SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: SAYING HELLO AND GOODBYE.
STRATEGIC COMPETENCE: .
A TABLE OF CONTENTS SAY HELLO AND GOODBYE TO DIFFERENT
PEOPLE.
SEQUENCE OF LEARNING
CONNECTION WITH OTHER SUBJECTS
BEGINNING: BRAINSTORM. ASK: HOW DO YOU GREET YOUR TEACHER IN
ENGLISH? HI! HELLO!; HOW ARE YOU?;HOW DO YOU DO?: I M FINE, THANKS.
AND YOU? I M OK. DEVELOPMENT: LISTEN TO THE CONVERSATIONS. REFLECT
ON LANGUAGE: LOOK AT THE EXAMPLES AND ANSWER. FIND THE FOLLOWING
GREETINGS IN THE DIALOGUES. LISTEN AND MATCH THE EXPRESSIONS IN THE
BOX. COMPLETE THE FORMAL AND INFORMAL CONVERSATIONS.
EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD.
NOTEBOOK WHITEBOARD.
ASSESSMENT
THE STUDENTS GREET THEIR TEACHER AND CLASSMATES IN ENGLISH.
1
SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: USING CLASSROOM LANGUAGE.
STRATEGIC COMPETENCE: STUDENTS CAN INTERRUPT A CONVERSATION
POLITELY AND ASK FOR THE MEANING OF WORD.
A TABLE OF CONTENTS USE ENGLISH IN THE CLASSROOM.
SEQUENCE OF LEARNING
CONNECTION WITH OTHER SUBJECTS
BEGINNING: BRAINSTORM. ASK: HOW DO YOU GREET YOUR TEACHER IN
ENGLISH? FORMAL AND INFORMAL; WHAT INSTRUCTIONS DO YOU HEAR IN THE
CLASSROOM? DEVELOPMENT: LISTEN AND FOLLOW THE INSTRUCTIONS. REFLECT
ON LANGUAGE: READ THESE EXPRESSIONS AND CHOOSE THE CORRECT OPTION.
FOLLOW YOUR TEACHER S INSTRUCTIONS. LISTEN AND ASWER PRESENT/HERE
WHEN YOU HEAR YOUR NAME. MATCH THE COLUMNS. CIRCLE THE CORRECT
OPTION. WRITE EXPRESSIONS. CD-ROM: CONCENTRATION ACTIVITY
EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD.
NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
THE STUDENTS FOLLOW THE INSTRUCTIONS IN ENGLISH.
2
SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: LEARNING HOW TO SPELL. STRATEGIC
COMPETENCE: STUDENTS LEARN TO RELY ON THE TONE OF VOICE TO HELP
UNDERSTAND A CONVERSATION. STUDENTS CAN ASK FOR THE SPELLING OF A
WORD WHEN THEY DON T UNDERSTAND. A TABLE OF CONTENTS SPELL YOUR
NAME AND OTHER WORDS. SEQUENCE OF LEARNING CONNECTION WITH OTHER
SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS
CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: HOW MANY LETTERS DOES THE ENGLISH
ALPHABET HAVE? DEVELOPMENT: LISTEN AND MATCH THE QUESTIONS WITH THE
CORRECT ANSWER. STRATEGIC COMPETENCE: STUDENTS LEARN TO RELY ON THE
TONE OF VOICE. LISTEN TO MARTIN AND FRED S TONE OF VOICE. CIRCLE
THE APPROPIATE OPTION. LISTEN AND REPEAT THE ALPHABET. REFLECT ON
PRONUNCIATION AND STRESS: ARE THE LETTERS OF THE ENGLISH ALPHABET
THE SAME IN SPANISH? IS THE PRONUNCIATION THE SAME IN ENGLISH AND
IN SPANISH? LISTEN AND WRITE THE MISSING LETTERS IN THE CHART.
SPELLING GAME. IN PAIRS, PRACTICE SPELLING CITIES AND STATES.
LISTEN AND COMPLETE THE REGISTRATION FORM. THINK OF AN ENGLISH NAME
FOR YOURSELF AND WRITE IT ON A PIECE OF PAPER. STRATEGIC
COMPETENCE: WHEN YOU DON T UNDERSTAND YOU CAN ASK FOR THE SPELLING
OF A WORD. CD-ROM: THE ALPHABET CHANT SONG.
SPELLING BEE: A LIST OF WORD USED IN CLASS, THE STUDENTS STAND
UP TO REPEAT THE WORD, SPELL IT AND REPEAT IT AGAIN, IF THEY FAIL,
THEY WILL SIT DOWN.
3
SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: TALKING ABOUT DAYS AND MONTHS.
STRATEGIC COMPETENCE: . A TABLE OF CONTENTS SAY AND WRITE THE DATE.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT ARE ORDINAL NUMBERS FOR? SAY
THE ORDINAL NUMBERS FROM 1ST TO 10TH. WRITE THE MONTHS OF THE YEAR.
DEVELOPMENT: LISTEN AND CIRCLE THE MONTHS THAT ARE SIMILAR IN
SPANISH. REFLECT ON LANGUAGE: WHICH IS CORRECT? January / January.
IN ENGLISH YOU WRITE WORDS EXACTLY LIKE THEY SOUND. T F COMPLETE
THE CHART WITH THE ORDINAL NUMBERS. LOOK AT THE CALENDAR AND
COMPLETE THE SENTENCES. LISTEN AND NUMBER THE DAYS OF THE WEEK IN
ORDER. RESEARCH ACTIVITY: HOW DO PEOPLE WRITE THE DATE IN THE
U.S.A.? AND IN ENGLAND? CD-ROM: FILL IN THE BLANKS ACTIVITY,
SORTING ACTIVITY. CLOSING: IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT
THE PICTURES.
CONVERSATION.
4
SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSIONS PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: MY PROYECT. STRATEGIC COMPETENCE:
STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS
STUDENTS SHOW A PROYECT ABOUT ADVICES FOR LEARNING ENGLISH.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK
WHITEBOARD. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT IS A CONCEPTUAL MAP FOR? TO
ORGANIZE INFORMATION. IT IS FORMED BY A CENTRAL WORD AND AROUND IT,
IS DRAWN FROM 5 TO 10 MAIN IDEAS RELATED TO THE CENTRAL WORD. WHAT
IS A DIAGRAM? IT IS FORMED BY SPECIFIC WORDS, BRIGHT COLORS, LOGIC,
NUMBERS AND IMPORTANT PICTURES ABOUT A TOPIC TO SHOW THE SIMPLE WAY
THAT THEY ARE RELATED. DEVELOPMENT: BRAINSTORM IDEAS THAT THEY USE
TO LEARN ENGLISH. THEY DECIDE HOW TO PRESENT THEIR PROYECT. THEY
CHOOSE THEIR SOURCES. THEY DECIDE WHAT NEEDS TO BE DONE AND
DESIGNATE PEOPLE IN YOUR TEAM TO DO THEM: WHO IS GOING TO MAKE THE
MATERIALS?, WHO IS GOING TO LOOK FOR?, WHO IS GOING TO PRESENT THE
PROYECT. THEY PREPARE THEIR FIRST DRAFT OF THEIR PROYECT: CONTENT,
LANGUAGE, PUNTUACTION, SPELLING, CLARITY. CLOSING: PRACTICE YOUR
PRESENTATION IN YOUR GROUP: PLACE:, TIME:, EQUIPMENT:, TEAM
ROLES:.
THE STUDENTS COPY THE CRITERIAL CHART AND THEY COMPLETE IT (PEER
AND SELFEVALUATION). PROYECT.
5
SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO
PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL
ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR
FOREIGN LANGUAGE LESSONS. TOPIC: LEARNING HOW TO USE A DICTIONARY.
STRATEGIC COMPETENCE: STUDENTS CAN UNDERSTAND HOW DICTIONARIES ARE
ORGANIZED FOR EASY REFERENCE. A TABLE OF CONTENTS USE A MONOLINGUAL
AND BILINGUAL DICTIONARY. SEQUENCE OF LEARNING CONNECTION WITH
OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK.
CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU DO WHEN YOU DO NOT KNOW
THE MEANING OF A WORD? THE PARTS OF A BILINGUAL DICTIONARY,
CONCEPTS: NOUN, VERB, ADJECTIVE, COGNATE AND THE ALPHABET.
DEVELOPMENT: WHAT DO YOU UNDERSTAND FOR MONOLINGUAL AND BILINGUAL
DICTIONARY. LABEL THE DICTIONARY ENTRIES WITH WORDS FROM THE BOX.
STRATEGIC COMPETENCE: YOU CAN UNDERSTAND HOW DICTIONARIES ARE
ORGANIZED FOR EASY REFERENCE. LISTEN TO THE WORDS AND UNDERLINE THE
STRESSED SYLLABLE. READ THE DICTIONARY ENTRIES AND FOLLOW THE
INSTRUCTIONS. WRITE THE CORRECT WORDS UNDER EACH PICTURE. CLOSING:
PORTFOLIO: IN PARIS. WHERE CAN YOU LOOK FOR INFORMATION ABOUT THE
TOPICS (BOOKS AND INTERNET SITES AND MATERIAL FROM THE LIBRARY)?
Carolinas handmake book\Doc1.docx Didia's handmake book\Doc0.docx
CD-ROM: HANGMAN ACTIVITY.
NOTEBOOK: WRITE A LIST OF REFERENCE BOOKS THEY CAN USE IN THEIR
ENGLISH CLASS.
6
SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. A TABLE
OF CONTENTS USE NUMBERS TO GIVE YOUR ADDRESS AND TELEPHONE NUMBER.
SEQUENCE OF LEARNING
UNIT: I SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO
INTRODUCE YOURSELF AND OTHERS, AND TOPIC: USING NUMBERS. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT / ASK FOR REPETITION. CONNECTION
WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S
BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHEN DO YOU USE NUMBERS?
DEVELOPMENT: LISTEN TO THE PRONUNCIATION OF THE NUMBERS. LISTEN TO
THESE NUMBERS AND UNDERLINE THE STRESSED SYLLABLE. REFLECT AND
PRONUNCIATION AND STRESS: STRESS THE CORRECT SYLLABLE TO IDENTIFY
THE NUMBERS. CLOSING: ADD THE NUMBERS AND WRITE THE RESULTS IN
WORDS. BEGINNING: BRAINSTORM. THE STUDENTS WRITE THE NUMBERS ON THE
BOARD. DEVELOPMENT: LISTEN AND WRITE THE MISSING NUMBERS. READ AND
UNDERLINE THE QUESTIONS. WRITE THE QUESTIONS FOR THESE ANSWERS.
STRATEGIC COMPETENCE: CAN YOU REPEAT THAT, PLEASE? CLOSING:
PORTFOLIO: IN YOUR NOTEBOOK MAKE A CLASS DIRECTORY. USE THE
QUESTIONS FROM EXERCISE 3. HOMEWORK: LOOK FOR FROM INTERNET SITE
SOME ADDRESSES FROM PEOPLE WHO LIVE IN U.S.A.
HTTP://WWW.WHITEPAGES.COM/
PORTFOLIO.
7
SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. A TABLE
OF CONTENTS TALK ABOUT YOUR OWN AND OTHER PEOPLE S NATIONALITIES
AND THE COUNTRY THEY ARE FROM. SEQUENCE OF LEARNING
UNIT: I SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO
INTRODUCE YOURSELF AND OTHERS, AND TOPIC: TALKING ABOUT
NATIONALITY. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT
PRONUNCIATION. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES
(ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD.
COMPUTER. MAP. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT COUNTRIES CAN YOU SAY IN
ENGLISH? DEVELOPMENT: LISTEN, LOOK AT THE PICTURE AND WRITE THE
NAMES ON THE SUITCASES. READ AND COMPLETE THE REST OF THE
CONVERSATION. LOOK AT THE PICTURE ABOVE AND WRITE THE NAMES OF THE
COUNTRIES, THEN LISTEN AND UNDERLINE THE STRESSED SYLLABLE. REFLECT
AND PRONUNCIATION AND STRESS: IS THE STRESSED SYLLABLE ALWAYS THE
SAME FOR THE COUNTRY AND THE NATIONALITY? STRATEGIC COMPETENCE:
STUDENTS CAN SELF-CORRECT PRONUNCIATION. CLOSING: HOMEWORK: THE
STUDENTS LOCALIZE AND WRITE THE COUNTRIES AND NATIONALITIES FROM
THEIR INTERACTIVE DICTIONARY. LEARN TO LEARN VOCABULARY, P. 45. EX.
3. BEGINNING: BRAINSTORM. IN GROUPS OF THREE. THE STUDENTS COMPARE
THEIR MAPS. DEVELOPMENT: MATCH THE COLUMNS. COMPARE WITH A PARTNER.
LISTEN AND COMPLETE THE SENTENCES. WORK IN PAIRS. CHOOSE A COUNTRY,
INTRODUCE YOURSELF
PORTFOLIO. CONVERSATION.
8
AND SAY WHERE YOU ARE FROM. STRATEGIC COMPETENCE: STUDENTS CAN
SELF-CORRECT PRONUNCIATION. CLOSING: PORTFOLIO: IN PAIRS, FIND OUT
THE NAMES OF TEN MORE COUNTRIES. MAKE A COUNTRIES QUIZ SIMILAR TO
THE ONE ABOVE. EXCHANGE IT AND ANSWER IT. SUGGESTED SITE:
WWW.INFOPLEASE.COM/COUNTRIES.HTML RESEARCH ACTIVITY: WHY DO
COUNTRIES HAVE FLAGS? LEARN TO LEARN VOCABULARY, P. 49. EX. 3.
CD-ROM: UNIT 1 SONG: CONCENTRATION AND SORTING ACTIVITIES.
9
SUBJECT: ENGLISH UNIT: I SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO
ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST
EXCHANGE PERSONAL DETAILS. TOPIC: ASKING ABOUT OCCUPATIONS.
STRATEGIC COMPETENCE: STUDENTS CAN RE-READ A TEXT QUICKLY TO
SPECIFIC INFORMATION AND, USE MIME AND GESTURES TO COMMUNICATE
THEIR IDEAS. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION
WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S
BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
ASK PEOPLE WHAT BEGINNING: BRAINSTORM. THEIR OCCUPATION IS. ASK:
WHAT OCCUPATIONS ARE YOU INTERESTED IN? DEVELOPMENT: LOOK AT THE
TEXTS QUICKLY AND CIRCLE THE APPROPRIATE OPTION. CIRCLE THE
OCCUPATIONS. FIND AND UNDERLINE THE COGNATES. STRATEGIC COMPETENCE:
YOU CAN RE-READ A TEXT QUICKLY TO FIND SPECIFIC INFORMATION. LISTEN
TO THE INTERVIEW. WHICH JOB IS THE PERSON APPLYING FOR? CIRCLE IT
IN RED. CLOSING: LOOK FOR AND COMPLETE THE APPLICATION FORM.
HOMEWORK: THE STUDENTS LOOK FOR WHICH OCCUPATIONS ARE MORE APPLIED
AND WRITE A LIST. LEARN TO LEARN VOCABULARY, P. 49. EX. 2. CD-ROM:
HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. IN GROUPS OF THREE. THE
STUDENTS COMPARE THEIR LISTS AND WRITE 1 LIST. DEVELOPMENT: LISTEN
AND CIRCLE THE CORRECT ANSWER. WRITE A OR AN BEFORE THE
OCCUPATIONS. THEN MATCH THEM WITH THE PICTURES.
CONVERSATION.
10
LISTEN, CHECK AND SAY THE OCCUPATIONS. REFLECT ON LANGUAGE: WHEN
DO WE USE A? BEFORE NOUNS STARTING WITH A VOWEL SOUND (A, E, I, O,
U). CLOSING: MIME AN OCCUPATION AND ASK YOUR CLASSMATES TO GUESS
WHAT IT IS. STRATEGIC COMPETENCE: MIMING AND GESTURES HELP YOU
COMMUNICATE IN A FOREIGN LANGUAGE. HOME WORK: INTERACTIVE
DICTIONARY, P. 161: OCCUPATIONS/JOBS. LEARN TO LEARN VOCABULARY, P.
49. EX. 2.
11
SUBJECT: ENGLISH UNIT: I SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO
ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST
EXCHANGE PERSONAL DETAILS. TOPIC: INTRODUCING FRIENDS. STRATEGIC
COMPETENCE: STUDENTS CAN USE MIME AND GESTURES TO COMMUNICATE THEIR
IDEAS, AND COPE WITH NOT BEING ABLE TO UNDERSTAND PARTS OF AN ORAL
TEXT. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU SAY IN ENGLISH WHEN YOU
MEET SOMEBODY? DEVELOPMENT: READ AND COMPLETE THE DIALOGUE. MATCH
THE SENTENCES TO THE PICTURES. REFLECT ON LANGUAGE: THIS IMPLIES
PROXIMITY/DISTANCE. THAT IMPLIES PROXIMITY/DISTANCE. LOOK AT THE
CARD AND CHOOSE A CHARACTER. STRATEGIC COMPETENCE: STUDENTS CAN USE
MIME AND GESTURES TO COMMUNICATE THEIR IDEAS. CLOSING: LEARN TO
LEARN VOCABULARY, P. 49. EX. 2. BEGINNING: BRAINSTORM. STUDENTS
LISTEN THE PARTY MUSIC, THEN DESCRIBE THE ILLUSTRATION FROM
EXERCISE 1. DEVELOPMENT: LISTEN AND LABEL THE PEOPLE MENTIONED IN
THE DIALOGUE. LISTEN AGAIN AND COMPLETE WITH NATIONALITIES AND
OCCUPATIONS. REFLECT ON LANGUAGE: MATCH THE FULL FORM TO THE
CONTRACTION: I AM SHE S HE IS IM
CONVERSATION.
12
SHE IS THEY RE THEY ARE HE S LISTEN TO THE REST OF THE DIALOGUE
AND CIRCLE THE APPROPRIATE OPTIONS IN THE TABLE. IN PAIRS, TALK
ABOUT THE PEOPLE IN THE PICTURE. CLOSING: HOMEWORK: THE STUDENTS
LISTEN THE ENTONATION FROM THE CONVERSATION. LEARN TO LEARN
VOCABULARY, P. 49. EX. 2. 3.
13
SUBJECT: ENGLISH UNIT: I SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO
ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST
EXCHANGE PERSONAL DETAILS. TOPIC: TALKING ABOUT PEOPLE. STRATEGIC
COMPETENCE: STUDENTS PAY ATTENTION JUST TO THE INFORMATION THEY
NEED TO COMPLETE AN EXERCISE, AND USE REFERENCE BOOKS, THE
INTERNET, AND THE BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP. A
TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS THE NOBEL PRIZE IN PHYSICS:
2010 ANDRE GEIM, KONSTANTIN NOVOSELOV. 2009 CHARLES K. KAO, WILLARD
S. BOYLE, GEORGE E. SMITH. 2008 YOICHIRO NAMBU, MAKOTO KOBAYASHI,
TOSHIHIDE MASKAWA. NOBEL PRIZE IN CHEMISTRY. RICHARD F. HECK,
EIICHI NEGISHI, AKIRA SUZUKI. 2009 VENKATRAMAN RAMAKRISHNAN, THOMAS
A. STEITZ, ADA E. YONATH. EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU ASK WHERE A PERSON COMES
FROM IN ENGLISH? THE STUDENTS TELL THE NAMES OF DIFFERENT
COUNTRIES. DEVELOPMENT: LISTEN TO THE DIALOGUE AND TAKE NOTES.
STRATEGIC COMPETENCE: IS THE DIALOGUE DIFFICULT? DON T WORRY. PAY
ATTENTION JUST TO THE INFORMATION YOU NEED TO COMPLETE THE
EXERCISE. LISTEN TO THE INTERVIEW AGAIN AND WRITE THE QUESTION FOR
PLACE OF ORIGIN AND OCCUPATION. READ THE ARTICLE ABOUT DR. MOLINA
AND UNDERLINE THE WORDS YOU DO NOT UNDERSTAND. CLOSING: HOMEWORK:
HTTP://NOBELPRIZE.ORG/ LOOK FOR THE NAMES FOR THE LAST THREE YEARS:
PEACE, LITERATURE, CHEMISTRY, PHYSICS, ECONOMICS.) LEARN TO LEARN
VOCABULARY, P. 49. EX. 2. 3. BEGINNING: BRAINSTORM. COMPARE THE
NAMES OF THE NOBEL S NAMES. DEVELOPMENT: LISTEN AND LABEL THE
PEOPLE MENTIONED IN THE
CONVERSATION.
14
DIALOGUE. LISTEN AGAIN AND COMPLETE WITH NATIONALITIES AND
OCCUPATIONS. REFLECT ON LANGUAGE: MATCH THE FULL FORM TO THE
CONTRACTION: I AM SHE S HE IS IM SHE IS THEY RE THEY ARE HE S
LISTEN TO THE REST OF THE DIALOGUE AND CIRCLE THE APPROPRIATE
OPTIONS IN THE TABLE. IN PAIRS, TALK ABOUT THE PEOPLE IN THE
PICTURE. CLOSING: HOMEWORK: THE STUDENTS LISTEN THE ENTONATION FROM
THE CONVERSATION. LEARN TO LEARN VOCABULARY, P. 49. EX. 2. 3.
2008 OSAMU SHIMOMURA, MARTIN CHALFIE, ROGER Y. TSIEN. NOBEL
PRIZE IN LITERATURE: 2010 MARIO VARGAS LLOSA. 2009 HERTA MLLER.
2008 JEANMARIE GUSTAVE LE CLZIOI
15
SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS.
CLARIFICATION. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH
OTHER. SEQUENCE OF LEARNING
UNIT: I SESSIONS: 11 AND 12 SESSIONS TOPIC: ASKING ABOUT
PEOPLE.
PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS,
STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR
CONNECTION WITH OTHER SUBJECTS
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU ABOUT YOUR FAVORITE
CHARACTER? ASK QUESTIONS IN THIRD PERSON: WHAT DOES HE/SHE DO?
WHERE IS HE/SHE FROM? WHERE DOES HE/SHE LIVE? DEVELOPMENT: READ THE
ANSWERS AND WRITE THE MISSING QUESTIONS. CIRCLE T (TRUE), F (FALSE)
OR NI (NO INFORMATION). READ AND COMPLETE THE DIALOGUE BETWEEN HANS
AND MARTN. STRATEGIC COMPETENCE: HOW DOES HANS ASK FOR
CLARIFICATION? SORRY IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THESE
PEOPLE. CLOSING: HOMEWORK: LOOK FOR THE PHOTO OF THEIR FAVORITE
CHARACTER. CD-ROM: DRAG AND DROP ACTIVITY. BEGINNING: BRAINSTORM.
ASK QUESTIONS: WHERE IS JUANES FROM? HOW OLD IS HE? WHAT DOES HE
DO? WHERE DOES HE LIVE? DEVELOPMENT: FILL OUT THE CARDS FOR TWO
FRIENDS. IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE PEOPLE IN
EXERCISE 1.
EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD.
NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
CONVERSATION, PORTFOLIO.
16
COMPLETE THE TEXT ABOUT JUAN ESTEBAN ARISTIZABAL. TAKE THER
PHOTOS ABOUT THEIR FAVORITE CHARACTER AND IN THEIR NOTEBOOK, WRITE
A PARAGRAPH ABOUT A FAMOUS PERSON. EXCHANGE WITH A PARTNER CLOSING:
PORTFOLIO: WRITE EXERCISE 4, PAGE 45 ON PAPER. Carolinas handmake
book\Doc3.docx Didia's handmake book\Doc1.docx
17
SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS. A
TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF
LEARNING
UNIT: I SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO
INTRODUCE YOURSELF AND OTHERS, TOPIC: INTEGRATION. STRATEGIC
COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION. CONNECTION
WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD.
COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT TYPE OF TEXT IT IS? A CHAT IS A
FORM OF ENTERTAINMENT AND ALSO IT IS A TEACHING RESOURCE THAT
EXPLOITS THE COOPERATIVE LEARNING. DEVELOPMENT: READ JUAN MEDINA S
PROFILE AND ANSWER THE QUESTIONS. WRITE A CHAT MESSAGE. COMPLETE
YOUR PROFILE FOR FRIENDSBOOK. CLOSING: WRITE A NETWORK MESSAGE TO
YOUR NEW FRIEND AND TELL THEM ABOUT YOU.
CONVERSATION, PORTFOLIO.
18
SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. TABLE
CRITERIAL PORTFOLIO EVALUATION CREATIVITY
UNIT: I SESSIONS: 15 SESSIONS PURPOSE: TO ENABLE YOU TO
INTRODUCE YOURSELF AND OTHERS, AND TOPIC: SELF-EVALUATION.
STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR
CLARIFICATION.
4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.
3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE
CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED
AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME
GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.
2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO
SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE
PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND
COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED
VOCABULARY.
ORGANIZATION
THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR,
COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF
VOCABULARY.
1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER
TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T
ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY
INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF
VOCABULARY.
EDITORIAL: WRITING
19
SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS.
UNIT: I SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO
INTRODUCE YOURSELF AND OTHERS, TOPIC: MY PROYECT. STRATEGIC
COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.
Carolinas handmake book\Doc4.docx Didia's handmake
book\Doc8.docx EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW
CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT
THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT: VERY
GOOD GOOD NEED TO IMPROVE
20
SUBJECT: ENGLISH UNIT: II SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: TALKING ABOUT COLORS AND POSSESSIONS. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS ASK QUESTIONS ABOUT PEOPLE S POSSESSIONS. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE COLOR?
DEVELOPMENT: LISTEN TO THE RADIO PROGRAM AND CHOOSE THE CORRECT
ANSWER. REFLECT ON LANGUAGE: JESSIE S NEW CAP AD T-SHIRT ARE FROM
LUCILLE BOUTIQUE. S INDICATES A) POSSESSION B) A CONTRACTION. LOOK
AT THE CLOTHES AND THE COLORS AND WRITE SENTENCES IN YOUR NOTEBOOK.
CLOSING: DESCRIBE WHAT YOUR CLASSMATES ARE WEARING. HOMEWORK: BRING
CUT OUTS FROM AN ARTIST. LEARN TO LEARN VOCABULARY, P. 75, EX. 2
CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHAT S THE
NAME OF THE CLOTHES? DEVELOPMENT: READ THE WEB PAGE ARTICLE AND
COLOR THE CLOTHES. REFLECT ON LANGUAGE: HER T-SHIRT IS PINK. HIS
T-SHIRT IS GREEN. WHAT S THE DIFFERENCE BETWEEN THESE TWO
SENTENCES? WHEN DO WE USE HER? WHEN DO YOU USE HIS? ANSWER THE
QUESTIONS AND WRITE THE COLORS.
CONVERSATION, PORTFOLIO.
21
ASK AND ANSWER QUESTIONS ABOUT THE PEOPLE IN THE PICTURE. FIND
THE WORD TO COMPLETE THE RIDDLE. CLOSING: CARDBOARD: STICK THE CUT
OUTS AROUND THE CLASSROOM AND WRITE 3 SENTENCES WITH HIS AND 3 WITH
HER. LEARN TO LEARN VOCABULARY, P. 75, EX. 1 AND 3.
22
SUBJECT: ENGLISH UNIT: II SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: TALKING ABOUT SPECIFIC CLOTHES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT
ACCESSORIES DO YOU WEAR? WEARING. DEVELOPMENT: LISTEN AND UNDERLINE
THE PHRASES YOU HEAR. REFLECT ON LANGUAGE: WE USE THIS AND THAT
WITH SINGULAR NOUNS. WE USE THESE AND THOSE WITH PLURAL NOUNS. THIS
AND THESE INDICATE PHYSICAL PROXIMITY. THAT AND THOSE INDICATE
DISTANCE. COMPLETE THE SENTENCES WITH THIS, THAT, THESE OR THOSE.
CLOSING: HOMEWORK: BRING 5 CUT OUTS FROM CLOTHES. CD-ROM: WORD
SEARCH ACTIVITY. BEGINNING: BRAINSTORM. ASK: IS THIS / THAT GLORIA
S BAG? DEVELOPMENT: LISTEN TO THE CONVERSATION AND CIRCLE THE
APPROPRIATE OPTION. WRITE THE WORDS IN THE CORRECT ORDER TO MAKE
QUESTIONS. MATCH THE QUESTIONS WITH THE ANSWERS. REFLECT ON
LANGUAGE: JEANS GLASSES SHORTS PANTS DO THEY HAVE A SINGULAR FORM?
CLOSING: CD-ROM: CONCENTRATION ACTIVITY. WRITE 5 DISORGANIZED
QUESTIONS ABOUT THE CUTOUTS AND WRITE THEM IN THE CORRECT ORDER,
THEN ANSWER THEM.
CONVERSATION, PORTFOLIO.
23
SUBJECT: ENGLISH UNIT: II SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: ASKING ABOUT WHAT PEOPLE ARE WEARING. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT
ARE YOU WEARING TODAY? WEARING. DEVELOPMENT: READ THE POEM AND
UNDERLINE THE WORDS THAT REFER TO CLOTHES. REFLECT ON LANGUAGE: THE
COMMAS (,) AND THE WORD AND: A) SHOW CONTRAST. B) LINK IDEAS. FIND
THE QUESTIONS TO ASK ABOUT WHAT PEOPLE ARE WEARING. IN PAIRS: ASK
AND ANSWER QUESTIONS ABOUT YOUR CLASSMATES. CLOSING: PORTFOLIO:
WRITE A SHORT DESCRIPTION OF THE CLOTHES YOU BOTH ARE WEARING AND
ILLUSTRATE IT. Carolinas handmake book\Doc5.docx Didia's handmake
book\Doc2.docx BEGINNING: BRAINSTORM. ASK: IS ____ WEARING A PINK
JACKET? YES, SHE IS / NO, SHE ISN T / SHE S WEARING DEVELOPMENT:
LOOK AT THE CLOTHES THEY RE WEARING. ANSWER THE QUESTIONS. REFLECT
ON LANGUAGE: IS CINDY WEARING A GREEN SKIRT? CINDY IS WEARING A
GREEN SKIRT. WHAT DIFFERENCE DO YOU NOTICE BETWEEN THE QUESTION AND
THE STATEMENT? MATCH THE QUESTIONS WITH THE ANSWERS. IN PAIRS, ASK
AND ANSWER QUESTIONS ABOUT THE PEOPLE IN THE PICTURE.
CONVERSATION, PORTFOLIO.
24
CLOSING: IN YOUR NOTEBOOK DESCRIBE YOUR CLOTHES. HOMEWORK: BRING
PHOTOS ABOUT YOUR FAMILY. LEARN TO LEARN VOCABULARY, P. 75, EX.
3
25
SUBJECT: ENGLISH UNIT: II SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: ASKING ABOUT CURRENT ACTIONS. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS ASK QUESTIONS ABOUT PEOPLE S POSSESSIONS. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT ARE THE MEMBERS OF YOUR FAMILY
DOING RIGHT NOW? DEVELOPMENT: LISTEN AND COMPLETE. REFLECT ON
LANGUAGE: SHE S FIXING THE CAR. HE S COOKING BREAKFAST. THEY RE
WASHING THEIR CLOTHES. WHEN ARE THE ACTIONS HAPPENING? A) IN THE P
AST B) IN THE FUTURE C) NOW IN GROUPS OF THREE, ROLE-PLAY A
DIALOGUE SIMILAR TO THE ONE IN EXERCISE 1. CLOSING: HOMEWORK: LOOK
FOR SOME CUTOUTS FORM A NEWSPAPER OR MAGAZINE FROM PEOPLE ON THE
BEACH OR ON THE STREET. LEARN TO LEARN VOCABULARY, P. 75, EX. 4.
CD-ROM: CONVERSATION ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHAT ARE
THEY DOING? THE STUDENTS WRITE 3 SENTENCES ABOUT THE CUTOUTS.
DEVELOPMENT: WRITE 3 VERBS ACCORDING TO THE LAST DOUBLE CONSONANT
AND THE CONSONANT THAT DOESN T DOUBLE. WRITE THE ING FORM OF THE
VERBS IN THE BOX: SWIM, RUN, PAINT, SING, PLAY, READ, LISTEN TO,
SLEEP, WATCH, EAT. REFLECT ON LANGUAGE: SWIM SWIMMING PAINT
PAINTING
CONVERSATION, PORTFOLIO.
26
RUN RUNNING SING SINGING WHAT DO YOU NOTICE ABOUT THE ING FORM
OF THESE VERBS? LOOK AT THE ILLUSTRATION: HOW MANY CHARACTERS ARE
THERE? WHAT ARE THEY DOING? WRITE A POSTCARD. CLOSING: PORTFOLIO:
IMAGINE YOU AND YOUR FAMILY ARE AT THE BEACH. WRITE A POSTCARD AND
SEND IT TO A CLASSMATE. Carolinas handmake book\Doc6.docx Didia's
handmake book\Doc3.docx CD-ROM: SONG I M HAVING FUN.
27
SUBJECT: ENGLISH UNIT: II SESSIONS: 9 AND 10 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: IDENTIFYING PEOPLE IN A CROWD. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHO IS
SITTING NEXT TO YOU? WEARING. DEVELOPMENT: LOOK AT THIS
INFORMATION. LOOK AT THE PICTURE AND CIRCLE T (TRUE) OR F (FALSE).
LOOK AT THE PICTURE CAREFULLY AND TELL YOUR PARTNER 10 THINGS ABOUT
IT. REFLECT ON LANGUAGE: UNDERLINE THE CORRECT OPTION. THE WORDS
NEXT TO, BEHIND, IN, ON, IN FRONT OF , AND BETWEEN INDICATE. A)
PLACE B) TIME. CLOSING: CD-ROM: MATCHING ACTIVITY. BEGINNING:
BRAINSTORM. ASK: THE STUDENTS TAKE AN OBJECT AND PUT THEM WHATEVER
THEY WISH. THE OTHERS ANSWER WHERE THE OBJECT IS. DEVELOPMENT: READ
THE E-MAIL AND LABEL THE PEOPLE IN THE PICTURE. WRITE AN E-MAIL TO
A FRIEND DESCRIBING A PHOTO OF YOUR FAMILY. USE THE WORDS IN THE
BOX: NEXT TO, BEHING, MOM, DAD, IN FRONT OF, AUNT, IN, SISTER,
BROTHER, BETWEEN, HOUSE. CLOSING: PORTFOLIO: EXCHANGE YOUR E-MAIL
WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. REWRITE
YOUR E -MAIL. Carolinas handmake book\Doc7.docx Didia's handmake
book\Doc4.docx
CONVERSATION, PORTFOLIO.
28
HOMEWORK: LOOK INFORMATION ABOUT VENUS AND SERENA WILLIAMS AND
WRITE A PARAGRAPH ABOUT THEM IN ENGLISH.
29
SUBJECT: ENGLISH UNIT: II SESSIONS: 11 AND 12 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: TALKING ABOUT FAMOUS PEOPLE. STRATEGIC COMPETENCE:
STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY
INFORMATION (NTI) Serena Williams and her sister Venus became stars
of women's tennis in the late 1990s. Serena was a child prodigy who
began playing tennis before she reached kindergarten. She is also
AfricanAmerican. Serena is a year younger than Venus and about
three inches shorter, but she became the first sister to win a
major tournament by claiming the singles title at the 1999 U.S.
Open. Serena went on to EDUCATIONAL ASSESSMENT RESOURCES
(ACTIVITIES) STUDENT`S BOOK. CONVERSATION, NOTEBOOK. PORTFOLIO.
WHITEBOARD. COMPUTER. Alphabet game: Ana Guevara, Cuauhtmoc Blanco,
Julio Cesar Chvez, Lorena Ochoa, Paola Espinosa, Fernando
Valenzuela, Hugo Snchez, Rafael Mrquez, Salvador Snchez, El Santo,
Vinicio Castilla
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHO IS
YOUR FAVORITE SPORTSMAN / WOMAN? WEARING. DEVELOPMENT: WRITE WHAT
YOU KNOW ABOUT VENUS AND SERENA WILLIAMS AND THEIR FAMILY. READ
THIS E-MAIL FROM A SECONDARY STUDENT TO HER E-PAL. COMPLETE THE
FOLLOWING QUESTIONS AND USE THEM TO ASK YOUR CLASSMATES ABOUT
ANOTHER FAMOUS PERSON THEY KNOW. CLOSING: RESEARCH ACTIVITY: FIND
INFORMATION ABOUT A FAMOUS MEXICAN SPORSTMAN / WOMAN. SUGGESTED
SITE: Carolinas handmake book\Doc8.docx
HTTP://EN:WIKIPEDIA.ORG/WIKI/LIST_OF_MEXICANS#SPORTS BEGINNING:
BRAINSTORM. ASK: THE STUDENTS SPEAK ABOUT THE MEXICAN SPORTSMAN /
WOMAN. DEVELOPMENT: SOME WORDS ARE USED TO REPLACE NOUNS. CIRCLE
WHO THEY REFER TO IN SILVIA S E-MAIL. REFLECT ON TEXT PROCESS AND
PRODUCTION: CAN YOU IDENTIFY THE FOLLOWING PARTS OF THE E-MAIL?
NUMBER THEM IN THE E-MAIL. 1 GREETING 2 OPENING 3 MAI-BODY 4
CLOSING 5 SIGNATURE WHY IS IT IMPORTANT TO ORGANIZE INFORMATION IN
AN E -MAIL? WRITE A SIMILAR E-MAIL TO A FRIEND ABOUT A FAMOUS
MEXICAN SPORSTMAN / WOMAN YOU RESEARCHED.
30
STRATEGIC COMPETENCE: BEFORE CORRECTING YOUR PARTNER S EMAIL,
ASK YOURSELF IF IT MAKES SENSE. CLOSING: PORTFOLIO: EXCHANGE YOUR
E-MAIL WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK.
REWRITE YOUR E -MAIL. Carolinas handmake book\Doc9.docx Didia's
handmake book\Doc5.docx
eclipse Venus as the dominant women's tennis player of the early
2000s; in 200203 she won the "Serena Slam" by holding all four
grand slam titles at once: the 2002 French Open, Wimbledon and U.S.
Open titles, and the 2003 Australian Open. Her other major titles
are Wimbledon in 2003, 2009, and 2010, the Australian Open in 2005,
2007, 2009, and 2010, and the U.S. Open in 2008.
31
SUBJECT: ENGLISH UNIT: II SESSIONS: 13 AND 14 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: ASKING ABOUT WHAT IS HAPPENING. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT
ARE YOU DOING? WEARING. DEVELOPMENT: COMPLETE THE DIALOGUE. REFLECT
ON LANGUAGE: WHAT IS LUCY DOING? WHAT IS JIM DOING? WHAT ARE FRANK
AND GREG DOING? WHAT ARE YOU DOING? WE USE WHAT IS WHEN WE REFER TO
__________ WE USE WHAT ARE WHEN WE REFER TO _______________________
READ THE DIALOGUE AGAIN AND UNDERLINE THE QUESTIONS THAT ASK WHAT
PEOPLE ARE DOING. CLOSING: MEMORY GAME. WORK IN PAIRS. STUDENT 1:
WHAT IS LUCY DOING? STUDENT 2: SHE S COOKING. BEGINNING:
BRAINSTORM. ASK: WHAT ARE YOU DOING? DEVELOPMENT: LOOK AT THE TABLE
AND NUMBER THE CATEGORIES IN ORDER OF YOUR PREFERENCE. TAKE A
SURVEY. WHAT IS THE DOMINANT INTELLIGENCE IN YOUR CLASS? CLOSING:
PORTFOLIO: P. 67, EX. 2. Didia's handmake book\Doc5.6.docx
CONVERSATION, PORTFOLIO.
32
SUBJECT: ENGLISH UNIT: II SESSIONS: 15 AND 16 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: TALKING ABOUT CURRENT ACTIVITIES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT
ARE YOUR CLASSMATES DOING? WEARING. DEVELOPMENT: LOOK AT FRED S
PHOTO. READ THIS POSTCARD TO HIS WIFE. ARE ALL THE FACTS CORRECT?
GAME. IN GROUPS MIME ACTIONS FOR YOUR CLASSMATES TO GUESS. CLOSING:
. BEGINNING: BRAINSTORM. ASK: WHAT ARE YOU DOING? DEVELOPMENT: FIND
A PHOTO OF YOUR LAST VACATION AND WRITE A POSTCARD TO A FRIEND
DESCRIBING WHAT YOU ARE DOING. EXCHANGE POSTCARDS WITH A PARTNER
AND THEN REPORT TO THE CLASS WHAT HE / SHE IS DOING. CLOSING: .
CONVERSATION, PORTFOLIO.
33
SUBJECT: ENGLISH UNIT: II SESSIONS: 17 AND 18 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: TALKING ABOUT WHAT PEOPLE ARE DOING. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TO TALK ABOUT GLOBAL WARMING. SEQUENCE OF LEARNING
CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. NEW TECHNOLOGY ASK: WHY IS THE EARTH S
CLIMATE CHANGING? INFORMATION (NTI) DEVELOPMENT: LOOK AT THE TEXTS
AND MATCH THEM WITH THE FOLLOWING TEXT ELEMENTS. STRATEGIC
COMPETENCE: WHAT ELEMENTS OF A TEXT HELP YOU UNDERSTAND OR PREDICT
ITS CONTENT? READ THE TEXTS AND CIRCLE THE COGNATES. SURF THE
INTERNET AND FIND INFORMATION ABOUT GLOBAL WARMING. SUGGESTED SITE:
WWW.CLIMATECRISIS.NET/TAKEACTION/ IF YOU DON T HAVE ACCESS TO THE
INTERNET, USE REFERENCE BOOKS. THEY LOOK THE ICON: WHAT YOU CAN DO.
MAKE A LIST. Didia's handmake book\Doc6.docx CLOSING: FIND
INFORMATION ABOUT GLOBAL WARNING AND THE CONSEQUENCES:
WWW.NRDC.ORG. LOOK FOR THE NET: CONSEQUENCES OF GLOBAL WARMING. AND
THEY RESPOND: WHAT IS GLOBAL WARMING? CONSEQUENCES OF GLOBAL
WARMING. Carolinas handmake book\Doc10.docx BEGINNING: BRAINSTORM.
ASK: WHAT IS THE EARTH S CLIMATE CHANGING? WRITE 3 IDEAS.
DEVELOPMENT: LOOK AT THE PICTURES AND TITLES. ANSWER THE QUESTIONS.
UNDERLINE FIVE NEW WORDS AND GUESS THEIR MEANING.
CONVERSATION, PORTFOLIO.
34
REFLECT ON LANGUAGE: IS THE WORLD GETTING HOTTER? WHAT ARE WE
DOING? DO THE QUESTIONS REFER TO ACTIONS IN PROGRESS? FIND MORE
EXAMPLES IN THE TEXT. CLOSING: DESIGN AN INFORMATIVE BROCHURE ABOUT
GLOBAL WARMING WITH A TEAM OF FRIENDS. Didia's handmake
book\Doc7.docx
35
SUBJECT: ENGLISH UNIT: II SESSIONS: 19 AND 20 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN
USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION
WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD.
COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE READ THE LETTER FROM
MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING? WHAT
S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU
REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR
FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE,
WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR
FRIENDS TO YOUR PARTNER. IMAGINE THAT THESE ARE YOUR FRIENDS FROM
SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT
YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH
OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR
PARTNER IS DESCRIBING. CLOSING: WRITE A LETTER TO A FRIEND
DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES,
THEIR INTERESTS AND WHAT THEY ARE WEARING.
CONVERSATION, PORTFOLIO.
36
SUBJECT: ENGLISH UNIT: II SESSIONS: 21 SESSION PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS
CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA
BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION
CREATIVITY
4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.
3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE
CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED
AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME
GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.
2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO
SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE
PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND
COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED
VOCABULARY.
ORGANIZATION
THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR,
COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF
VOCABULARY.
1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER
TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T
ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY
INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF
VOCABULARY.
EDITORIAL: WRITING
37
SUBJECT: ENGLISH UNIT: II SESSIONS: 23 AND 24 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE
REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP.
EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I
IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE
SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:
VERY GOOD
GOOD
NEED TO IMPROVE
38
SUBJECT: ENGLISH UNIT: III SESSIONS: 1 AND 2 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
TALKING ABOUT SPORTS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK
FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE
ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING
CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI)
EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE SPORT?
DEVELOPMENT: READ THE WEB PAGE AND LABEL THE AVENTURE SPORTS ON THE
MAP WITH THE NUMBERS FROM THE TEXT. TELL A PARTNER ABOUT THE
ADVENTURE SPORTS YOU LIKE AND DONT LIKE. USE THE WEBSITE. STRATEGIC
COMPETENCE: YOU CAN SUPPORT MESSAGES WITH GESTURES. CLOSING: LEARN
TO LEARN VOCABULARY, P. 99, EX. 4. CD-ROM: TAE KWON DO SONG.
BEGINNING: BRAINSTORM. ASK: THE STUDENTS TO MAKE TWO LISTS ABOUT
WHAT SPORTS DO THEY LIKE AND THE SPORTS THEY DON T LIKE.
DEVELOPMENT: LISTEN AND NUMBER THE SPORTS IN THE ORDER YOU HEAR
THEM. TELL A PARTNER ABOUT THE SPORTS YOU LOVE, LIKE, DON T LIKE,
OR HATE. REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND MATCH. ____
1 AND A INDICATES AN ALTERNATIVE. ____ 2BUT B INDICATES
ADDITION.
CONVERSATION, PORTFOLIO.
39
____ 3 OR C INDICATES CONTRAST. PORTFOLIO: WRITE ABOUT THE
SPORTS YOU LIKE AND DON T LIKE. Carolinas handmake book\Doc11.docx
Didia's handmake book\Doc9.docx CLOSING: INTERNET PROJECT: FIND A
PICTURE OF YOUR FAVORITE SPORT AND DESCRIBE IT IN YOUR NOTEBOOK.
SUGGESTED SITE: HTTP://SPORTS.YAHOO.COM/
40
SUBJECT: ENGLISH UNIT: III SESSIONS: 3 AND 4 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
ASKING ABOUT LIKES AND DISLIKES. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES,
LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE HOBBY?
DEVELOPMENT: LOOK AT THE ARTICLE QUICKLY AND CIRCLE THE APPROPRIATE
OPTION. LISTEN AND COMPLETE THE INTERVIEW. REFLECT ON LANGUAGE:
READ THE INTERVIEW AND ANSWER. WHAT DO THE VERBS LIKE, HATE AND
LOVE EXPRESS? WHAT DO YOU NOTICE ABOUT THE WORDS THAT FOLLOW THEM?
ASK YOUR PARTNERS ABOUT WHAT THEY LIKE. STRATEGIC COMPETENCE: USE
YOUR DICTIONARY TO LOOK UP WORDS FROM THE TEXT YOU DON T
UNDERSTAND. CLOSING: HOMEWORK: INTERVIEW MEMBERS OF YOUR FAMILY
ABOUT FROM SPORTS AND HOBBIES, THEY MUST DO 3 QUESTIONS TO
EVERYONE. Carolinas handmake book\Doc12.docx BEGINNING: BRAINSTORM.
ASK: CHECK THE HOMEWORK. DEVELOPMENT: CHECK THE ACTIVITIES YOU LIKE
AND DON T LIKE. ASK YOUR CLASSMATES ABOUT THE ACTIVITIES THEY LIKE
AND DON T LIKE. WRITE THEIR NAMES IN THE TABLE . IN YOUR NOTEBOOK,
WRITE ABOUT THE ACTIVITIES YOU LIKE AND DON T LIKE. USE AND, BUT
AND OR. Didia's handmake
CONVERSATION, PORTFOLIO.
41
book\Doc10.docx CLOSING: RESEARCH ACTIVITY: WHAT IS THE MOST
POPULAR MOVIE EVER? SUGGESTED SITE:
HTTP://WWW.AFI.COM/TVEVENTS/100YEARS/MOVIES.ASPX MAKE A POSTER
ABOUT THAT MOVIE. BRING YOUR FAVORITE C.D., BOOK OR A PICTURE.
42
SUBJECT: ENGLISH UNIT: III SESSIONS: 5 AND 6 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
TALKING ABOUT PEOPLES ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS
CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT
HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY
INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S
BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOUR FRIENDS LIKE DOING?
DEVELOPMENT: LOOK AT THE PICTURES AND GUESS WHICH BOARD IS RITA S
AND WHICH IS MIKE S. LOOK AT RITA S BOARD READ THE E -MAL AND
CIRCLE THE CORRECT OPTION IN EACH SENTENCE. REFLECT ON LANGUAGE:
LOOK AT THE E-MAIL AND COMPLETE THE SENTENCE. WHEN TALKING ABOUT
SOMEONE S PREFERENCES USING HE OR SHE, THE NEGATIVE FORM OF LIKE IS
_________________ GO TO PAGE 83EX 2. IN YOUR NOTEBOOK, WRITE ABOUT
YOUR CLASSMATES PREFERENCES. CLOSING: PORTFOLIO: EX3 PAGE 84.
Carolinas handmake book\Doc13.docx Didia's handmake book\Doc11.docx
LEARN TO LEARN VOCABULARY, P. 99, EX. 5. BEGINNING: BRAINSTORM.
ASK: DOES ________________ LIKE PLAYING AN INSTRUMENT? DEVELOPMENT:
IN YOUR NOTEBOOK, WRITE THE WORDS IN THE BOX IN THE APPROPRIATE
CATEGORY. READ THE CHAT ROOM CONVERSATION. UNDERLINE THE QUESTIONS
THAT ASK ABOUT PREFERENCE AND CIRCLE THE
CONVERSATION, PORTFOLIO.
43
SHORT ANSWERS. WRITE THESE SENTENCES IN ORDER. REFLECT ON
LANGUAGE: LOOK AT EXERCISES 2 AND 3 AND COMPLETE THE SENTENCE. WHEN
TALKING ABOUT SOMEONE S PREFERENCES USING HE OR SHE, WE USE THE
WORD __________ TO FORM QUESTIONS AND SHORT ANSWERS. MEMORY GAME.
WORK IN PAIRS. USE THE PHRASES FROM EXERCISE 1. CLOSING: LEARN TO
LEARN VOCABULARY, P.99, EX 4. CD-ROM: CONCENTRATION ACTIVITY.
44
SUBJECT: ENGLISH UNIT: III SESSIONS: 7 AND 8 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
TALKING ABOUT FREE TIME. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES,
LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU LIKE TO DO IN YOUR FREE
TIME? DEVELOPMENT: LISTEN AND CIRCLE THE CORRECT ANSWERS BELOW.
STRATEGIC COMPETENCE: NOTICE HOW FRED ASKS FOR CLARIFICATION WHEN
HE DOESN T UNDERSTAND A WORD. LISTEN AND REPEAT THE WORDS. REFLECT
ON LANGUAGE: LISTEN TO THE DIALOGUE AGAIN AND CIRCLE THE CORRECT
ANSWER. THE S BIRDS, ANIMALS AND MAMMALS INDICATES: A) THIRD PERSON
SINGULAR. B) B) PLURAL. THE S IN LIKES AND SUGGESTS INDICATES: A)
THIRD PERSON SINGULAR. B) PLURAL. CIRCLE THE CORRECT PRONUNCIATION
PATTERN. LISTEN, CHECK AND REPEAT. IN GROUPS OF THREE, ASK EACH
OTHER ABOUT THE THINGS YOU LIKE DOING WHEN VISITING ANOTHER CITY OR
TOWN. CLOSING: LEARN TO LEARN VOCABULARY, P. 99, EX. 1. BEGINNING:
BRAINSTORM. ASK: DOES ________________ LIKE PLAYING AN INSTRUMENT?
DEVELOPMENT:
CONVERSATION, PORTFOLIO.
45
READ THE ARTICLE, UNDERLINE THE COGNATES, AND CIRCLE THE CORRECT
OPTIONS BELOW. FIND SOMEONE WHO... LIKES WATCHING TV. LIKES SURFING
THE INTERNET. LIKES WATCHING VIDEOS. LIKES PLAYING VIDEO GAMES.
LIKES WATCHING SPORTS. LIKES DOWNLOADING VIDEOS AND MUSIC. CLOSING:
IN YOUR NOTEBOOK. WRITE AN E-MAIL TO A FRIEND TELLING HIM/HER ABOUT
YOUR CLASSMATES PREFERENCES. YOU CAN USE THE E-MAIL ON PAGE 84 AS A
MODEL. EXCHANGE YOUR E-MAILS AND CORRECT IF NECESSARY. Carolinas
handmake book\Doc14.docx Didia's handmake book\Doc12.docx RESEARCH
ACTIVITY: WHAT IS THE HISTORY OF THE INTERNET. SUGGESTED SITE:
HTTP://EN.WIKIPEDIA.ORG/WIKI/HISTORY
46
SUBJECT: ENGLISH UNIT: III SESSIONS: 9 AND 10 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
MAKING AND ACCEPTING SUGGESTIONS. STRATEGIC COMPETENCE: STUDENTS
CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT
HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY
INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S
BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU SUGGEST DOING AT THE
WEEKEND? DEVELOPMENT: COMPLETE THE DIALOGUES WITH THE WORDS IN THE
BOX. LOOK AT THE DIALOGUES. UNDERLINE THE SUGGESTIONS IN BLUE AND
THE RESPONSES IN RED. STRATEGIC COMPETENCE: YOU CAN GUESS HOW
PEOPLE ARE FEELING FROM THEIR TONE OF VOICE. MATCH THE SUGGESTIONS
WITH THE RESPONSES. IN PAIRS DECIDE WHAT TO DO DURING THE WEEKEND.
DISCUSS THE DIFFERENT OPTIONS, ACITIVITIES OR PLACES TO GO.
CLOSING: LEARN TO LEARN VOCABULARY, P. 99, EX. 3. BEGINNING:
BRAINSTORM. ASK: WHAT WOULD YOU GO TO EAT OR REST? DEVELOPMENT:
LISTEN TO THE SUGGESTIONS AND CIRCLE THE CORRECT ANSWER. REFLECT ON
LANGUAGE: LISTEN TO THE CONVERSATIONS AGAIN AND ANSWER. HOW DO YOU
REFUSE A SUGGESTION IN ENGLISH. WRITE A SUGGESTION IN THE SPEECH
BUBBLE. SHARE YOUR IDEA WITH YOUR CLASSMATES.
CONVERSATION, PORTFOLIO.
47
USE YOUR DICTIONARY TO WRITE NEW SUGGESTIONS TO HELPO WITH THE
PROBLEMS IN THE TABLE. STRATEGIC COMPETENCE: YOU CAN LOOK UP
UNFAMILIAR WORDS TO FIND THEIR MEANING. USE THE PROBLEMS AND THE
SUGGESTIONS IN THE TABLE TO MAKE A DIALOGUE WITH A PARTNER.
CLOSING: HOMEWORK:
48
SUBJECT: ENGLISH UNIT: III SESSIONS: 11 AND 12 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
TALKING ABOUT WHERE TO EAT. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES,
LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE FOOD?
DEVELOPMENT: LISTEN AND CHECK THE SUGGESTIONS YOU HEAR. REFLECT ON
LANGUAGE: LOOK AT THE EXAMPLES AND ANSWER. IT S A TERRIBLE
RESTAURANT. I LIKE INDIAN FOOD BUT I D PREFER TO GO TO AN ITALIAN
RESTAURANT. I D PREFER TO GO TO MAMA MIA. WHAT DOES THE EXPRESSION
INDICATE? LOOK AT THE TEXTS ABOUT THE RESTAURANTS AND CHOOSE THE
APPROPRIATE OPTION BELOW. WORK IN PAIRS. FIND OUT WHAT TYPE OF FOOD
YOUR PARTNER PREFERS. CLOSING: LEARN TO LEARN VOCABULARY, P. 99,
EX. 3. BEGINNING: BRAINSTORM. ASK: VEGETABLES, FRUIT, MEAT, DAIRY,
PRODUCTS, DRINKS. DEVELOPMENT: GUESS THE CORRECT ANSWER AND CIRCLE
IT. PORTFOLIO: IN GROUPS, ORGANIZE A BIRTHDAY PARTY FOR A FRIEND IN
A RESTAURANT. USE THE EXPRESSIONS BELOW. Carolinas handmake
book\Doc15.docx Didia's handmake book\Doc13.docx
CONVERSATION, PORTFOLIO.
49
CLOSING: INTERNET PROJECT: FIND INFORMATION ABOUT MEXICAN S FOOD
PREFERENCES AND EATING HABITS. SUGGESTED SITE:
HTTP://WWW.WHATS4EATS.COM/4REC_MEXICO.HTML
50
SUBJECT: ENGLISH UNIT: III SESSIONS: 13 AND 14 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
RESPONDING TO AN INVITATION. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES,
LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: HOW DO YOU INVITE AND RESPOND TO
INVITATIONS? DEVELOPMENT: LISTEN AND CIRCLE THE APPROPRIATE OPTION.
STRATEGIC COMPETENCE: YOU CAN RELY ON NON-VERBAL INFORMATION LIKE
THE TONE OF VOICE TO UNDERSTAND AN ORAL TEXT. WORK IN PAIRS. LISTEN
AGAIN AND REPEAT THE DIALOGUES WITH THE SAME INTONATION. REFLECT ON
LANGUAGE: LOOK AT THE AUDIOSCRIPTS SECTION P 177 AND FIND THE
FOLLOWING: 1 AN EXPRESSION TO INVITE SOMEONE FORMALLY 2 AN
EXPRESSION TO INVITE SOMEONE INFORMALLY CLOSING: PORTFOLIO: EX 3 P
92. Carolinas handmake book\Doc16.docx Didia's handmake
book\Doc14.docx BEGINNING: BRAINSTORM. ASK: INVITATIONS: WHEN DO
THEY DO INVITATIONS?. DEVELOPMENT: READ THE INVITATIONS AND ANSWER
THE QUESTIONS. ANSWER THE QUESTIONS IN THE BOX TO WRITE AN
CONVERSATION, PORTFOLIO.
51
INVITATION. CLOSING: CD-ROM: FILL IN THE BLANKS ACTIVITY.
52
SUBJECT: ENGLISH UNIT: III SESSIONS: 15 AND 16 SESSIONS PURPOSE:
TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND
THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO
INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC:
REFUSING AN INVITATION. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES,
LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF
LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION
(NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK.
WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHEN DO YOU REFUSE AN INVITATION?
DEVELOPMENT: LOOK AT THE INFORMATION ON TATALPA AND CIRCLE T (TRUE)
OR F (FALSE). READ THE ARTICLE, LOOK AT THE SUBTITLES IN THE BOX
AND MATCH THEM WITH THE APPROPRIATE PARAGRAPH. INVITE A FRIEND TO
DO AN ACTIVITY IN TATALPA. STRATEGIC COMPETENCE: USE YOUR
DICTIONARY TO LOOK UP WORDS YOU DON T UNDERSTAND. WORK IN PAIRS.
