Cycle 4, Third Grade Secondary School: Unit Social Practice Product References

CYCLE 4, THIRD GRADE SECONDARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
Understand and express information related to goods and

1A Telephonic complaint voice mail Books and website resources
services
Read and understand different types of literary texts from Emotionary Books and website resources
1B
English-speaking countries (Inventory of emotions)
Books and website resources

2A Understand and write instructions Set of instructions album
Interpret and express information published in various Books and website resources
2B Oral presentation
media
Participate in language games to work with specific Books and website resources
3A Memory game
linguistic aspects

3B Read and rewrite informative texts from a particular field Report anthology of historical events
Understand and produce oral exchanges related to leisure Books and website resources
4A Testimony
situations
Understand and express differences and similarities

4B between cultural aspects from Mexico and English- Performance of a short play
speaking countries

5A Produce texts to participate in academic events Debate

5B Interpret and express everyday life instructions Activity schedule
SCHOOL TERM 2017-2018
GRADE: Third Grade Secondary School UNIT: 1A
SOCIAL PRACTICE: Understand and express information related to goods and services
LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Express oral complaints about a health service
CONTENTS
KNOWING ABOUT THE BEING THROUGH
ACHIEVEMENTS DOING WITH THE LANGUAGE PRODUCT
LANGUAGE THE LANGUAGE
• Establishes the motive or reason for a Listen to and explore complaints about a health service. • Topic, purpose and intended • Stand up for TELEPHONIC COMPLAINT
complaint. • Identify topic and purpose. audience. citizen’s rights. VOICE MAIL
• Establish form of communication. • Contextual clues. • Become aware
• Infers the general meaning from explicit • Determine place or addressee for a complaint. • Structure of complaints: of the attitudes Stage 1
information. • Distinguish attitudes of speakers. opening, body and closure. of oneself and Produce telephonic
• Detect ways to adjust the actions of speaking and • Form of communication. others. complaints.
• Distinguishes between main ideas and listening: pauses, rhythm, tone, etcetera. • Repertoire of words Stage 2
some details. necessary for this social Select and consult
Interpret general sense, main ideas, and some details of practice of the language. information to make a
• Uses strategies to influence on meaning. a complaint. • Modal verbs, adverbs, and complaint.
• Clarify meaning of words . adjectives. Stage 3
• Activate previous knowledge . • Acoustic features. Determine the topic or
• Infer general sense. • Conditionals. reason to make a
• Detect and interpret technical or specialized • Verb tenses: present, past, complaint.
information. and future. Stage 4
• Establish motive or reason for a complaint. • Connectors. Create the statements to
• Identify main ideas and information that explains or express the complaint.
complements them. Stage 5
• Detect expressions to suggest solutions. Check that the complaint is
• Identify strategies to emphasize meaning. understood when said and
heard.
Write an oral complaint. Stage 6
• Choose a suitable word repertoire. Practice the enunciation of
• Use and adapt speech register according to the the complaint.
addressee. Stage 7
• Express motive or reason. Make the complaint
• Write expressions to suggest solutions.
• Use strategies to repair failed communication.
• Use strategies to influence on meaning.
• Express
SEP. Programa Nacional de Ingléscomplaints and
en Educación make
Básica. adjustments
Segunda Lengua: to
Inglés. Programas de estudio 2010. Ciclo 3. Fase de expansión. México, 2011
improve fluency.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2011. Ciclo 4. 1o 2o y 3o de Secundaria. Prueba en aula. México, 2011.
Programa Nacional de Inglés en la Ciudad de México

UNIT 1A
PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Give Ss a set of common situations involving services (going to the movies, eating out, going to the doctor, etc.). Ask them to brainstorm ideas about possible complaints in the
services offered.
• Expose Ss to a dialogue about someone complaining about a service, either in writing or listening. Make sure Ss grasp the reason or motive to express complaints. Focus on
Stage 1 vocabulary and functions needed to achieve this communicative aim and analyze speakers’ attitudes.
• Get Ss’ notes or notebooks organized by asking them to classify the language just learned under headings for association and more effective learning and recalling: how to make
complaints, how to attend to complaints, how to offer help, how to invite action to attend to complaints, how to close conversations of this type, and so on.
• Revisit the same listening material now in terms of expressing main ideas and supporting these with details of complaints, expressing suggestions, thanking for the suggestions
offered, etc. Have Ss use the charts or grids to classify useful expressions and functions using the classifications suggested in Stage 1. Have Ss concentrate on useful expressions and
Stage 2 start practicing the language in small chunks of language, e.g. “-I want to complain about the bad service of my cell phone.-Why don’t you phone the central office? / You should
write to COFETEL. -Thanks for the tip / Thanks for the information. -You´re welcome / Not at all”.
• Go back to the suggestions offered in stages 1 and 2, and have Ss make a list of possible topics or reasons to make complaints at school, at the bank, at the supermarket, at the
doctor’s office, etcetera.
Stage 3 • Add the possible complaints according to the place and the reason or motive for complaining. Another option is to have a set of complains for Ss to match to the corresponding
situation in order to identify key expressions and language.
• Have Ss start building up language gradually e.g. “I want to complain about the doctor’s attention / I wish to complain because the nurse was rude”.
• Have Ss work in teams in order to write their own complaints and possible responses. Let them produce a draft to be checked and validated by the teacher. If you happen to have
Stage 4 stronger, more gifted Ss, ask them to help you out with the revision work.
• Ask Ss to produce the complaint and the corresponding response verbally. Monitor Ss’ oral production to make sure they are using appropriate language, the stress and intonation
that corresponds and that the sequence of the language is right.
Stage 5 • Make sure Ss identify and include a main idea followed by one or two details.
• Record, video-tape or prepare a brief demonstration of what you expect SS to do. Ask Ss to read their production in pairs within the teams they have formed.
• To make this telephone exchange more natural and realistic, have Ss sit in pairs back to back and let them play both roles: the one who complains and the one who responds; then,
Stage 6 Ss change roles so that both Ss have the chance to play both roles.
• In pairs Ss take roles to present their complaint to the rest of the group. If they agree, have the conversations recorded for later use and practice.
• In due course, Ss should be provided with an evaluation instrument that they can use to evaluate one another’s participation (for example, a checklist). Ss have to be instructed on
the use of these instruments. Have Ss analyze the contents of the instrument and exemplify with a real case so that they understand the standards upon which the evaluation should
Stage 7 be carried out. Again, give a brief demonstration to Ss so that when it is their turn to evaluate, they do a good job and above in order not to do any injustice to one another.
• As a reflection exercise, have Ss identify what they learned, how they learned it, when and where this language can be used, and how they felt all along the process.

UNIT 1A
BOOKS
Teacher’s Activity
Publishing house Readers
Book Book
“All Ready! 3” Reader

pp. 23-35 pp. 6-21
Macmillan pp. 7-19
“Brilliant! Teens 3” Fact

pp. 17-31 pp. 10-23
Santillana pp. 73-86
“Crossover 3” Informative
pp. 22-41 pp. 9-18
University of Dayton pp. 5-18
“Teens Club 3” Informative

pp. 32-44 pp. 8-25
Castillo pp. 6-11
“Yes, we can! 3” Non-Fiction

pp. 4-13 pp. 4-13
Richmond pp. 5-14
WEBSITE RESOURCES
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Making complaints:
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1331_howto_feedback/page2.shtml
http://www.myenglishpages.com/site_php_files/communication-lesson-complaininig.php
http://www.eslvideo.com/esl_video_quiz_low_intermediate.php?id=7500
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: Third Grade Secondary School UNIT: 1B
SOCIAL PRACTICE: Read and understand different types of literary texts from English-speaking countries
LEARNING ENVIRONMENT: Literary and ludic
SPECIFIC COMPETENCY: Read suspense literature and describe moods
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE
DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
Select and explore suspense narratives. • Elements in narratives • Foster respect towards EMOTIONARY
• Uses various strategies to
• Identify textual arrangement. • Repertoire of words the opinions of others. (INVENTORY OF EMOTIONS)
understand narratives.
• Determine topic and purpose. necessary for this social • Stimulate an aesthetic
• Detect intended audience from explicit practice of the pleasure for literature.
• Infers the general meaning and language. • Develop empathy Stage 1
main ideas from details. information.
• Types of sentences. towards different Select, from a number of sources, a
• Adjectives: moods. suspense narrative.
• Formulates and answers questions Understand general sense, main ideas, and
comparative and Stage 2
in order to infer information. some details of a suspense or narrative. superlative. Read the selected narrative in silence.
• Read and re-read narratives. • Pronouns: reflexive and
• Writes opinions regarding moods. • Use diverse comprehension strategies. Stage 3
relative.
• Detect frequently used words. • Conditionals. Choose and make a list of emotions
• Organizes paragraphs in order to • Make links within texts using explicit and • Homophones (e.g., too that the narrative presents or
create texts. implicit information. and two) provokes.
• Infer main ideas from details. • Upper and lower-case Stage 4
• Answer questions to infer characters- letters. Propose and write examples of the
moods from explicit information.
• Relate moods to specific moments in a situations that describe the emotions
narrative. Stage 5
Check that the examples comply with
Describe character´s moods in a suspense grammar, spelling, and punctuation
narrative. conventions.
• Express and justify personal impressions Stage 6
towards a text. Organize an event to present and read
• Relate moods to characters. the emotionary
• Make sentences from words that express
moods.
• Complete sentences to express moods.
• Describe characters´ moods.

