feel comfortable and confident using the language under study, have them start organizing their ideas to formulate a warning. To avoid confusion and misunderstandings,
give a model for Ss. to follow. Analyze the model in terms of contents: 1) State the situation or event. 2) Mention the causes of this particular warning, if necessary. 3) Present
the steps or warnings in a logical sequence. 4) Join the ideas with connectors, such as: First, next, then, finally.
Stage 3 • Ss should attempt their first written versions in their notebooks in pencil to facilitate correction and revision. Give them feedback rather than straight correction hoping they
are in a good position to self-correct and enrich their pieces of writing by themselves.
• Have Ss rewrite their warnings in order to create a notice. A format with subheadings may help, for example: A) Situation or event. B) Steps to follow. C) Additional information.
• Supervise as Ss proceed with their writing pieces. Make sure you go over each and every team’s written production. While Ss are writing their final versions, take advantage of
Stage 4 the time slot to produce language verbally in order to go over volume, intonation and tone. Check language, cohesive devices and the right speech register
• Ask Ss to produce their notices verbally looking after volume, tone and intonation to place emphasis where the warnings require it. Have all teams practice their own notices in
a low voice so that when this is published there is still an element of surprise for the other teams. If possible, expose Ss to authentic oral warnings for better modeling. Then,
encourage Ss to record themselves reading their notices several times in order to do self-correction.
Stage 5 • If time allows, ask Ss to create some kind of visual support to make this more attractive and more memorable for the other teams. Ask Ss to combine text and images in a
balanced way. If the level of the group allows, ask Ss to produce their announcements without much written help. They may include words that carry the meaning or the
concept of their announcement, rather than the whole message.
• In order to publish the announcements, raffle turn-taking and ask the teams that are seated to take notes in order to formulate questions and/or add comments to confirm the
understanding of what they are listening to.
• Given the importance of this type of information, make arrangements with the school authorities to have this presented in other groups and levels of the school community.
When this has been presented to the whole school, leave the final versions on the bulletin board, at the entrance of common areas like the library, the principal’s office, or the
Stage 6 entrance.
• If time allows, device some kind of evaluation instrument, such as a checklist, for the Ss to during their classmates’ presentations to make them reflect upon their learning
processes during this Social Practice.

UNIT 5B
BOOKS
pp. 140-152 pp. 142-155

pp. 188-206 pp. 132-195
pp. 202-221 pp. 99-108

pp. 148-151 pp. 148-165
Castillo pp. 67-72
“Yes, we can! 1” Fiction

pp. 97-103 pp. 94-103
Richmond pp. 49-60
WEBSITE RESOURCES
Warnings and notices:
http://www.esltower.com/VOCABSHEETS/taboos/taboos.html
http://www.esl-lab.com/airport/airportrd1.htm

Cycle 4 First Grade Secondary School: Unit Social Practice Product References

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CYCLE 4 FIRST GRADE SECONDARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Instruction manual to learn how to use a Books and website resources

Books and website resources

Understand and express differences and similarities

Books and website resources

Books and website resources

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

• Have the reading first in the group itself.

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Narrative

Programa Nacional de Inglés en la Ciudad de México

SOCIAL PRACTICE: Understand and write instructions

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Informative

“Yes, we can! 1” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

SOCIAL PRACTICE: Interpret and express information published in diverse media

ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Narrative

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Informative

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Facts

“Teens Club 1” Narrative

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Facts

“Teens Club 1” Narrative

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Informative

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Facts

“Teens Club 1” Informative

“Yes, we can! 1” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

SOCIAL PRACTICE: Interpret and express everyday life instructions

Express warnings particular to public

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 1” Stories

“Teens Club 1” Narrative

“Yes, we can! 1” Fiction

Warnings and notices: