All Ready 1 Lesson Plan Unit 1, Lessons 1 and 2

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Understand and convey information about goods and services.Learning Environment: Familiar and Community Product 1: Acting-out a dialogue

Specific Competency: Give and receive information for performing community service.

Achievement (s): Identifies topic, purpose and intended audience. Predicts the general meaning from words and expressions similar to those of the mother tongue. Distinguishes expressions in oral exchanges. Recognizes the composition of expressions in oral exchanges. Produces expressions to provide information. Adjusts volume and speed when constructing oral texts.

CONTENTSKnowing about the Language:

Listen and check a dialogue about the performance of community service. Understand the general meaning and main ideas.Exchange information about the performance of community Service.

Doing with the Language:

Topic, purpose and intended audience.Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.Form of communication: on-site, distance.Structure of dialogue, opening, body, closure.Speech registers.Repertoire of words necessary for this social practice of the language.Composition of expressions.Similarities and differences between the mother tongue and English language.Acoustic features: tone, intonation and pronunciation.Sentence types. Connectors (e.g., if, then, and, because).Verbs: modals.

Being through the Language:

Participate appropriately during oral exchanges.Foster confidence within interpersonal relationships.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 1Week 1

Class 1Lead-inClass introduction

1. Number the pictures in the order you hear them.

2. Label the places in Activity 1 using words from the box.

Reading: Lets Go to Boulder* T introduces his/herself to Ss pointing to his/herself saying: Hello! Im (name), Im (age) and Im (nationality). Then T asks Ss to write their name, age, and nationality and the T points the Ss and elicits the information. 1. T plays the CD and asks for volunteers to describe what they heard and say where they can hear those sounds. After that, Ss open their Student Books to page 8 and look at the pictures, they may describe them aloud. T asks Ss to number the pictures in the correct order and plays the CD again for Ss to check their answers. They can compare with a classmate. 2. T goes over the words in the box with the Ss, and asks them to write the name of the places on the spaces provided using words from the box, and then has students exchange books with a classmate to compare and check their answers. * T asks Ss to open their Readers to page 7 and flick through the pages of Chapter 1 focusing on the pictures. Ss describe what they see. Then T reads aloud paragraph by paragraph asking questions between them to increase Ss interest in the information. Then T tells them to work in pairs in the Comprehension Questions, p.17, and finally checks answers orally. All Ready Student Book 1 p.8

CD Audio track 02

Reader p. 7-17

I know

Reading

Lesson 1Week 1

Class 2I build 3. Listen and circle T for True of F for False.

4. Listen to the conversation and complete the sentences.

5. Match the places to the community service they offer. 3. T asks Ss to open their Student Books to page 8 and look at the picture and tells them that they are going to listen to the conversation between the people in the picture. T plays the CD and asks comprehension questions at different points if needed and then asks Ss to circle T of F as they listen. Then T checks answers orally.4. T asks Ss to look at the picture on page 9 and tells Ss that they are going to listen to the conversation between the people in the picture, plays the CD pausing if necessary and asking comprehension questions at different points. Then T reads the first question aloud and asks Ss to complete the two sentences individually. Finally, T reads the two sentences aloud, having Ss answer altogether. 5. T asks Ss to match the places to the community service they offer and has them to share and compare their answers with a classmate. All Ready Student Book 1 p. 8 & 9CD Audio track 03 & 04

I think

Lesson 1Week 1

Class 36. Read the underlined expressions in each conversation and decide which ones ask for help and which ones offer help or information. 7. Read the conversations in Activity 6 again. Write the offers and requests under the correct heading. 8. Complete the sentences. 6. T asks Ss to open their Student Books to page 10 and look at the first picture, then has them to read the first conversation in silence, explains new vocabulary if necessary and asks questions about the conversation to check comprehension, and then repeats with the other two pictures and conversations. 7. T asks the Ss to work in pairs and to read the conversations in activity 6 again. To distinguish composition of expressions, T asks them to write the underlined expressions under the correct heading, allowing enough time for Ss to do this, and walking around the class, monitoring and helping if necessary. Then T asks for volunteers to come to the board and write the offers and requests on the table. 8. T asks Ss to think about the conversations and complete the sentences on page 11 individually. They have to share and compare their answers with a classmate to foster confidence within interpersonal relationships. All Ready Student Book 1 p. 10 & 11

Lesson 1Week 2Class 4I practice 9. In pairs, decide which expressions come first, second, and at the end of the conversation. Then write the conversation in order. 10. Divide the conversation into opening, body, and closure. 11. Write the services each place provides. 9. Ss open their Student Books to page 11 and get in pairs. Then look at the sentences in activity 9 and decide which expressions come first, second, and at the end of the conversation, and then write the conversation in order on the space provided. T asks for volunteers to act out the conversation and have the rest of the class compare and check their answers. 10. To determine sequence of enunciation and identify structure of dialogue, Ss have to look at the three boxes and notice that conversations have an opening, a body, and closure. Ss have to look back at the conversation in activity 9 and divide the conversation. They need to share and compare their answers with a classmate. 11. T asks Ss to the example to write the services and elicits answers with a classmate and for volunteers to read their answers. All Ready Student Book 1 p. 11

I can 12. In pairs, take turns saying the sentences. Then match the expressions below to make appropriate suggestions. 13. Write the suggestions in activity 12 and add two of your own. 12. T asks Ss to read the sentences in silence and asks them if there are any new words, if so, explains their meaning and models their pronunciation. Then Ss look at the expressions and match them to make appropriate suggestions. Then Ss read the suggestions aloud. They can go to the Glossary on page 156 to clarify the meaning of words. 13. To compose sentences to provide and be provided with information, T has Ss share and compare their answers with another classmate and for volunteers to read aloud the sentences they added. All Ready Student Book 1 p. 12 & 13

Lesson 2 Week 2 Class 5 I know 1. Match the expressions to the person who normally says it. 2. Match the signs to the places where you may see them.3. Listen to the hip hop song about communities while you read along. Then answer the questions. 1. Ss open their Student Book to page 14 and look at the pictures, and then match the expressions to the person who normally says it, after that compare with a partner. 2. Ss look at the pictures in exercise 2 and T asks where they see that kind of signs, then Ss match them with the places. Then Ss compare answers with a partner. 3. T plays the CD and Ss listen to the song, after that, in pairs, answer the questions about the song, some volunteer can read his/her answers aloud. All Ready Student Book 1 p.14 & 15

CD Audio track 05

I build

Lesson 2Week2 Class 6 4. Listen to the conversations and answer the questions. 5. Read these extracts from the conversations in activity 4. Write A for Affirmative sentences. Q for Questions and N for Negative sentences. 6. Read the conversation and label its parts using words from the box. 7. How do you say the sentences in Activity 6 in your own language? 4. T explains Ss that they are going to listen to some conversations and then plays the CD. After that, in pairs, Ss answer the questions about the conversations; they can use the pictures as clues. 5. T encourages Ss to read the extracts form the conversations and reflect if they are affirmative, questions, or negative sentences. Then Ss write A, Q or N on the lines. 6. Ss look at the picture and say what they are doing, and then read the conversation individually, after that they have to label the parts of the conversation and compare with a partner. 7. Finally, Ss have to write on the space given how they say the sentences in the last conversation in Spanish. All Ready Student Book 1 p.16 & 17

CD Audio track 06

I think

Lesson 2 Week 3 Class 78. Read the sentences. What do you notice about the word order?9. Write the sentences in Activity 8 in the correct place in the table. 10. Unscramble the sentences. 8. T asks Ss to open their Student Books to page 18 and read the sentences in the Activity 8 and reflect about the word order. 9. Then Ss write the sentences in the correct place in the table; Ss can work in pairs. 10. T ask Ss to look at the pictures, and then elicits them to unscramble the sentences, Ss can work in groups of tree and compare their answers with other Ss.All Ready Student Book 1 p. 18

I practice

Lesson 2Week 3Class 811. Read the list of community services. Write what you can do there using words from the box. 12. In pairs, choose a community service. Write the expressions you need to start a conversation, find information, and end the conversation. 13. Write your conversation and practice it with a classmate. 11. Ss read the list of community services given. Then they have to write what they can do there, they may use the words given. T elicits volunteers to read aloud their answers, the whole class checks them.12. Ss in pairs need to choose a community service to write expressions to start, find information, and end the conversation; they can use the conversations of the unit as examples. 13. Then Ss write the conversation on the space given and act out with a classmate; they can change roles to practice. All Ready Student Book 1 p. 19

I can

Product 1: Acting-out a dialogue

Week 3 Class 9 I get ready 1. I pairs, choose one of the community services. 2. Work in pairs. Decide what you need from the service that you chose. 3. What materials do you need? Make a list. 1. T explains that they are going to act-out a dialogue as their first product. First, Ss have to choose one of the community services. 2. Then they may work in pairs and plan what they need form the service they chose. 3. After that discuss which materials they can bring next class to help them do a better job. All Ready Student Book 1 p. 20 & 21

I plan

Product 1: Acting-out a dialogue

Week 4Class 10 I do4. Decide which questions to ask. 5. Discuss your possible answers and offer more detail. Here is some useful vocabulary. 6. Write out your dialogue with a proper ending. Follow the example below. 7. Decide roles and turns of participation. 4. T elicits the Ss to continue with their product; they work in pairs again and then decide what questions the need to ask in the conversation. 5. Then they have to discuss the possible answers with details, they may use their dictionaries. 6. After that, Ss write the dialogue with a proper ending. They can look at the examples or use them.7. Finally, they need to decide what role to take and their turn of participation. They must practice several times before the presentation. All Ready Student Book 1 p. 21

All ready to share

8. In pairs, practice the dialogue and act it out in front of your group. 8. T decides place and time of the presentations. Ss, after several practices, may act it out in front of the group. Together, T and Ss, decide which presentation was the best. All Ready Student Book 1 p. 21

Self-TestWeek 4Class 11I learnCheck Very well, well or need help. T explains to Ss that they have to check according to their performance. Ss individually need to reflect and answer the self-assessment. All Ready Student Book 1 p. 21

Formative AssessmentWeek 4Class 12Formative Assessment1. Match the parts of the sentences. 2. Use the phrases in the box to complete the conversations. Where are these people? As partial assessment, Ss have to answer the test. All Ready Student Book 1 p.166

All Ready 1 Lesson Plan Unit 1, Lessons 3 and 4

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Read and understand different types of literary texts of English-speaking countries.Learning Environment: Literary and Ludic Product 2: Big book

Specific Competency: Read classic tales and write a short story based on them

Achievement (s): Uses known comprehension strategies. Recognizes the general meaning from some details. Formulates and answers questions in order to locate specific information. Expresses personal reactions to literary texts, using known oral expressions. Retells events using images. Organizes sentences into a sequence of actions.

CONTENTSKnowing about the Language: Topic, purpose and intended audience.Graphic components.Textual components.Narrative elements.Repertoire of words necessary for this social practice of the language.Verb tenses: past.Verb forms: progressive.Adverbs of time and pronouns.Non-frequent or absent letter groups found in mother tongue (e.g., ee, gh).Differences between British and American variants (e.g., -our/-or, -re/-er).

Doing with the Language:Select and check classic tales.Read and understand the general meaning and main ideas of a classic tale.Speak about and rewrite key events of a classic tale.

Being through the Language:Acknowledge reading as a recreational activity.Understand and appropriately contribute in discussions.Foster respect towards others opinions.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 3Week 5

Class 13I know 1. In pairs, discuss what you remember about the story. 2. Read the extract and circle T for true and F for false. 3. Skim the text to find the general idea of each paragraph. 4. Scan the paragraphs to find the specific information below. 1. Ss open their Student Books to page 22 and look at the picture, then T elicits some volunteers to tell their classmates what they remember about the Story of King Arthur. 2. Ss read the Story and then circle T or F, they can work in pairs, at the end T asks for some volunteer to read the answers aloud, the rest of the group can correct them. For activities 3 and 4, Ss have to skim the text, write on the lines the main ideas of each paragraph, and then scan them to answer the questions. All Ready Student Book 1 p. 22 & 23

I build

I think

Lesson 3Week 5

Class 145. Match the sentences to the elements in narrative and text components. 6. Complete the sentences using words from the box. 7. Write the correct tense after each sentence: past simple, past continuous, or interrupted past. 5. Ss have to reflect about the elements of the narrative and the text components, and then they may match the columns about them. 6. Then T asks Ss to work in pairs or individually and tell them to read the paragraph and then complete the sentences using the words given. 7. T explains the verb tenses on the board and writes some examples, and then Ss say in what tenses the sentences are, after that, T asks Ss to write the correct tense after the sentences given. All Ready Student Book 1 p. 24