UNIT 1B
PRODUCT
STAGES
• Have Ss bring books they have read from previous school years or get well-known stories from libraries, private collections, the internet, web-sites, etc. Remind Ss that the
literary genre under study is a suspense narrative. If Ss have a clue as to where to look for this type of books, give suggestions on well-known writers: Agatha Christie, Edgar
Allan Poe, etc. There are abridged versions for different levels of English.
Stage 1 • Present these books to the group, Focus Ss’ attention on the cover, the illustrations, the authors, and any other information that may help with the understanding and
enjoyment of the reading. Ask Ss to choose one story to read.
• Have Ss classify a list of emotions as: positive, negative, neutral. Ss may resort to a dictionary if necessary. Try expressing the emotions within a context, e.g. The girl is happy
because dad is back home. The boy is furious because he can’t go out.
• To make this more memorable, Ss may work in teams to go through the list and try to express that particular emotion with facial expressions or body language.
Stage 2 • Back in a plenary session, ask Ss to identify the emotions that the reading of this story provokes.
• Write the names and important information about characters. Check writing and spelling conventions.
• Ask Ss to perform a small conversation with their chosen characters. Ss play the roles in the new tale (they can use their scripts to remember their dialogues).
Stage 3
• Have Ss give examples, verbally first. If this proves too difficult, leave an example on the board: The mother feels proud because her children help poor people. The main
character feels bored because he lives in a small town.
Stage 4 • Have Ss work in pairs to start attempting the writing of similar ideas. Monitor and help as necessary. Have Ss exchange their sentences for peer-correction.
• Towards the end of the session, Ss may read out their examples and everyone in the class should be listening in order to get more ideas.
• Raffle the different chapters of stages of the story and ask Ss to write examples that are relevant to that particular piece of the story. Once this has been thoroughly revised,
Ss may write out their emotionary on strips of color paper or cardboard.
• Have Ss organized to give these pieces a sequence depending on the original story. Read the product with the whole group and make any final additions, modifications,
Stage 5 corrections, etc. Let Ss add their suggestions, ideas and contributions to further improve their work.
• Get Ss organized to set up a presentation for other groups and the school community so that their emotionaries can be exhibited. Ss may want to do this properly by having
written invitations on posters or individual invitations for parents, the directors and other school authorities.
Stage 6 • Given the topic of this social practice, have a final session where Ss express how they felt identifying their emotions and sharing it with their peers .

UNIT 1B
BOOKS
Book Book

pp. 36-48 pp. 22-35
Macmillan pp. 20-32
“Brilliant! Teens 3” Stories

pp. 36-54 pp. 24-47
Santillana pp. 7-18
“Crossover 3” Narrative
pp. 42-61 pp. 19-28
“Teens Club 3” Narrative

pp. 44-55 pp. 26-37
Castillo pp. 40-43
“Yes, we can! 3” Fiction

pp. 14-23 pp. 14 -23
Richmond pp. 5 -16
WEBSITE RESOURCES
Suspense stories:
http://www.teachit.co.uk/resources/ks4/imaginative-writing/writing/design-your-own-horror-story/20912
http://absolutenglish-972.pagesperso-orange.fr/notes/mysteries/page1.htm
http://englishonline.tki.org.nz/English-Online/Planning-for-my-students-needs/Teaching-learning-sequences/English-Units-Level-3/Myths-and-Legends

SOCIAL PRACTICE: Understand and write instructions

LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Interpret and write instructions to perform an experiment
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Understands and interprets Select and explore sets of instructions to perform a simple • Graphic • Construct and SET OF INSTRUCTIONS ALBUM
order and sequence of experiment. components. consolidate
instruction elements to • Patterns of textual knowledge about
• Select sets of instructions based on topic and purpose. Stage 1
perform an experiment. arrangement. our surroundings.
• Examine distribution and function of textual and graphic Make a set of instructions album.
• Repertoire of • Promote creative
components. Stage 2
• Writes and classifies simple words necessary and proactive
• Identify textual arrangement.
and complex sentences in for this social attitudes in Choose an experiment and search
• Identify purpose and intended audience.
order to create instruction practice of the collaborative for information about it.
sequences. language. work. Stage 3
Interpret instructions.
• Adverbs. Write the instructions to perform
• Read sets of instructions. • Verb forms:
• Removes, add, changes the experiment.
• Clarify meaning of words. imperative, gerund,
and/or rearranges
• Anticipate general sense. and infinitive. Stage 4
information to edit a set of
• Go through components of different procedures. • Verb tenses: simple Arrange the instructions in a
instructions.
• Identify use of punctuation. present. sequence and illustrate them.
• Follow instructions to confirm understanding. • Prepositional Stage 5
• Identify instructions order. phrases. Edit instructions to write the final
• Punctuation. version of the set of instructions.
Write instructions. • Homographs.
• Determine components of different procedures. Stage 6
• Make questions about the procedures to complete sentences. Agree on a design to present the
• Establish number of steps. set of instructions in an album
• Use bullets, ordinal numbers or words to indicate a sequence. format.
• Complete and write sentences with the descriptions of steps and Stage 7
activities Make an index
• Support statements with illustrations.
Stage 8
Put the album together and place it
Edit sets of instructions.
in the classroom’s library.
• Check punctuation and spelling conventions.
• Verify the sentence sequence.
• Remove, add, change and/or rearrange information to improve a
text.
• Write a final version

UNIT 2A
PRODUCT
STAGES
• Ask Ss to tell you a story that involves magic or something mysterious or unexplainable; let them express freely. Ask open questions to discuss in teams like: “Do you believe in
magic? Do you know some magicians?” Then, share opinions with the rest of the class.
• Get a story related to these topics (from http://www.thekidswindow.co.uk/News/Harry_Houdini.htm, for example), and write a summary of it on the board. Have Ss read it. If
necessary, isolate new vocabulary words, and look up their meaning. Have Ss identify the elements of a report such as title, introduction, development, and conclusion.
Stage 1 • Have Ss bring a magazine of their interest in English, or take Ss to the ICT lab to search for different articles, e.g. Why can’t dogs see colors?, Why are bulls attracted to red
color?, Why do people associate blue with boy and pink with girls?, Why are most restaurants decorated in orange?
• For more ideas, ask Ss to browse the topics included in school journals, such as “Mi primer diario.” They may want to research more on the topics included there.
• Ss may choose the topic for their final report through a raffle among the group.
• Have Ss identify the titles, subtitles, materials needed, steps and illustrations. Have Ss observe the characteristics of instructions such as imperative, gerund, infinitive and
prepositional phrases (e.g. on the corner, at the end of, etc.), as well as punctuation of instructions.
Stage 2
• Ask each team to write the title, subtitle, and all the above mentioned elements for their experiment. Go around and give help where needed.
Stage 3 • Ask Ss to work in groups to bring the information and instructions about their experiment in order to perform it in class. Have Ss in each team responsible for the necessary
material. Then, have Ss perform their experiments. Encourage Ss to take notes while doing their experiment.
• Have Ss write on a separate piece of paper their instructions in disorder. Ss exchange their instructions and ask their peers to arrange/number them in the correct order.
Stage 4 • Every team decides on the graphic components to be included. Ask Ss to draw, get cutouts or images for the illustrations required. Have your Ss exchange their illustrations
and have another team order them and state the possible statement suitable for the illustration. Ask the original team to check their answers .
• Have Ss check, make corrections or changes in their set of instructions or illustrations depending on the feedback provided by the previous activity. Also, check with them
Stage 5 punctuation and spelling conventions.
• Make sure Ss provide the necessary details for explaining the step, as well as the materials needed. Tell them they can add time or frequency expressions or use their
dictionaries if they want to check spelling or the meaning of words. Have Ss write the final version to be included in the album.
• Have Ss agree within their teams on a design to present their set of instructions in an album format. They might ask questions such as: “What should a manual for an
Stage 6 experiment include? How should it look like?”
• Elicit answers from different Ss. Encourage the use of recycled material and promote creative and proactive attitudes in collaborative work.
• Explain to Ss they have to put together all the final versions to make the album and that it will be necessary to write a final index for the whole album. Ask every team to
explain or read the instructions for their experiment. Vote as a class to determine the order in which the experiments will be placed in the album.
Stage 7 • Elicit information from Ss regarding what an index is as well as its purpose. Ask Ss to check the index from any book or materials available at school and list their
characteristics on the board.
• Have Ss write down the index for their instructions album. Monitor and give help when necessary.
• Have Ss put their album together and place it in the classroom’s library. Tell them this album might be used as a reference book in the future.
Stage 8 • Ask your Ss to invite other classmates to check their albums so they get to explain and share what they did.