FIND OUT WHAT TYPE OF FOOD YOUR PARTNER PREFERS. CLOSING: BRING CUT
OUTS ABOUT DIFFERENT TURISTIC PLACES. BEGINNING: BRAINSTORM. ASK:
NOTEBOOK: WRITE PHRASES TO MAKE INVITATIONS. DEVELOPMENT: PREPARE
FOUR INVITATIONS. USE DIFFERENT EXPRESSIONS. IN GROUPS OF FOUR.
EXCHANGE YOUR NOTEBOOK, REFUSE THE INVITATIONS IN EXERCISE 1 AND
GIVE A REASON. REFLECT ON LANGUAGE: READ THE EXAMPLES AND WRITE A,
B, OR C. 1 NO, THANKS. I M VERY BUSY. _____ 2 NO, THANKS. I HATE
POP MUSIC. _____ 3 NO, WHY DON T WE GO TO THE
CONVERSATION, PORTFOLIO.
53
MOVIES? _____ A) EXCUSE B) SUGGESTION IN PAIRS, LOOK AT THE
PICTURES. CLOSING: LEARN TO LEARN VOCABULARY, P. 99, EX. 4. CD-ROM:
MATCHING ACTIVITY.
C) REASON
54
SUBJECT: ENGLISH UNIT: III SESSIONS: 17 AND 18 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN GRADE: 1ST INFORMATION ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN
USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION
WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD.
COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE READ THE LETTER FROM
MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING? WHAT
S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU
REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR
FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE,
WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR
FRIENDS TO YOUR PARTNER. IMAGINE THAT THESE ARE YOUR FRIENDS FROM
SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT
YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH
OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR
PARTNER IS DESCRIBING. CLOSING: WRITE A LETTER TO A FRIEND
DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES,
THEIR INTERESTS AND WHAT THEY ARE WEARING.
CONVERSATION, PORTFOLIO.
55
SUBJECT: ENGLISH UNIT: II SESSIONS: 19 SESSION PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS
CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA
BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION
CREATIVITY
4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.
3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE
CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED
AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME
GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.
2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO
SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE
PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND
COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED
VOCABULARY.
ORGANIZATION
THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR,
COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF
VOCABULARY.
1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER
TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T
ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY
INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF
VOCABULARY.
EDITORIAL: WRITING
56
SUBJECT: ENGLISH UNIT: II SESSIONS: 21 AND 22 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE
REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP.
EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I
IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE
SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:
VERY GOOD
GOOD
NEED TO IMPROVE
57
SUBJECT: ENGLISH UNIT: IV SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: ASKING AND TELLING TIME. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT TIME IS IT? DEVELOPMENT: THIS
IS THE STUART FAMILY. MOM IS GOING TO BE LATE. ORGANIZE THE
MESSAGES ACCORDING TO THE TIME THEY HAVE TO DO THEIR DIFFERENT
CHORES. LISTEN TO THE DIFFERENT TIMES FROM THE FAMILY S MESSAGES.
MATCH THEM WITH THE CORRECT CLOCK. WORK IN GROUPS O FOUR. WRITE
MESSAGES SIMILAR TO THE ONES IN EXERCISE 1 TO REMIND EACH OTHER
ABOUT DIFFERENT THINGS YOU HAVE TO DO. DON T FORGET TO INCLUDE THE
TIME. CLOSING: LEARN TO LEARN VOCABULARY, P. 131, EX. 3. CD-ROM:
AROUND THE CLOCK SONG. RESEARCH ACTIVITY: WHAT TIME IS IT IN L.A.
WHEN IT IS 5 P.M. IN N.Y.? SUGGESTED SITE:
HTTP://WWW.HORLOGEPARLANTE.COM/SPANISH/ESTADOS_
UNIDOS_NEW_YORK_793.PHP. BEGINNING: BRAINSTORM. ASK: THE STUDENTS
WHAT TIME IS IT? DEVELOPMENT: LOOK AT THE CULTURE AND ENTERTAINMENT
SECTION OF A
CONVERSATION, PORTFOLIO.
58
NEWSPAPER. LISTEN AND CIRCLE THE EVENT JANE AND KIM WANT TO GO
TO. REFLECT ON LANGUAGE: LOOK AT THE PHRASES YOU UNDERLINED AND
ANSWER. WHEN DO WE USE AT? WHEN DO WE USE ON? ____ 1 AND A
INDICATES AN ALTERNATIVE. ____ 2BUT B INDICATES ADDITION. ____ 3 OR
C INDICATES CONTRAST. READ THE INFORMATION ABOUT THE CULTURAL WEEK
AND UNDERLINE THE WORDS BEFORE THE TIME AND THE DAYS. WORK IN
PAIRS. DECIDE WHICH CULTURAL EVENT YOU WANT TO GO TO. SAY THE DAY
AND THE TIME. CLOSING: INTERNET PROJECT: FIND OUT WHAT TIME IT IS
IN TORONTO, CANADA, IN PARIS, FRANCE, IN DELHI, INDIA, IN TOKIO,
JAPAN AND IN SYDNEY, AUSTRALIA. WRITE DOWN WHAT YOU THINK THE
PEOPLE IN THERE CITIES ARE DOING AND HOW THIS TIME DIFFERENCE
AFFECTS COMMUNICATION. SUGGESTED SITE:
HTTP://WWW.WORLDTIMESERVER.COM
59
SUBJECT: ENGLISH UNIT: IV SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT SCHOOL SUBJECTS. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT TIME IS YOUR ENGLISH CLASS?
DEVELOPMENT: READ THE CHAT ROOM CONVERSATION AND COMPLETE BETH S
NOTES. REFLECT ON LANGUAGE: LOOK AT THESE EXAMPLES AND ANSWER. WHAT
TIME IS THE BIOLOGY EXAM? WHEN IS OUR MATH EXAM? WHICH QUESTION
REFERS TO THE TIME AND WHICH REFERS TO A DAY? THINK ABOUT YOUR
IDEAL EXAM TIMETABLE AND DESIGN IT IN YOUR NOTEBOOK. WORK IN PAIRS
AND DECIDE WHICH ONE IS THE BEST. CLOSING: LEARN TO LEARN
VOCABULARY, P. 131, EX. 4. CD-ROM: FILL IN THE BLANKS ACTIVITY.
BEGINNING: BRAINSTORM. ASK: WHAT TIME IS YOUR ENGLISH CLASS? WHAT
TIME IS YOUR RECESS? DEVELOPMENT: LOOK AT THE ARTICLE AND CIRCLE
THE TOPIC. READ THE ARTICLE AND UNDERLINE THE BEST OPTIONS. TELL A
PARTNER WHICH MENTAL GYM EXERCISE FROM THIS
CONVERSATION, PORTFOLIO.
60
PAGE YOU LIKE THE MOST. CLOSING: RESEARCH ACTIVITY: FIND OUT
OTHER WAYS OF IMPROVING YOUR MENTAL CAPACITY. SUGGESTED SITE:
HTTP://WWW.CBC.CA/TESTTHENATION/EPISODES/TRIVIA/M
ENTALGYM/GYM2.HTML
61
SUBJECT: ENGLISH UNIT: IV SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT PREFERENCES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR DAILY SCHEDULE?
DEVELOPMENT: LOOK AT THE TITLE OF THE ARTICLE AND PREDICT THE
CONTENT. COMPARE WITH A PARTNER. STRATEGIC COMPETENCE: YOU CAN FIND
IMPORTANT DETAILS IN TEXTS WITHOUT UNDERSTANDING EVERY WORD. READ
THE ARTICLE AND WRITE THE SUBTITLES. READ THE TEXT AGAIN. CIRCLE
TRUE (T) OR FALSE (F). CLOSING: . BEGINNING: BRAINSTORM. ASK: WHAT
KIND OF TV PROGRAMS CAN YOU SEE? (SOAP OPERAS, QUIZ SHOWS, ETC.).
DEVELOPMENT: LOOK AT TV PROGRAM GUIDE AND ANSWER THE QUESTIONS.
MATCH THE PICTURES WITH THE TYPE OF PROGRAMS. COMPARE WITH A
PARTNER. REFLECT ON STYLE: LOOK AT THE TV PROGRAM GUIDE AND THE
ARTICLE ON PAGE 108, EXERCISE 2. HOW IS THE INFORMATION ORGANIZED
IN THE TWO TEXTS? WHY IS IT IMPORTANT TO UNDERSTAND THE
ORGANIZATION OF DIFFERENT TYPES OF TEXTS? ASK A PARTNER ABOUT HIS /
HER FAVORITE TV PROGRAMS .
CONVERSATION, PORTFOLIO.
62
CLOSING: HOMEWORK: BRING CUTOUTS ABOUT SYMBOLS FROM THE
INDEPENDENCE OF MEXICO.
63
SUBJECT: ENGLISH UNIT: IV SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT CELEBRATIONS. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: HOW DO WE CELEBRATE INDEPENDENCE
DAY? DEVELOPMENT: READ THE TEXT AND CIRCLE THE FLAGS ACCORDING TO
HOW MEXICO AND THE U.S.A. CELEBRATE THEIR INDEPENDENCE DAY. READ
THE TEXT AGAIN AND COMPLETE THE VENN DIAGRAM IN YOUR NOTEBOOK.
REFLECT ON COLLOCATIONS: READ THE TEXT AGAIN AND COMPLETE WITH
COLLOCATIONS. HAVE __________ , __________ , _________ WATCH _____
PLAY __________ , __________ , _________ LISTEN TO ____ CLOSING: .
BEGINNING: BRAINSTORM. ASK: IN PAIRS. TALK ABOUT CELEBRATIONS WITH
THEIR FAMILY IN MEXICO. THEY COMPLETE A VENN DIAGRAM IN YOUR
NOTEBOOK. DEVELOPMENT: COMPLETE THE TABLE WITH INFORMATION ABOUT
HOW YOUR FAMILY CELEBRATES THESE ACTIVITIES. PORTFOLIO: IN YOUR
NOTEBOOK, WRITE ABOUT HOW YOU CELBRATE CHRISTMAS EVE. COMPARE YOUR
PARAGRAPH WITH A PARTNER AND CHECK IF YOU CELEBRATE IN THE SAME
WAY. Carolinas handmake
CONVERSATION, PORTFOLIO.
64
book\Doc20.docx STRATEGIC COMPETENCE: YOU CAN RELY ON VISUAL
CONTENT TO GET INFORMATION AND COMMUNICATE IDEAS. CLOSING: RESEARCH
ACTIVITY: HOW DO PEOPLE CELEBRATE CHRISTMAS IN ENGLAND AND THE
U.S.A.? SUGGESTED SITE:
HTTP://WWW.BRITAINUSA.COM/SECTIONS/ARTICLES_SHOW
_NT1.ASP=41108&L1=41011&L2=41110&A=28475&D=4
65
SUBJECT: ENGLISH UNIT: IV SESSIONS: 9 AND 10 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT IMPORTANT DATES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S THE MOST IMPORTANT
CELEBRATION IN YOUR COMMUNITY? DEVELOPMENT: COMPLETE THE FIRST TWO
SECTIONS OF THE TABLE. READ THE ARTICLE AND COMPLETE SECTION NUMBER
3. COMPARE YOUR NOTES WITH YOUR CLASSMATES. REFLECT ON LANGUAGE:
WHAT DOES THE WORD IT REFER TO IN THE FIRST PARAGRAPH? AND IN THE
SECOND? AND IN THE FOURTH? READ THE ARTICLE AGAIN. CIRCLE T (TRUE)
OR F (FALSE). PORTFOLIO: WHAT DO YOU KNOW ABOUT THE FESTIVITIES
MENTIONED ON PAGE 111? IN GROUPS, WRITE WHAT YOU KNOW. USE A
SIMILAR TABLE TO THE ONE IN EXERCISE 1. AT HOME, USE REFERENCE
BOOKS AND THE INTERNET TO DISCOVER NEW INFORMATION. CLOSING:
PORTFOLIO. Carolinas handmake book\Doc17.docx Didia's handmake
book\Doc15.docx POSTER: USE THE INFORMATION ABOUT HOW DO PEOPLE
CELEBRATE CHRISTMAS IN ENGLAND AND THE U.S.A.? AND THEY MAKE A
CHART TO COMPARE. Didia's handmake book\Doc16.docx BEGINNING:
BRAINSTORM.