UNIT 2A
BOOKS
Book Book
“All Ready! 3” Non-Fiction

pp. 49-61 pp. 38-51
Macmillan pp. 33-45
“Brilliant! Teens 3” Fact

pp. 55-73 pp. 48-65
pp. 62-81 pp. 29-38
“Teens Club 3” Non-Fiction

pp. 56-70 pp. 40-47
Castillo pp. 12-15

pp. 24-33 pp. 24-33
Richmond pp. 15-24
WEBSITE RESOURCES
Science:
http://www.sciencemadesimple.com/
http://www.sciencebob.com/experiments
www.adherents.com/people/100_scientists.html

SOCIAL PRACTICE: Interpret and express information published in various media

SPECIFIC COMPETENCY: Share emotions and reactions caused by a T.V. program
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Anticipates main ideas Explore a TV program. • Contextual clues. • Use language to ORAL PRESENTATION
and the information • Determine genre, topic, purpose, and intended • Visual resources transmit and
that explains or audience. (marquee, subtitles, etc.) disseminate
Stage 1
supports them. • Identify speakers’ non-verbal language and attitudes. and sound resources information
(soundtrack, sound objectively. Select a TV program.
• Identify setting(s) or place(s) where actions take place.
• Clarifies the meaning effects, etc.). • Value the credibility Stage 2
• Determine roles of participants.
of some words. • Identify visual and sound effects. • Speech register. of mass media. Decide on the length of the presentation.
• Interpret the general meaning and some details of a TV • Non-verbal language. • Acknowledge the Stage 3
• Formulates and program. • Repertoire of words influence of media in Write sentences to express emotions and
answers questions to • Clarify meaning of words. necessary for this social everyday life.
reactions about a program.
share emotions and • Reflect on the relationship between actions, images, practice of the language.
reactions. • Differences and Stage 4
dialogues and sound effects.
similarities between Check that the sentences are understood
• Infer general sense.
• Explains main ideas • Identify the function of pauses, rhythm, and intonation. mother tongue and when said and heard.
through an oral • Interpret technical or specialized information. English. Stage 5
exchange. • Distinguish between main ideas and the information • Acoustic features. Define turns of participation, and their
that broadens, exemplifies or explains them. • Syntactic differences length.
• Identify strategies to rephrase, adjust volume/speed, or between British and
Stage 6
negotiate meaning. American variants: modal
verb, to need (e.g., You Practice the enunciation of emotions and
• Point out speech register.
needn’t do it, You don’t reactions.
need to do it). Stage 7
Share emotions and reactions caused by a TV program.
• Syntactic particularities of Make the oral presentation.
• Formulate and answer questions about content and the the English language: lack
emotions caused by it. Stage 8
of gender in nouns and Pay attention to the participations of
• Write expressions to share emotions. adjectives
• Include explanations of main ideas during an exchange. others.
• Exchange emotions and reactions. Stage 9
• Use strategies to repair a failed conversation. Formulate questions to obtain further
information and ask for something to be
repeated, clarified or said slower.

UNIT 2B
PRODUCT
STAGES
• Label a chart on the board with the following headings: reality show, cartoons, drama, sitcom, news travel, documentary, cookery and soap opera. Have Ss infer the topic of the class.
Under these headings, ask Ss to write down examples they know of the different genres.
Stage 1 • Have Ss check the inventory of emotions they made for unit 1B and elicit emotions resulted from watching those TV shows. You might ask the secretaries to draw a happy, sad or scared.
face depending on the emotion produced by the show.
• You might use the web site http://www.info-esl.com/index.php to create a word soup you can use to review vocabulary.
• Divide the class into groups and have them make a chart in their notebooks with the following headings: title of the program, speech register, intended audience, subject matter, place
where action occurs, visual and sound effects, and emotions produced. Add, with Ss’ help, any other items they consider relevant to describe a TV program.
• Tell Ss they are going to watch short segments of different programs. Pause after each segment and ask SS within their teams to complete the above mentioned chart. Ask Ss to pay
attention to the roles of the participants, the visual and sound effects, non-verbal communication, the speakers’ attitudes as well as the relationship between actions, images, dialogues
Stage 2 and sound effects. Make sure Ss understand the meaning of each item by asking them to provide examples. In case SS are not able, provide them with examples.
• Have SS discuss within their teams what program they would like to talk about for their project. Explain to them that the product to be developed is an oral presentation about a TV
show they would really like to talk about. Ask SS to name a spokesperson to share the team’s answers.
• Determine as a class, the length of the presentation depending on the number or teams and Ss, since every Ss has to participate.
• Recycle elements from unit 1B, so that SS remember expressions for emotions such as anger, sadness, happiness, fear, surprise. Make cards with different situations such as “I got a 10
at Math class.” “I lost my wallet.” Have Ss work in pairs, one classmate reads the card and the other tells him/her how she/he feels. Exchange cards and switch roles. If possible, allow
for freer productions, having Ss themselves come up with the situations.
• Place on the board flashcards or actions that show different emotions. Elicit from Ss language they use to express emotions, likes, dislikes or indifference. Have Ss write within their
teams sentences to express emotions and reactions about a TV program. Another possibility is to have every team write down sentences for a specific emotion or a couple of emotions
Stage 3 and then share with the whole class. The website http://www.eslprintables.com/cinema_and_television/tv_programmes/ might provide some useful activities/vocabulary.
• Have Ss share their sentences with the whole class in order to make corrections, check pronunciation, intonation, non-verbal language, etc. Ask SS to work in pairs to talk about the
emotions produced by the TV programs they watch using the previously learned expressions.
• If there is no oral production. T can provide a handout with useful chunks of language for Ss to use (e.g. I enjoy watching…, I'm mad about…, I can’t stand…, I don't like…, I don't mind…,
etc.). The web site http://acainnerpeace.ncf.ca/feelings.htm provides a long list of emotions as well. Ss can look up the unknown words in their dictionaries
• Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To revise if the sentences are
understood when spoken and listened to, and to practice the enunciation of emotions and reactions.
Stage 4 • Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any mistakes. Monitor and provide help
when necessary. Make sure they all have their sentences corrected.
• Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To revise if the sentences are
Stages understood when spoken and listened to, and to practice the enunciation of emotions and reactions.
• Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any mistakes. Monitor and provide help
5 and 6 when necessary. Make sure they all have their sentences corrected.
• Ask Ss to give their oral presentations. If possible ask them not to read what they prepared and just use it as cues. Ask the rest of the SS to listen to other groups and make notes on
Stages
anything that is unclear or they would like to ask about.
7 and 8
• After each group’s presentation, ask questions about each group’s chosen program.
Stage 9

UNIT 2B
BOOKS
Book Book
“All Ready! 3” Fiction

pp. 62-74 pp. 52-65
Macmillan pp. 46-58

pp. 74-92 pp. 66-85
pp. 82-101 pp. 39-48

pp. 69-81 pp. 60-71
Castillo pp. 44-47

pp. 34-43 pp. 34-43
Richmond pp. 17-26
WEBSITE RESOURCES
Media:
http://www.bbc.co.uk/tv/
http://acainnerpeace.ncf.ca/feelings.htm
http://www.esolcourses.com/topics/television.html
http://www.eslprintables.com/cinema_and_television/tv_programmes/

SOCIAL PRACTICE: Participate in language games to work with specific linguistic aspects.
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Participate in language games to comprehend and write irregular verb forms
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
• Compares sentences Explore word games. • Textual and graphic • Understand MEMORY GAME
with and without • Identify names of games that are suitable to work on irregular components. language
irregular verb forms. verb forms (e.g.; memory game and lottery). • Verb tenses: present games as Stage 1
• Identify topic, purpose and intended audience. perfect, past perfect, recreational Make a memory game.
• Classifies sentences • Determine elements that make up a language game. future perfect, and simple activities. Stage 2
according to their verb • Identify function of graphic and textual components. past. • Foster patience Identify irregular verbs in past simple,
tense. • Determine number of players and turns of participation. • Verb forms: past and past in task present perfect, past perfect, and
• Identify steps to participate in a game. participle. performance. future perfect.
• Uses perfect tenses and • Similarities between • Create Stage 3
simple past in Understand the characteristics of irregular verb forms. words. environments Suggest and select sentences based on
sentences and texts. • Locate sentences with irregular verb forms. • Digraphs (e.g.; tw and lt). that foster the chosen verbs.
• Compare sentence with and without irregular verb forms • Verbs in past and past participation in Stage 4
• Writes and dictates • Determine simple past, present perfect, past perfect, and participle. ludic activities. Write down irregular verbs on a set of
sentences with future perfect in sentences. • cards and sentences on another set.
irregular verb tenses. • Classify sentences in simple past, present perfect, past Stage 5
perfect, and future perfect. Check that verbs and sentences comply
• Complete sentences with irregular verb forms. with grammar, spelling, and
• Compare differences and similarities in the composition of punctuation conventions.
irregular verb forms. Stage 6
• Organize families of irregular verb forms. Determine number of players in each
team and their turns of participation.
Write sentences with irregular verb forms to create a language Stage 7
game. Establish rules for the game.
• Dictate and enlist sentences with irregular verb forms. Stage 8
• Complete irregular verb forms based on one of their parts. Play the memory game.
• Order letters and words to write irregular forms. Stage 9
Read verbs and sentences aloud each
time a pair is found.

UNIT 3A
PRODUCT SUGGESTED ACTIVITIES

STAGES
• Bring different word games to the class based on vocabulary that Ss may have learnt in previous sessions (bingo, memory games, scrabble, board games, word search puzzle
and crossword puzzle). In plenary decide what the rules of the games are and then give them some time to play.
• Have Ss contribute names of games they know that can be adapted to learn irregular verbs. Taking into account Ss’ ideas, design a word game as a whole class, start
introducing action words and their relation with the past and/or with action that started in the past and continue up the present.
• Encourage Ss to use bilingual dictionaries and organize games where Ss have to categorize verbs in regular and irregular. Have a couple of boxes with the initials R (regular)
Stage 1 and I (irregular). Provide Ss with action words and ask them to put them in the correct category; once they do it, ask them to use the dictionaries and look for the different
forms they can be conjugated.
• Have Ss take turns to pick up a card, read the verb out loud, decide if it is a regular or irregular verb and drop it in the box that corresponds. If Ss have no elements to classify
the verbs, expose them to examples where they deduce the type of verb that is.
• Choose a passage or design one where the presence of irregular verbs is evident. Make sure you include quite a number of adverbs of time to facilitate comprehension.
Choose a topic that is both, accessible and interesting for Ss of this age.
• If you can’t find one, write it yourself. Have Ss read the passage and using a variety of reading comprehension techniques such as skimming or, scanning, get Ss familiarized
with the different verb forms. To facilitate understanding, design a chart where Ss enter the different verbs they come across. If you can group verbs by their irregularity, so
Stages much the better, for Ss to associate several verbs and learn them as a set group, e.g. “Verbs that change one letter: come-came, verbs with no change: put-put, hit-hit.
2 and 3 Complete change: go-went. Verbs with special endings: bring–brought, buy-bought”. Also ask Ss to rewrite the sentences where those examples were used. Promote
collaborative work, and ask Ss to analyze the sentences in the previous exercise and it relation with the past, present and future.
• Ensure even participation, even from the students who are not so gifted or tend to be rather shy. Remember to carry on adding more verbs to the list and leave the list in a
visible place in the classroom for Ss to become used to the different verb forms.
• Bring a good number of cards (preferably Bristol size) for Ss to write down the irregular verbs they have come across. For better handling, T and Ss may decide on a color for
the bare form of the verb, a different color for the past tense and still a different one for the past participle.
• Have a ludic session where Ss associate the three forms of the verb and try to express in English what the verb means. Use Spanish as a very last resort, e.g. grow, grew,
Stages grown = become bigger. Become, became, become= convert into, begin, began, begun = start, initiate, etc. Have Ss write sentences about themselves, using the three verb
4 and 5 forms. Ex. At present I speak English and Spanish. Two years ago I spoke only Spanish. In ten years’ time I will have learned / learnt at least three languages.
• Having exposed Ss to several examples where the verb forms are contrasted ask them to attempt writing their own examples.
• Monitor as necessary and make sure there are no grammar, spelling and punctuation mistakes.
• Ideally, teams should design the game they feel happier with and as far as possible there should be an assortment for Ss to have more fun and variety when dealing with the
language. Have Ss determine the number of players in each team and also decide how they are going to interact and take turns to participate. Have Ss design the materials
needed for each of the games. Monitor as necessary, making sure there are no mistakes and that the rules are clear for all the other teams.
Stages
• Have Ss play their own games in “petit committees” so that the rules and implementation become crystal clear for everyone. In due course and when all teams have gone
6 and 7 through their own games have each team at a time conduct their own game with other teams.
• Make sure the rules for the different games are accessible and fully understood by everyone.
• The teacher only acts as an observer gathering information to complete the evaluation instrument that is deemed convenient this time round. As soon as the teams are
Stages ready, have Ss play all the games.
8 and 9 • Read verbs and sentences aloud from the different games played, highlighting the verb form and the time expression associated with the three verb forms: At present, in the
past, for the last two years, in ten years’ time, etc. The time element is vital for Ss to deduce the meaning and concept of the language under study.

UNIT 3A
BOOKS
Book Book

pp. 75- 87 pp. 66-81
Macmillan pp. 59-71
“Brilliant! Teens 3” Facts

pp.93-111 pp. 88-103
Santillana pp.101-114
pp.102-121 pp. 49-58
University of Dayton pp.31-40

pp. 82-91 pp. 72-87
Castillo pp. 16-19

pp. 44-53 pp.44-53
Richmond pp.25-36
WEBSITE RESOURCES
http://www.learninggamesforkids.com/memory_games.htmlhttp://a4esl.org
http://www.thekidzpage.com/learninggames/memory-games/
http://www.kidsmathgamesonline.com/memory.html
http://iteslj.org/c/jokes-riddles.html
http://www.eslgamesplus.com/action-verbs-memory-game-for-esl-learning-very-low-beginners/
http://www.manythings.org/wbg/verbs_past1-mw.html

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Write a short report about a historical event
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE PRODUCT
LANGUAGE LANGUAGE
• Formulates questions in order Select and explore descriptions of historical events. • Topic, purpose, and • Use language to learn REPORT ANTHOLOGY OF
to distinguish between main • Activate previous knowledge. intended audience. about history and to HISTORICAL EVENTS
and secondary ideas. • Predict content. • Textual and graphic appreciate it.
• Identify textual organization. components. • Create a sense of Stage 1
• Writes simple and complex • Identify topic and intended audience. • Acoustic unity and harmony, Choose a historical event.
sentences. characteristics. and avoid prejudice. Stage 2
Understand the content of a historical text. • Type of sentences. • Promote respect for Read the texts and select the
• Links sentences together in • Question words. the work of others by information.
• Read historical texts.
order to make paragraphs. • Verb form: auxiliaries. using information Stage 3
• Identify new terms.
• Verb tenses: present sources. Choose a graphic resource to
• Point out information about key events.
• Writes a short report, based on and past. organize information.
• Make questions to distinguish between main ideas
a model. • Punctuation. Stage 4
and secondary ideas.
Write the report.
• Recognize order and meaning of a text.
• Checks spelling conventions Stage 5
• Identify chronological order.
and adjusts language according Edit the report to create a final
to intended audience and version.
Write a short report.
purpose, to edit reports. Stage 6
• Write simple and complex sentences paraphrasing Agree on a design to the
main ideas. anthology.
• Complete flow charts with information that broadens Stage 7
main ideas. Create an index.
• Rewrite sentences to include information that Stage 8
broadens main ideas. Integrate the reports to the
• Emphasize and clarify ideas in a text. anthology and donate it to the
• Determine the order of key events in a timeline. school library.
• Group sentences which give similar information to
form paragraphs.
• Write a short report
Edit reports
• Read to check punctuation and spelling conventions.
• Add, remove, change and/or reorganize information.
• Adjust language in accordance to intended audience
and purpose.
• Write final version.

UNIT 3B
PRODUCT
STAGES
• Ask Ss to form teams using any grouping technique that is well known to the teacher. It may be through a “Find someone who” activity or forming groups of: farm animals, zoo
animals, wild animals, by colors, vegetables, fruits, etc.
• Once the teams are formed ask Ss to give ideas (one per team) on the historical events they are more interested in such as: the invention of computers, the invention of internet,
moon landing, the fall of the berlin wall, etc. Have Ss cast votes and choose the most popular or best known to Ss. Alternatively this theme may be chosen from historical
Stage 1
periods already studied in the History subject from the present or previous school years.
• Propose cultures that are particularly fascinating, e.g. the Egyptians, the Greeks, The Mayans, the Aztecs, the Romans, etc.
• Have Ss look up information in encyclopedias, on the internet, previous course books, etc. and bring the information preferably in English. Select those bits of the text that are
particularly interesting for the task.
• Prepare a good set of questions to find out the information needed for the task such as dates, places, important personalities, background, reasons for the event to have
happened, etc. Gradually Ss should be in charge of asking and answering the questions themselves. Example questions: “What happened in ….?” “Who was the responsible
Stages for…?” “What was the solution…?” “What has happened since then?”.
2 and 3 • Offer a nice variety of graphic organizers for the Ss to choose from, so that each team opts for one, such as: mind maps, concept maps, summary tables, etc. Even though the
topic is common for everyone, each team would contribute to the theme by using different graphic resources.
• Given the nature of the subject, suggest time lines, maps, comic strips, where the chronological order of events is evident. Alternatively, Ss may choose an event in the
continuity of that historical period to make the anthology more attractive.
• In the same teams Ss would go back to the text chosen and highlight, underline, circle the relevant information for that particular team. Have Ss re-write that particular bit of
information in their own words.
• Have Ss make drafts to facilitate correction and enrichment. Expect simple sentences from Ss. When Ss have attempted their first draft have a session on the use of linkers for
the purpose of enumeration of a series of events, or the right sequence of a given historical episode. Possibilities range from “First, next, then, after that, finally” to “At the
Stages beginning, some time later, soon, a few years later, in the end”, etc.
4 and 5 • Make sure Ss attempt their second draft with the insertion of these devices to make their language production more complex.
• Monitor as necessary, always promoting the use of English and different types of correction such as “self” and “peer” correction.
• Have Ss edit their report first in pencil to make all the necessary corrections and adaptations. Once given a final check to Ss work, they may type it out or write it out in a font
that is legible even for younger Ss.
• Have Ss agree on the design chosen for their anthology. As far as possible have an assortment of graphic resources. If Ss do not seem to agree on one, raffle the possibilities in
an effort to give the reports a more professional presentation. Ahead of time decide on the types of font used if it is decided that all reports should be typed. If Ss use their
Stage 6 handwriting, make sure it is legible, standardized and correct. When they have finished the design of the anthology, ask them to show their work to other Ss.
• Have the anthologies edited and exhibited. From this have Ss analyze the information and decide on which section of the index they want to work on, reminding that an index
is a list of contents indicating where the contents appear. Ss may decide on the number of pages and a separate index of illustrations.
• Towards the end of the month have Ss exhibit their anthologies in the classroom. To give this social practice an added element of communication, ask Ss to prepare a short oral
Stages presentation of what their section of the anthology is all about.
7 and 8 • If time allows, have Ss check the quality and presentation, the contents, the level of English and the use of linking devices to join ideas through a short rubric prepared ahead of
time by Ss in conjunction with the T.

UNIT 3B
BOOKS
Book Book
“All Ready! 3” pp. 88-100 pp. 82-95 Reader

Macmillan pp. 72 – 84
“Brilliant! Teens 3” pp.112-130 pp. 104-123 Stories

Santillana pp.31-42
“Crossover 3” pp. 122-141 pp. 59-78 Narrative

“Teens Club 3” pp. 95-105 pp. 94-107 Narrative

Castillo pp. 48-56
“Yes, we can! 3” pp. 54-63 pp. 54-63 Fiction

Richmond pp. 27-38
WEBSITE RESOURCES
http://www.bbc.co.uk/history/forkids/
http://www.spacekids.co.uk/spacehistory/
http://kids.nationalgeographic.com/kids/stories/history/
http://www.kidinfo.com/american_history/historical_events.html
http://www.socialstudiesforkids.com/

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret and offer descriptions regarding unexpected situations in an oral exchange
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
• Determines the function Listen to and explore descriptions of unexpected situations shared in an • Topic, purpose, and • Show confidence TESTIMONY
of pauses, rhythm, and oral exchange. intended audience. in the use of
intonation. • Identify topic, purpose, and intended audience. • Contextual clues. English. Stage 1
• Observe and understand non-verbal language. • Speech register. • Promote Select and unexpected
• Negotiates meaning. • Identify attitudes and emotions. • Direct and indirect constructive situation.
• Establish speakers’ profiles. speech. dialogues. Stage 2
• Rephrases ideas. • Determine the place where an exchange occurs. • Acoustic features. • Appreciate Write sentences to
• • Repertoire of words credibility and describe an unexpected
• Uses strategies to restore Interpret general sense, main ideas, and some details. necessary for this social objectivity in situation.
a failed conversation. • Clarify meaning of words. practice of the different Stage 3
• Identify ways to describe an unexpected situation. language. descriptions. Check that sentences are
• Anticipates general • Identify main ideas and information that broadens, exemplifies or • Types of sentences. understood when said and
sense, main ideas, and explains them. • Adjectives and adverbs. heard.
some details in order to • Identify strategies used to rephrase ideas, adjust volume • Adverbs: of time and Stage 4
produce an oral text. • 0||and speed, and negotiate meaning. quantitative. Organize sentences into a
• Determine sequence of enunciation. • Language formulae (e.g. text to put together a
• Formulate questions to understand a description. greetings, and courtesy testimony.
• Notice regional accents. and farewell Stage 5
expressions). Practice the enunciation
Describe unexpected events. • Syntactic particularities of testimonies.
• Write sentences to describe unexpected situations. of English: absence of Stage 6
• Add details to main ideas. double negative (for Establish turns of
• Change direct speech into indirect speech and vice versa. example, they didn’t go participation.
• Adjust speed, rhythm, diction, and intonation. anywhere; they had no Stage 7
• Rephrase ideas. time to lose). Participate in an exchange
• Use strategies to influence on meaning. of testimonies.
• Use strategies to restore a failed conversation.
• Produce spontaneous descriptions of unexpected situations.
• Maintain an oral exchange with the support of non-verbal language.