CONVERSATION, PORTFOLIO.
66
ASK: IN GROUPS OF THREE. WHERE DO THEY OBTAIN THE INFORMATION
AND TEACH THEM THE CORRECT FORM TO WRITE A BIBLIOGRAPHY: KIDDER, T.
(1981). THE SOUL OF A NEW MACHINE. BOSTON: LITTLE, BROWN &
COMPANY. DEVELOPMENT: IN PAIRS. THEY MAKE A LIST ABOUT THE
DIFFERENT CELEBRATIONS IN MEXICO AND THEIR DATES. MATCH THE
CELEBRATIONS TO THE PICTURES. REFLECT: WRITE IN OR ON. _____ +
MONTH _____ + DATE ANSWER THE QUESTIONS. 1 WHEN IS LABOR DAY? IT S
IN MAY OR IT S ON MAY 1 ST 2 WHEN IS THE DAY OF THE DEAD? _______
OR __________ 3 WHEN IS MOTHER S DAY? ____________ OR __________ 4
WHEN IS BENITO JUREZ S BIRTHDAY? ___ OR __________ 5 WHEN IS
MEXICAN FLAG DAY? _________ OR __________ CLOSING: EXTRA ACTIVITY:
THE TEACHER SAYS A CELEBRATION AND THE STUDENT ANSWERS THE CORRECT
DATE (THEY USE THE PREPOSITIONS).
67
SUBJECT: ENGLISH UNIT: IV SESSIONS: 11 AND 12 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT ROUTINES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT S YOUR DAILY ROUTINE?
DEVELOPMENT: THIS IS MARTIN S ROUTINE MONDAY THROUG FRIDAY. LISTEN
AND WRITE THE TIMES. LISTEN AGAIN AND COMPLETE THE TABLE WITH THE
WORDS IN THE BOX. WORK IN GROUPS OF THREE AND TALK ABOUT YOUR
SUNDAY ROUTINE. IS IT THE SAME? REFLECT ON LANGUAGE: DO THE WORDS
ALWAYS, USUALLY, OFTEN, NEVER AND SOMETIMES GO BEFORE OR AFTER THE
VERB? CLOSING: LEARN TO LEARN VOCABULARY, P. 131, EX. 4. CD-ROM:
HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: SAY ONE DAY OF THE
WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY ONE STUDENT S DATE
AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY. DEVELOPMENT: READ
ZERO S ROUTINE AND UNDERLINE THE FREQUENCY WORDS. COMPARE WITH A
PARTNER. REFLECT ON LANGUAGE: READ THE SENTENCES AND ANSWER THE
QUESTIONS.
CONVERSATION, PORTFOLIO.
68
ZERO ALWAYS GOES AROUND AND AROUND. ZERO IS ALWAYS IN TOM S
BEDROOM. ZERO NEVER SAYS THANK YOU . ZERO IS NEVER SAD. WHAT DO YOU
NOTICE ABOUT THE POSITION OF ALWAYS AND NEVER? THINK OF A LITERARY
CHARACTER YOU KNOW ABOUT. IN YOUR NOTEBOOK, DESCRIBE HIS / HER
EVERYDAY ROUTINE . GIVE YOUR PARAGRAPH TO A PARTNER. CORRECT HIS /
HER PARAGRAPH AND GIVE IT BACK. WRITE A FINAL VERSION. BE CREATIVE!
Carolinas handmake book\Doc18.docx Didia's handmake book\Doc17.docx
READ THE TEXT AGAIN AND GUESS WHO ZERO IS. DRAW ZERO IN THE SPACE
PROVIDED. COMPARE WITH A PARTNER. CLOSING: EXTRA ACTIVITY: THE
TEACHER SAYS A CELEBRATION AND THE STUDENT ANSWERS THE CORRECT DATE
(THEY USE THE PREPOSITIONS).
69
SUBJECT: ENGLISH UNIT: IV SESSIONS: 13 AND 14 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT WEEKEND ACTIVITIES.
STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A
TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS
THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER
SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES
(ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU DO ON THE WEEKENDS?
DEVELOPMENT: READ ABOUT LINDA CLERK S WEEKEND ROUTINE AND THEN
NUMBER THE PICTURES IN THE ORDER THEY ARE MENTIONED. READ THE TEXT
AGAIN AND UNDERLINE THE ANSWERS TO THE FOLLOWING QUESTIONS. REFLECT
ON LANGUAGE: UNDERLINE THE CORRECT OPTION. QHE WORDS: NEXT, AFTER
THAT, LATER AND THEN INDICATE A) CONTRAST. B) A SEQUENCE OF EVENTS.
WORK IN GROUPS OF THREE. TALK ABOUT YOUR WEEKEND. CLOSING:
PORTFOLIO: DESCRIBE WHAT YOU USUALLY DO ON SATURDAYS. Didia's
handmake book\Doc18.docx BEGINNING: BRAINSTORM. ASK: SAY ONE DAY OF
THE WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY ONE STUDENT S
DATE AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY. DEVELOPMENT:
LOOK AT THE TEXT QUICKLY AND CIRCLE THE APPROPRIATE OPTION. READ
AGAIN AND ANSWER THE QUESTIONS. WORK IN PAIRS. COMPLETE THE
DIALOGUE WITH INFORMATION FROM EXERCISE 1. ACT IN OUT TO
ANOTHER
CONVERSATION, PORTFOLIO.
70
PAIR. GIVE SUGGESTIONS TO IMPROVE IT. CLOSING: .
71
SUBJECT: ENGLISH UNIT: IV SESSIONS: 15 AND 16 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: ASKING ABOUT HABITUAL ACTIVITIES.
STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A
TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS
THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER
SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES
(ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU USUALLY DO EVERY DAY?
DEVELOPMENT: READ AND CORRECT THE PARTS OF GABRIEL S ESSAY CIRCLED
IN RED. COMPARE WITH A PARTNER. PREPARE AN ESSAY ABOUT SOMEONE YOU
ADMIRE. IN YOUR NOTEBOOK, ANSWER THE FOLLOWING QUESTIONS TO
ORGANIZE YOUR INFORMATION. REFLECT ON TEXT PRODUCTION: READ GABRIEL
S ESSAY AGAIN AND ANSWER. WHAT KIND OF MISTAKES DID HE MAKE? WHAT
CAN YOU DO TO AVOID MAKING THOSE MISTAKES WHEN WRITING AN ESSAY?
USE THE ANSWERS TO YOUR QUESTIONS TO WRITE YOUR ESSAY. GIVE IT TO
YOUR PARTNER. CORRECT HIS / HER WORK. WRITE A FINAL VERSION
INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING: PORTFOLIO: P. 118,
EX. 3. Didia's handmake book\Doc19.docx BEGINNING: BRAINSTORM. ASK:
SAY ONE DAY OF THE WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY
ONE STUDENT S DATE AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY.
DEVELOPMENT:
CONVERSATION, PORTFOLIO.
72
LOOK AT THE PICTURE FOR TWO MINUTES. COVER THE PICTURE AND
CIRCLE T (TRUE) OR F (FALSE). IN YOUR NOTEBOOK, RE-WRITE THE FALSE
SENTENCES ABOUT JANE WITH THE CORRECT INFORMATION. MEMORY GAME.
WORK IN PAIRS. CLOSING: .
73
SUBJECT: ENGLISH UNIT: IV SESSIONS: 17 AND 18 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC:ASKING ABOUT THE FREQUENCY OF ACTIVITIES.
STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A
TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS
THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER
SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES
(ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
BEGINNING: BRAINSTORM. ASK: HOW OFTEN DO YOU EXERCISE?
DEVELOPMENT: GUESS HOW OFTEN CINDY DOES THE FOLLOWING ACTIVITIES.
COMPLETE THE TABLE WITH THE NUMBERS IN THE BOX. COMPARE WITH A
PARTNER. LISTEN AND CHECK. REFLECT ON LANGUAGE: LOOK AT THE ENDINGS
OF THESE VERBS IN THIRD PERSON. HE / SHE BUYS HE / SHE WASHES WALKS
DOES WHAT IS THE DIFFERENCE? LOOK AT THE TABLE FROM EXERCISE 1 AND
COMPLETE THE DIALOGUE. IN PAIRS, TALK ABOUT YOUR FAMILY S ROUTINE.
CLOSING: LEARN TO LEARN VOCABULARY, P. 131, EX. 2. BEGINNING:
BRAINSTORM. ASK: SAY: DOES SHE BUY CANDY AT THE RECCESS?
DEVELOPMENT: ROUTINE: DO YOU .. ONCE A WEEK / EVERY DAY / ETC? OR
HOW OFTEN DO YOU ? READ AND ANSWER THE QUESTIONNAIRE. USE
EXPRESSIONS IN THE BOX. WRITE FIVE SENTENCES ABOUT YOUR
ACTIVITIES.
CONVERSATION, PORTFOLIO.
74
WORK IN PAIRS. COMPARE YOUR SENTENCES FROM EXERCISE 2. TRY TO
MEMORIZE AS MUCH INFORMATION AS POSSIBLE. IN YOUR NOTEBOOK, WRITE A
SHORT PARAGRAPH ABOUT YOUR PARTNER S ROUTINE. EXCHANGE YOUR
PARAGRAPHS. CORRECT HIS / HER WORK. GIVE IT BACK. WRITE A NEW
VERSION INCLUDING YOUR PARTNER S CORRECTION. CLOSING: PORTFOLIO:
EXE. 3 P. 121. Didia's handmake book\Doc20.docx
75
SUBJECT: ENGLISH UNIT: IV SESSIONS: 19 AND 20 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT LEISURE ACTIVITIES.
STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A
TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS
THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER
SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES
(ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER.
ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT DO YOU USUALLY DO WHEN YOU ARE
NOT AT SCHOOL? DEVELOPMENT: MATCH THE ACTIVITIES YOU THINK THE
MEMBERS OF THE RALLY ON TOUR GROUP USUALLY DO ON SATURDAYS. COMPARE
WITH A PARTNER. THEN LISTEN AND CHECK. REFLECT ON LANGUAGE: LOOK AT
THE EXAMPLES AND ANSWER. I USUALLY COOK BREAKFAST. YOU TAKE
JAPANESE CLASSES. AMY COOKS DINNER. KIOSHI TAKES SPANISH CLASSES.
WHAT DO THESE SENTENCES EXPRESS? A) PREFERENCES B) FACTS C) HABITS
TODAY IS SUNDAY. LOOK AT THE PICTURES FOR ONE MINUTE. THEN TELL A
PARTNER WHAT YOU REMEMBER ABOUT THE ACTIVITIES OF THE MEMBERS OF
THE RALLY ON TOUR GROUP. TELL A PARTNER WHAT YOUR FAMILY USUALLY
DOES ON THE WEEKEND. CLOSING: LEARN TO LEARN VOCABULARY, P. 131,
EX. 2. BEGINNING: BRAINSTORM. ASK: THEY INVESTIGATE THE WORD:
ECOTURISM. DEVELOPMENT: READ THE BROCHURE AND UNDERLINE THE WORDS
THAT ARE SIMILAR IN SPANISH.
CONVERSATION, PORTFOLIO.
76
LISTEN TO THE INFORMATION ABOUT YUMKA PARK AND COMPLETE THE
TABLE. STRATEGIC COMPETENCE: YOU CAN USE REFERENCE BOOKS
(DICTIONARIES, ENCYCLOPEDIAS, TEXTBOOKS), THE INTERNET, AND YOUR
BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP. READ THE BROCHURE AGAIN
AND USE THE WORDS YOU UNDERLINED IN EXERCISE 1 TO WRITE A SHORT
PARAGRAPH ABOUT A PARK OR ZOO YOU KNOW. CLOSING: CD-ROM: WORD
SEARCH ACTIVITY. PORTFOLIO: EXE. 3, P. 123.