UNIT 4A
PRODUCT
STAGES
• Share with your Ss an unexpected situation. It could be yours or someone they may be interested in. Have your Ss remember an unexpected situation from their
personal experience and share with the whole class.
Stage 1 • Play Chain story: Have a tape recorder ready and have your Ss sit in a horse shoe arrangement. Have one student say a sentence for telling an unexpected situation
• Have the whole class listen to the recording. Encourage self and peer correction.
• Have your Ss decide if they want to write about a personal situation or about something that happened to them as a group. Depending on it, arrange teams or have
SS work individually.
• Have Ss take a look at Reader’s Digest magazine or any other source where Ss can find interesting situations or testimonies. Have them analyze the parts of it and
Stage 2 relate them to the previous expressions or discover new ones they can use to write their own anecdote.
• Have your Ss circle the connecting words and to observe how ideas are linked, organized and sequenced.
• Check sentences are understood when said and heard by having your Ss read them aloud. Promote different types of correction and encourage the use of
connectors or cohesive devices such as: Suddenly, immediately, but, so, and, fortunately, etc.
Stage 3 • Place on the wall a word box resource for your Ss to check and add details to their anecdotes.
• Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
• Have your Ss organize their sentences into a text to put together the testimony. Do this orally first and tackle the problems as they come up.
• Emphasize the relevance of having a coherent testimony by having Ss structure their paragraphs in a way that the sentence holding the main idea is the first one,
and the remaining sentences provide the complementary details.
• Remind Ss that their testimonials should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check unless
Stage 4 you are required to do so.
• Ask Ss to exchange their texts, proofread them and provide feedback as far as Ss can go. Complement as necessary. Monitor Ss’ work all the time to avoid
unnecessary mistakes.
• Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups of four. The idea is that Ss work with different classmates..
• Have Ss establish the turns to share their anecdotes in their groups.
Stages • Ask Ss to make follow up questions to get more details and get to know better their classmates through testimonies.
5 and 6 • Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy.
• Have Ss choose another team to exchange their testimonials. Establish the time for every group to share their testimonial and answer questions about it.
• When everyone has finished sharing their testimonials have a small poll and get every pair of group to choose whose testimonial featured the most unexpected
Stage 7 situation.
• If time allows, equip Ss with an assessment instrument that should be prepared by the teacher and the Ss together to clarify those elements of the program that
need to be assessed. Once prepared and written out, produce the number of copies needed for all Ss to have the chance to evaluate at least one team at a time.

UNIT 4A
BOOKS
Book Book

pp.101-111 pp.96-111
Macmillan pp.85-97
“Brilliant! Teens 3” Facts

pp.131-149 pp.124-141
Santillana pp.43-56
pp.142-161 pp. 69-78

pp.106-118 pp.108-125
Castillo pp.20-27

pp.T64-T73 pp.64-73
Richmond pp.37-48
WEBSITE RESOURCES
http://kids.nationalgeographic.com/
www.onestopenglish.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.bbc.co.uk/newsround/
http://www.dogonews.com/

SOCIAL PRACTICE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and Mexico
CONTENTS
LANGUAGE LANGUAGE
• Uses various Select and explore short plays suitable for a young audience. • Genre, topic, • Value drama as a PERFORMANCE OF A SHORT PLAY
comprehension • Identify textual arrangement. purpose, and reflection of
strategies.
• Identify author(s). audience. attitudes and Stage 1
• Formulates and answers • Determine topic, purpose, and intended audience. • Text and graphic behavior. Select a short play for a young
questions about the components. • Participate in audience
attitude and behavior of Read a short play and understand general sense, main ideas, and • Text arrangement: communal cultural Stage 2
characters. details. stage directions, expressions. Read the selected play aloud.
• Identify stage directions. dialogues, etc. • Become aware of Stage 3
• Links non-verbal • Use various comprehension strategies. • Colophon. the ideas and Determine who will interpret
communication to the
• Identify leading, secondary and/or incidental character(s). • Acoustic features. emotions of one leading, secondary, and/or
dialogue’s sense.
• Point out details (e.g., attitudes and behaviors, and time and setting • Repertoire of words self and others. incidental characters.
• Reads short plays. in which the actions occur). necessary for this Stage 4
• Point out genre (e.g.: tragedy, comedy, and melodrama). social practice of the Identify stage directions in each
• Clarify meaning of words. language. case
• Determine current actions which are still taking place in the present • Adverbs of time and Stage 5
and/or begin in the past and conclude in the present. place. Determine date and time for the
• Identify general sense. • Verb form: performance of each team.
• Formulate and answer questions to explain and describe attitudes imperative. Stage 6
and behaviors. • Verb tenses: present Rehearse the reading of dialogues.
(simple, progressive, Stage 7
Participate in a dramatized reading of a short play. and perfect) and Have a general rehearsal.
• Read dialogues to practice pronunciation. past. Stage 8
• Relate rhythm, speed, intonation, and volume. • Punctuation: dash, Perform the play on the previously
• Link non-verbal language with the meaning of dialogues. parentheses, chosen date and time.
• Perform a dramatized reading of a short play. squared brackets,
etc.

UNIT 4B
PRODUCT
STAGES
• Bring the billboard to the class. Draw a chart on the board and have your Ss classify what activities are related to movies, plays and concerts.
(http://www.broadticket.com/?gclid=CIjOlKCmzrgCFShp7AodOkgAfQ)
• Once they have identified different plays ask them what kinds of plays they like: humorous, sad, dramatic, etc. Find out if Ss have performed a play for their Spanish class,
summer course, etc., at school. Ask Ss to socialize their experiences at the theater.
• Write the word PLAY in the center of the board and elicit from Ss all information they can think of related to plays.
Stage 1 • Have Ss explore the web site http://esldrama.weebly.com/sample-materials.html or other sites to find plays of their interest.
• Ask Ss to search for places where plays are performed in their neighborhoods. If possible they can see one and share with the class.
• Another possibility is to assign every team authors of plays, Ss can explore http://www.youthplays.com/authors to research and find the plays’ scripts. The web site
http://www.dramatix.org.nz/archive/Linkpages/Alphabetical.html provides an alphabetical list of plays.
• If Ss already know a play the like from their Spanish class they can work with it and help to write the script.
• Ask your Ss what plays they liked and why. Arrange teams so your Ss get to work with peers that like the same play.
• Have your Ss share what made that play interesting/funny/scary, etc. (the plot, the characters, the ending, etc.)
• Encourage SS to infer from context the meaning of unfamiliar words and/ or use their dictionaries. Provide help if needed.
Stage 2 • Determine topic, purpose and intended audience of the chosen play.
• Have every team read their play and switch roles to find out which student would be the most suitable to performs each role considering their physical aspect, tone of voice and
personality.
• Tell students that when they are given a script (the text of a play that tells you what to say), they must add emotion to it. The emotion is not written in the words. The emotion in
your voice and movements, it tells the audience what you feel and the meaning of words.
• Have teams read the selected play out loud encouraging self and peer correction. Help Ss with verb forms, accuracy, pronunciation & intonation
Stages • Elicit from Ss examples of leading, secondary and/or incidental characters. While observing their peers, ask your Ss to write in their notebooks who the leading, secondary and
3 and 4 /or incidental characters are. Have Ss go around the classroom and compare their answers.
• Have Ss decide within their teams who the leading, secondary, and/or incidental characters will be.
• Ask Ss to rehearse the play paying attention to the all the elements they would need to make it a good play.
• Ask your Ss to Identify the stage directions required in each scene. Who enters the stage through the right /left. What places each character will take. If the space allows include
lightening and sound effects. Encourage creativity and the use of resources available at school.
• Ss might design a Program for the plays to be performed. http://www.ehow.com/how_2139992_design-programs-play.html provides instructions for this purpose. Ss can search
Stages on the internet templates for the programs and chose one they like to take it as a model.
• Have your Ss make a list of the materials they will use as well as what task each student will perform. Who is going to be in charge of making the reservation of the space when
5 and 6 the play will take place, who will help with the programs, their distribution, music, etc.
• Determine date and time for the performance of each team. Take turns for rehearsals and assign work or specific jobs for the other teams.
Stage 7 • Have a general rehearsal aiming at correcting and improving all the features of the plays. Provide feedback and make all the needed changes to make each play a successful,
meaningful and memorable experience.
Stage 8 • Perform the play on the previously chosen date and time. If at all possible, conduct the organization bit in English. Encourage Ss to speak English at all times. Welcome and usher
those invited in English. Prepare a short introduction to the play with inviting comments.
• On a later date, T may provide a check-list or a self-evaluation to guide reflection and/or assess Ss’ performance. Encourage Ss’ reflection.

UNIT 4B
BOOKS
Book Book

pp.114-126 pp. 112-125
Macmillan pp. 98-107

pp. 150-168 pp. 142-157
pp.163.182 pp.79-88
University of Dayton pp-103-116

pp.106-131 pp.116.148
Castillo pp.57-65

pp.74-83 pp.74-83
Richmond pp.39-50
WEBSITE RESOURCES
http://www.exploreandmore.org/world/default.htm
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://freedrama.net/child.html

SOCIAL PRACTICE: Produce texts to participate in academic events

LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Write arguments in favor or against a topic to participate in a debate.
CONTENTS
ACHIEVEMENTS DOING WITH THE LANGUAGE KNOWING ABOUT BEING THROUGH PRODUCT
THE LANGUAGE THE LANGUAGE
• Detects and establishes Explore a topic of interest from various sources. • Topic, purpose • Use language DEBATE
links between a • Determine purpose and intended audience. and intended to solve
personal stance and • Identify function of graphic components. audience. conflicts, Stage 1
information which • Predict topic from previous knowledge. • Textual and propose Choose a topic of interest.
agrees or disagrees graphic foundations Stage 2
with it. Read texts and interpret general sense, main ideas, and some details. components. for collective Read texts from different
• Clarify meaning of words. • Repertoire of work and sources.
• Emphasizes or clarifies • Identify main ideas in agreement or disagreement with a personal stance. words necessary promote Stage 3
agreements and/or • Establish connections between a personal stance and information in agreement for this social cooperation. Take a personal stance
disagreements. or disagreement with it. practice of the • Provide regarding the information
• Identify expressions used to express opinions in agreement and/or disagreement language. constructive read.
• Writes short texts about atopic. • Synonyms. criticism. Stage 4
which express • Identify relationships between parts of a text. • Verb form: Write agreements or
agreement or • Use strategies to point out information in agreement and/or disagreement with a passive. disagreements depending on
disagreement. personal stance. • Connectors. the personal stance each one
• Possessive has adopted.
• Solves doubts and Write agreements or disagreements about a topic of interest to participate in a genitive (e.g., Stage 5
encourages feedback in debate. world’s diversity Write a short text with the
order to edit • Search for information from various sources. and human’s agreements and/or
agreements and/or • Select information to write agreeing and disagreeing arguments. features). disagreements.
disagreements. • Organize information in agreement or in disagreement with a personal stance in a • Pronouns: Stage 6
graph. personal and Edit the text and make a clean
• Write sentences to express agreeing and/or disagreeing arguments. reflexive. version in a notebook or a
• Organize information in agreement or in disagreement with a personal stance in a • Contrast sheet, card, etc.
paragraph. between British Stage 7
• Write sentences to express agreeing and/or disagreeing arguments. and American Decide the place and date for
• Paraphrase or select information to broaden, exemplify and explain sentences variants: regular the debate of each team.
that express agreements and disagreements. and irregular Stage 8
• Emphasize or clarify agreements and /or disagreements. verbs (e,g., Choose a moderator and
• Use words and punctuation marks to link sentences together in a paragraph. burned, burnt, define times and turns for
• Write a shot text that expresses agreements and/or disagreements. spelled, spelt). presentation and reply.
• Word endings Stage 9
Edit agreement and or disagreements. (e.g., -y, -ie, and Present the agreements
• Read to check punctuation and spelling conventions. -e). and/or disagreements in the
• Solve doubts and promote feedback. • Punctuation. debate, using the text to
• Write a final version support participation.

UNIT 5A
PRODUCT
STAGES
• Ask Ss if they have participated in or seen a debate. Elicit from them information about the format of a debate, the roles people take, the kind of topics included, etc. Highlight
Stage 1 vocabulary related, e. g., speakers, moderator, arguments, persuade. Finally, ask Ss to list 5 reasons why debates are useful.
• In teams Ss to think of topics they are interested in that are controversial. Ask Ss to vote on these topics to come to a final decision.
• When Ss have chosen their topic they should start planning where to look up information related. Elicit ideas from Ss: newspapers, the Internet, magazines, textbooks, etc. Ask
Ss to rank them according to the ones in which they can find more accurate information.
• Ask Ss to bring material related to their topic. If possible, take them to the ICT lab in order to find more information. Monitor a lot and be careful with the level of reading input
Ss have access to. Help Ss identify unknown vocabulary and look it up in different sources. If the level of the group requires it, supply ideas by bringing articles on those topics
Stage 2 that are at the Ss’ level to guarantee its accessibility.
• The second step to reach understanding is for Ss to identify main ideas. Ask them to identify key words. Then, ask Ss to answer questions about their texts (what, where, when,
etc.) to identify supporting details. This information can be incorporated into a graphic organizer or mind map for Ss’ better understanding. If Ss find difficulty in this task,
analyze one text with the whole class first.
• Ask Ss to draw a graphic organizer of two columns, grids or ovals, in order to organize the information into: arguments in favor and arguments against.
• Ask Ss to rank the arguments in each column according from the most to the least persuasive or convincing. Then, ask Ss to consider a counter argument for each of them.
• Ask Ss to add a third column to their graphic organizer with their comments pro and against this particular topic. To make it clearer and easier for Ss, take a topic that was not
Stage 3 chosen by any team and do this exercise with the whole class first.
• While Ss are expressing their viewpoints, equip them with expressions to state their stance, to agree and disagree and then to come to final positions, for example: “I think, I
disagree with you, that’s a good point”.
• Having had some oral practice from Stage 3, ask Ss to attempt writing their points in agreement or disagreement with what has been stated. If possible, provide Ss with a model:
introductory paragraph, a paragraph in favor, a paragraph against, and a conclusion. Monitor quite closely to anticipate problems and help Ss produce the better English they
Stage 4 can produce.
• While doing this, take time to have Ss read their pieces in a loud voice in preparation for the actual debate. Encourage Ss to pay particular attention to the message and the
congruence of the contents and the position taken; either in favor or against.
• With the help provided in Stage 4 ask Ss to rewrite their texts. In this second draft Ss should concentrate on cohesive devices of different sorts: first group to enumerate a series
of ideas: firstly, then, next, finally; second group to contrast information: but, however, although; third group to add information: and, in addition, also; fourth group to show
Stage 5 cause and effect: so, therefore.
• Try different exercises before attempting this in the context of the social practice. Do this separately with topics that are clearly controversial where Ss may contribute their own
ideas and find it easy to connect them, for example: “Driving a car is more comfortable. However, gasoline is expensive”.
• With the vocabulary, the contents and the cohesive devices in combination, the Ss should be better equipped to express their ideas more assertively. Help them with short
Stage 6 chunks of language rather than very complex so that they do not get lost when it comes to the final presentation to the rest of the groups.
• Have Ss rehearse as much as necessary so that the production is more fluent and understandable for the others.
• Ask Ss to make arrangements for the debates to take place. All groups should have the same chance to participate. Have a special commission for some Ss to talk to the school
Stage 7 authorities to arrange the space and decide on the dates and time slots assigned to this task. It may be one representative from each team, who could in turn be the moderator.
In the meantime, the rest of the team continues rehearsing their participations.
• Give Ss some training to participate on equal terms: same duration, same format, same number of interactions and time limit. Make absolutely certain that the Ss know the
format, the way to participate, turn-taking and give the ground to different members of the team. It is important that Ss have already decided on who are for, who are against,
Stage 8 and perhaps who are neutral.
• Monitor closely to give Ss final tips for the presentation. Make final recommendations and remind the teams who are listening to others’ debate to get ready for taking notes in
order to complement and give additional comments once the debate has come to its conclusion.
• Present the debates according to the agenda already organized. Try to make this extensive to other groups, levels and the school authorities. If time allows, have proper
invitations, programs and credits given to Ss for their research and participation.
Stage 9 • Remind Ss to listen attentively to their classmates, and to be polite and respectful.
• Well ahead of time prepare an evaluation instrument to ask Ss to evaluate one another. Make sure they know what the descriptors refer to in order to avoid misconceptions and
injustice. Train Ss to use the instruments as a platform to offer feedback to their classmates at the front.