77
SUBJECT: ENGLISH UNIT: IV SESSIONS: 21 AND 22 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT DAILY ACTIVITIES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT TIME DO YOU USUALLY WAKE UP?
DEVELOPMENT: COMPLETE THE TEXTS ABOUT WHAT THESE PEOPLE DO WITH THE
WORDS IN THE BOX. ANSWER THE FOLLOWING QUESTIONS AND COMPARE YOUR
ANSWERS WITH A PARTNER. REFLECT ON LANGUAGE: LOOK AT THE QUESTIONS
AND CIRCLE THE CORRECT OPTION. 1 WHAT TIME DO YOU USUALLY GET UP?
________________ 2 WHAT TIME DO YOU USUALLY HAVE BREAKFAST? _______
3 WHAT TIME DO YOU USUALLY TAKE A SHOWER? _______ 4 WHAT TIME DO
YOU USUALLY DO YOUR HOMEWORK? ___ 5 WHAT TIME DO YOU USUALLY GO TO
BED? ____________ CLOSING: LEARN TO LEARN VOCABULARY, P. 131, EX.
2. RESEARCH ACTIVITY: WHAT TIME DO PEOPLE USUALLY HAVE BREAKFAST
AND LUNCH IN THE U.S.A.? SUGGESTED SITE: WWW.ASKJEEVES.COM
BEGINNING: BRAINSTORM. ASK: COMPARE THE INFORMATION ABOUT BREAKFAST
TIME IN THE U.S.A. DEVELOPMENT: LISTEN AND COMPLETE. COMPARE WITH A
PARTNER. THEN
CONVERSATION, PORTFOLIO.
78
LISTEN AGAIN AND CHECK. LOOK AT THE INFORMATION BOARDS ABOVE AND
ANSWER THE QUESTIONS. COMPLETE THE INFORMATION FOR THE ZOO. WRITE
THREE QUESTIONS ABOUT THE ZOO. IN PAIRS, ASK AND ANSWER YOUR
QUESTIONS. CLOSING: CD-ROM:.
79
SUBJECT: ENGLISH UNIT: IV SESSIONS: 23 AND 24 SESSIONS PURPOSE:
TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT TEENAGE LIFE. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: HOW OFTEN DO YOU EXERCISE?
DEVELOPMENT: READ THE CHAT ROOM CONVERSATION AND UNDERLINE THE
QUESTIONS AND PHRASES WITH DO. REFLECT ON LANGUAGE: READ THE
FOLLOWING EXAMPLES. HOW OFTEN DO YOU DO THE SHOPPING? I USUALLY DO
THE SHOPPING ONCE A WEEK. WHAT DO YOU NOTICE ABOUT THE VERB DO IN
THESE SENTENCES? LISTEN TO THESE WORDS AND TIME EXPRESSIONS. WRITE
THEM BELOW. IN YOUR NOTEBOOK, MAKE A LIST OF ALL THE EVERYDAY
ACTIVITIES MENTIONED IN THE UNIT. MAKE SURE THEY INCLUDE A VERB AND
A NOUN. CLOSING: LEARN TO LEARN VOCABULARY, P. 131, EX. 2, 4.
BEGINNING: BRAINSTORM. ASK: THEY WRITE 5 QUESTIONS ABOUT ROUTINES
AND ASK TO THEIR PARNTNERS. DEVELOPMENT: LOOK AT THE INFORMATION
ABOUT AMY AND ANSWER THE QUESTION. READ THE ARTICLE ABOUT AMY S
WEEKLY ACTIVITIES. LOOK AT THE INFORMATION OF THE CHAT ROOM
CONVERSATION
CONVERSATION, PORTFOLIO.
80
ON PAGE 126 AND CORRECT THE INFORMATION FROM THE ARTICLE.
INTERVIEW A PARTNER ABOUT HIS / HER ACTIVITIES. USE EXERCISE 1,
PAGE 126, AS A MODEL. USE THE INFORMATION YOU HAVE FROM YOUR
PARTNER AND IN YOUR NOTEBOOK PREPARE AN ARTICLE ABOUT HIS / HER
WEEKLY ACTIVITIES. WORK IN GROUPS OF FOUR. EXCHANGE YOUR ARTICLES,
CORRECT AND IMPROVE THEM. PUT THEM TOGETHER, MAKE A CLASS MAGAZINE
AND PRESENT IT TO THE CLASS. CLOSING: LEARN TO LEARN VOCABULARY, P.
131, EX. 4. PORTFOLIO: EX.4, P. 127.
81
SUBJECT: ENGLISH UNIT: III SESSIONS: 25 AND 26 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN GRADE: 1ST INFORMATION ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN
USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION
WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL
RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD.
COMPUTER. ASSESSMENT
TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE READ THE LETTER FROM
MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING? WHAT
S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU
REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR
FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE,
WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR
FRIENDS TO YOUR PARTNER. IMAGINE THAT THESE ARE YOUR FRIENDS FROM
SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT
YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH
OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR
PARTNER IS DESCRIBING. CLOSING: WRITE A LETTER TO A FRIEND
DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES,
THEIR INTERESTS AND WHAT THEY ARE WEARING.
CONVERSATION, PORTFOLIO.
82
SUBJECT: ENGLISH UNIT: II SESSIONS: 27 SESSION PURPOSE: TO
ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS
CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA
BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION
CREATIVITY
4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.
3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE
CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED
AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME
GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.
2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO
SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE
PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND
COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED
VOCABULARY.
ORGANIZATION
THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR,
COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF
VOCABULARY.
1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER
TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T
ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY
INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF
VOCABULARY.
EDITORIAL: WRITING
83
SUBJECT: ENGLISH UNIT: II SESSIONS: 29 AND 30 SESSIONS PURPOSE:
TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT
POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE
REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO
LOOK FOR HELP. Didia's handmake book\Doc21.docx EXCELLENT MY
PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR
TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY?
REFLECTION FOR NEXT RESEARCH PROJECT: VERY GOOD GOOD NEED TO
IMPROVE
84
SUBJECT: ENGLISH UNIT: V SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: DESCRIBING A TOWN. STRATEGIC COMPETENCE:
STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK
ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING.
SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY
INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S
BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT CAN YOU SAY ABOUT YOUR
HOMETOWN? DEVELOPMENT: READ THE CHAT ROOM CONVERSATION AND CIRCLE
MARTN S HOMETOWN. COMPARE WITH A PARTNER. REFLECT ON LANGUAGE: LOOK
AT THE SENTENCES. CHOOSE THE CORRECT OPTION. IT S THE CAPITAL OF
THE STATE. IT S A CLEAN COLONIAL CITY. THE = A) THE ONLY ONE A = A)
THE ONLY ONE B) ONE OF MANY B) ONE OF MANY COMPLETE THE SENTENCES
WITH THE OR A. WORK IN PAIRS OR GROUPS OF THREE. IN YOUR NOTEBOOK
WRITE A CHAT ROOM CONVERSATION TALKING ABOUT YOUR HOMETOWN. COMPARE
WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. WRITE A
NEW VERSION INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING: LEARN TO
LEARN VOCABULARY, P. 155, EX. 4. PORTFOLIO: EXE. 3, P. 136. Didia's
handmake book\Doc22.docx BEGINNING: BRAINSTORM. ASK: WHAT PLACES
WOULD YOU LIKE TO KNOW? DEVELOPMENT: COMPLETE THE SENTENCES WITH
WORDS IN THE BOX.
CONVERSATION, PORTFOLIO.
85
COMPARE WITH A PARTNER. REFLECT ON LANGUAGE: READ THE SENTENCES
IN EXERCISE 1. CIRCLE THE WORDS THAT MEAN ADDITION AND UNDERLINE
THE WORD THAT MEANS CONTRAST. WHEN DO WE USE AT? WHEN DO WE USE ON?
GUESSING GAME. THINK OF A CITY AND DESCRIBE IT TO A PARTNER. READ
THE BROCHURE AND UNDERLINE THE COGNATES. CLOSING: PORTFOLIO: DESIGN
A TOURIST BROCHURE FOR YOUR HOMETOWN. P. 137, EXE. 4. Carolinas
handmake book\Doc21.docx Didia's handmake book\Doc23.docx LEARN TO
LEARN VOCABULARY, P. 155, EX. 4.
86
SUBJECT: ENGLISH UNIT: V SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT FAMOUS PLACES. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT CAN A TOURIST DO IN YOUR
HOMETOWN? DEVELOPMENT: LISTEN AND COMPLETE THE DIALOGUE. MATCH THE
ACTIVITIES WITH THE PLACES. TALK ABOUT MEXICO. USE THE INFORMATION
ABOVE OR GIVE OTHER INFORMATION YOU KNOW. IN YOUR NOTEBOOK, WRITE
ABOUT WHAT PEOPLE CAN DO IN YOUR HOMETOWN. CLOSING: LEARN TO LEARN
VOCABULARY, P. 155, EX. 3. PORTFOLIO; EX. 4, P. 138. BEGINNING:
BRAINSTORM. ASK: GUESS: WHICH CITY IS IT? DEVELOPMENT: READ THE
BROCHURE AND ANSWER THE QUESTIONS. REFLECT ON LANGUAGE: MATCH. AND
AND COMMAS (,) INDICATE SEQUENCE THEN INDICATES ADDITION READ THE
NOTES ON MRIDA, YUCATN. IN YOUR NOTEBOOK, WRITE A SIMILAR TEXT TO
THE ONE IN EXERCISE 1. REMEMBER TO USE AND, COMMAS AND THEN.
CLOSING: PORTFOLIO: EX. 2, P. 155, EX. 3.
CONVERSATION, PORTFOLIO.
87
LEARN TO LEARN VOCABULARY, P. 155, EX. 3
88
SUBJECT: ENGLISH UNIT: V SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: DESCRIBING PLACES IN A TOWN. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: BRAINSTORM. ASK: WHAT PLACES DO YOU KNOW NEAR YOUR
HOUSE? DEVELOPMENT: READ THE POEM AND CIRCLE THE COGNATES. LABEL
THE PICTURES BELOW. COMPLETE THE DESCRIPTION. REFLECT ON LANGUAGE:
WHAT EXPRESSIONS CAN YOU USE TO GIVE SIMPLE INFORMATION ABOUT A
PLACE? ______________________________________ LISTEN TO THE WORDS.
THEN LISTEN AGAIN AND SAY THEM WITH THE STRESS ON THE UNDERLINED
SYLLABLE. WORK IN PAIRS AND READ THE POEM ALOUD. MAKE SUGGESTIONS
TO EACH OTHER ON HOW TO IMPROVE YOUR PRONUNCIATION. THEN WRITE A
TITLE FOR IT. CLOSING: CD-ROM: WORD SEARCH ACTIVITY. LEARN TO LEARN
VOCABULARY, P. 155, EX. 1. BEGINNING: BRAINSTORM. ASK: IN MY TOWN
THERE IS (A BIG STADIUM). DEVELOPMENT: FIND FIVE DIFFERENCES
BETWEEN THE PICTURES. TALK ABOUT THEM WITH A PARTNER. DESIGN YOUR
OWN TOWN AND DRAW IT BELOW. IN PAIRS, TAKE TURNS TO DESCRIBE YOUR
TOWN SO THAT YOUR
CONVERSATION, PORTFOLIO.
89
PARTNER CAN DRAW IT IN HIS/HER NOTEBOOK. THEN COMPARE THE NEW
DRAWING WITH THE ORIGINAL ONES. WRITE YOUR OWN TOWN POEM. READ IT
TO YOUR CLASSMATES. CLOSING: CD-ROM: MATCHING ACTIVITY.
90
SUBJECT: ENGLISH UNIT: V SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO
ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST
PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU
ARE INTERESTED IN. TOPIC: TALKING ABOUT LOCATION. STRATEGIC
COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF
CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU
LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW
TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES)
STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT
BEGINNING: B