UNIT 5A
BOOKS
Book Book
“All Ready! 3” Readers

pp.127-139 pp.126-141
Macmillan pp.111-123
“Brilliant! Teens 3” Introduction

pp.169-187 pp. 162-179
Santillana pp.129-142
pp.182-201 pp. 89-98

pp.132-141 pp. 148-165
Castillo pp.28-38

pp.T84-T93 pp. 84-93
Richmond pp.49-60
WEBSITE RESOURCES
Debates:
http://theteachingfactor.wordpress.com/2013/01/10/50-persuasive-speech-debate-topics-relevant-today/
http://www.vocabulary.cl/Lists/Opinions.htm
http://www.englishclub.com/speaking/agreeing-disagreeing-topics.htm
http://busyteacher.org/7245-conducting-class-debate-essential-tips.html
http://www.learnnc.org/lp/pages/636

SOCIAL PRACTICE: Interpret and express everyday life instructions

SPECIFIC COMPETENCY: Understand and give instructions to plan a field trip
CONTENTS
LANGUAGE LANGUAGE
• Adjusts volume, intonation and tone Listen to and explore instructions to plan a field trip. • Topic, purpose and • Foster group ACTIVITY SCHEDULE
to emphasize or clarify instructions. • Identify place and medium. intended audience. interaction.
• Distinguish volume tone, rhythm, speed and intonation. • Contextual clues. • Strengthen Stage 1
• Offers explanations to clarify • Repertoire of words interpersonal Select the field trip.
instructions. Interpret general sense, main ideas, and some details. necessary for this bonds. Stage 2
• Infer meaning from explicit information. social practice of the • Become aware of Set dates, time and
• Rephrase instructions to confirm • Identify sentence structure. language. mutual activities.
understanding. • Establish sequence of enunciation. • Acoustic features. responsibility with Stage 3
• Identify general information regarding the planning of a field • Verbs: modals. the group. Write instructions for
• Writes instructions. trip. • Verb tenses: future. activities.
• Verb forms: Stage 4
• Appraises the pertinence of following Offer instructions for the planning of a field trip. imperative. Check that
instructions or not. • Write instructions. • Consistency in the instructions are
• Determine speech register. use of a variant. understood when said
• Rephrase ideas. • Syntactic differences and heard.
• Use words and expressions to link ideas together. between British and Stage 5
• Use strategies to influence, strengthen or negotiate meaning. American variants: Organize the
• Use strategies to restore a failed conversation. future tense verb instructions to put
• Offer instructions with the support of non-verbal language. forms (e.g. We shall together an activity
• Give further explanations to clarify instructions. leave; We will schedule.
• Rephrase instructions to confirm understanding. leave). Stage 6
• Judge the relevance of instructions Practice the
enunciation of the
schedule.
Stage 7
Present the schedule.

UNIT 5B
PRODUCT
STAGES
• Ask Ss to bring photographs, articles, travel magazines, newspaper cutouts and trip advertisements to different places. In order for the search to be more productive,
elicit from them the types of places one can choose to go on a field trip, e. g., historical places, archeological sites, big cities, small towns, camping trips, etc.
• Ask Ss to reconstruct a field trip they have made with the school. Extract all the relevant information about: means of transportation, types of food, types of
Stage 1
accommodation, different sites, historical cities, archaeological sites, etc.
• Have Ss group by the type of place they chose. Once they have formed the groups have them select or decide on their field trip.
• Present Ss with different options for field trips. Ask Ss to describe them and then to rank them according to their interests.
• Bring leaflets to class about field trips to different places within the city. Ask Ss to go through the leaflets in order to identify important information about the field trip,
such as: facilities, contact people, hours of operation, amount of time required for the visit, amount of people allowed in, transportation, admission fees, etc.
Stage 2 • Back in their teams, have Ss decide the activities they would like to plan for their field trip and identify the vocabulary needed to carry out the task. Have a quick session
with the whole group to check the vocabulary selection and to make it extensive to everybody, regardless of the kind of trip they have chosen. In addition, ask Ss to set
dates, times and activities.
• Having identified the activities for the day/days the field trip will take; ask Ss to attempt writing their instructions for the trip. They can use their leaflets or any other
information they have access to.
• Remind them to use all the new vocabulary just learnt. Have Ss attempt their own written paragraphs in their notebooks to facilitate correction and editing. Have Ss
Stage 3 prepare a brief presentation where there is general and explicit information.
• Expose Ss to models of instructions where imperatives and modal verbs (must, can’t, should) are used. Guide them in order to discover when it is better to use either of
them, depending on the regulations or suggestions considered.
• In their same groups, have Ss rehearse the reading of their schedule in a role-play between a tour guide and tourists. Ask them to include greeting and farewell
expressions. Review questions to ask for clarification to be used by the tourists.
• Monitor to verify acoustic features, the use of modal auxiliaries and the imperative.
Stage 4 • Ask Ss to include sentences using future forms (will) to promote their field trips, for example: “You will be in contact with nature. You will have a unique experience”.
• Monitor to check that instructions are relevant and that ideas are linked together.
• Have Ss get organized in order to put a good set of instructions for the scheduled activities Equip them with cohesive devices to express sequence of ideas, like: “To begin
with, next, then, after that, finally”. Make it a point of using imperatives both in affirmative and negative forms. Ss may need quite a good deal of modeling to avoid
Stage 5 mistakes as far as possible.
• Have Ss enunciate their activity schedule first within their team. Monitor their practice quite a lot to get the most accurate, most correct version to be presented to the
rest of the group. Enrich or complement Ss’ work with supplementary ideas.
• Equip Ss with a rubric ahead of time so that they stand pretty good chances of revising their production against these guidelines.
Stage 6 • Once their oral production is quite accurate, have Ss write these activities and instructions on pieces of paper to be exhibited with some kind of pictorial support to make
it more attractive. Once again, monitor and correct as necessary.
• Arrange a date to have the schedules presented first to other teams within the same group and then to other groups of the school community. Take turns for all teams to
participate perhaps in alphabetical order or raffling their turns.
• Invite the listeners to take notes in order to ask questions at the end of the different presentations. This is an opportunity for the presenters to extend, clarify of confirm
information, as may be needed.
• If time allows, have an assessment instrument to help Ss concentrate on the expected learning outcomes and to develop critical thinking and awareness. Ss may find it
Stage 7 difficult to begin with, so try the easiest, more straightforward documents to assess one another. Ideally, Ss could make up the descriptors of a checklist to be used by
themselves.
• Arrange a very last session to ask Ss meta-cognitive questions to make them reflect upon their learning processes individually and in groups and highlight their main
acquisitions, in terms of language and concepts.

UNIT 5B
BOOKS
Book Book
pp. 140-152 pp. 142-155
Macmillan pp. 124-134
“Brilliant! Teens 3” Introduction

pp. 88- 203 pp. 180-195
pp. 202-221 pp. 99-108

pp.141-157 pp. 166-181
Castillo pp. 28-38

pp. 94–103 pp. 94-103
Richmond pp. 49-60
WEBSITE RESOURCES
Field trips:
http://www.campsilos.org/excursions/hc/fieldtrip.htm
http://traveltips.usatoday.com/plan-school-field-trip-1462.html
http://lessonplanspage.com/ssmdspanishcultureactivityideas4-htm/
https://sites.google.com/site/mrssovchik/spanish-resources/-vamos-de-viaje-virtualmente-por-supuesto-/lesson-plans-virtual-field-trip-to-yucatan-peninsula

Cycle 4, Third Grade Secondary School: Unit Social Practice Product References

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cycle 4, Third Grade Secondary School: Unit Social Practice Product References

Uploaded by

Copyright:

Available Formats

CYCLE 4, THIRD GRADE SECONDARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Understand and express information related to goods and

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

“All Ready! 3” Reader

“Brilliant! Teens 3” Fact

“Teens Club 3” Informative

“Yes, we can! 3” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

GRADE: Third Grade Secondary School UNIT: 1B

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“All Ready! 3” Reader

“Brilliant! Teens 3” Stories

“Teens Club 3” Narrative

“Yes, we can! 3” Fiction

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

“All Ready! 3” Non-Fiction

“Brilliant! Teens 3” Fact

“Teens Club 3” Non-Fiction

“Yes, we can! 3” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

SOCIAL PRACTICE: Interpret and express information published in various media

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“All Ready! 3” Fiction

“Brilliant! Teens 3” Stories

“Teens Club 3” Narrative

“Yes, we can! 3” Fiction

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

PRODUCT SUGGESTED ACTIVITIES

Programa Nacional de Inglés en la Ciudad de México

“All Ready! 3” Reader

“Brilliant! Teens 3” Facts

“Teens Club 3” Informative

“Yes, we can! 3” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

GRADE: Third Grade Secondary School UNIT: 3B

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“All Ready! 3” pp. 88-100 pp. 82-95 Reader

“Brilliant! Teens 3” pp.112-130 pp. 104-123 Stories

“Crossover 3” pp. 122-141 pp. 59-78 Narrative

“Teens Club 3” pp. 95-105 pp. 94-107 Narrative

“Yes, we can! 3” pp. 54-63 pp. 54-63 Fiction

Programa Nacional de Inglés en la Ciudad de México

GRADE: Third Grade Secondary School UNIT: 4A

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“All Ready! 3” Reader

“Brilliant! Teens 3” Facts

“Teens Club 3” Informative

“Yes, we can! 3” Non-Fiction