Lesson 3Week 5

Class 158. Complete the sentences using words from the box. 9. Number the events from the story in the correct order. 10. Underline the actions in past simple and circle the actions in past continuous. 11. Listen to the story and complete the text using words from the box. 8. T asks Ss to remember when to use each of the verb tenses and elicits some volunteers to write on the board some examples of each, after that, Ss complete the rule using words from the box. 9. Then Ss have to look at the pictures and number the events from the story in the correct order, they can use the story on page 22 and 23 to look for clues. 10. Finally, Ss read the paragraph about King Arthur and underline the actions in past simple and circle the actions in past continuous; they can check their answers with a partner. 11. T plays the CD and Ss listen to the story to complete the text using the words given. Ss can ask the T to play again the track if they need. Then T asks for some volunteers to read the paragraphs to check the answers. All Ready Student Book 1 p. 25 & 26CD Audio track 07

I practice

Lesson 3Week 6Class 16I practice 12. Complete the organizer. 13. Read the table and complete the organizer. 14. Skim and scam the fable again and answer the questions. 12. T asks Ss to open their Student Books to page 26 and ask for some ideas about the story they heard last class. Then T encourages Ss to complete the organizer using the information from the story. 13. Then T elicits from Ss what a fable is. Then Ss read individually the fable on page 26 and complete the organizer about it. 14. Ss need to read the fable again and answer the questions. They may check their answers with a partner. All Ready Student Book 1 p. 26 & 27

I can

Lesson 4 Week 6Class 17I know 1. Check the fairy tales you know. Work in pairs, choose one tale and write what you remember about it. 2. Match the sentences to the pictures. 3. Number the events in the correct order. 1. T asks Ss to remember some of the tales that they read as children, and then Ss open their Student Books to page 28, look at the pictures, and check the fairy tales that they know. Then, in pairs, they choose one tale and write the story on the lines. 2. Then Ss look at the pictures and read the sentences, they have to match them. 3. Ss read the sentences about the last story, and then they have to number the events in the correct order.All Ready Student Book 1 p. 28 & 29

I build

Lesson 4Week 6 Class 18 4. Check the story of The Silkies in Activity 3. Write a cross next to the things you didnt like and a check mark next to the things you liked. 5. Check the story of The Silkies in Activity 4 again and answer the questions. 6. Skim The Silkies again and complete the organizer with the key events from the story in activity 4. 4. T writes on the board like and dont like and asks for some volunteers to write the things that they like and dont like. Then T asks them to open their Student Books to page 29 and put a cross next to the things they didnt like and a check mark next to the things they liked. 5. Then Ss have to read the story of the Silkies again and, in pairs, answer the questions about them. Finally, T asks for some volunteers to read aloud their answers to check them.

All Ready Student Book 1 p. 29 & 30

I think

Lesson 4Week 7Class 19I think7. Match the words to the descriptions. 8. Read The Silkies in Activity 4 again. Write complete sentences about the events you liked or didnt like from the story using words from the box. 9. Write the sentences under the correct heading. 10. Circle the correct option.7. T asks Ss to open their Student Books to page 30 and asks for some volunteers to comment about the story of the Silkies in Activity 4. Then Ss individually have to match the words to the descriptions. 8. Then the Ss complete the table about likes and dislikes, using complete sentences and the words from the box. 9. Ss write the correct sentences under the cause or effect using the phrases from the box. 10. Finally, Ss read the sentences and decide the correct option to complete them; they have to circle them. All Ready Student Book 1 p. 30 & 31

I practice

Lesson 4 Week 7Class 20I can 11. Read the story and write the correct tense of the verb in each parenthesis. 12. In pairs, complete the paragraphs according to the events in the story. 13. Answer the questions about the story in Activity 11.14. Complete the organizer with information from the story in Activity 11. 15. In pairs, rewrite the story of The City Mouse and the Country Mouse. Write a different ending to the story. 11. Ss read the story and write the correct tense of the verb in each parenthesis. Then T asks for volunteers to read aloud some sentences to check answers. 12. Ss work in pairs to complete the paragraphs, according to the events in the story. After that, Ss exchange books with another pair of Ss to check answers. 13. Ss individually read the story in Activity 11 and answer the questions about it. Afterwards, T asks some Ss to read a question and its answer aloud, and the rest of the Ss correct their work. 14. T explains what an organizer is. Then elicits some examples of cause and consequences. Subsequently, Ss complete the organizer individually with the information about the story of the City Mouse and the Country Mouse.15. Finally, Ss work in pairs to rewrite the story of the City Mouse and the Country Mouse but writing a different ending to the story. All Ready Student Book 1 p. 32 & 33

Product 2Week 7Class 21I get ready 1. Work in pairs. Choose a story or classic tale you like. 2. Decide on the important events of the story. 3. Decide how many pages you will use for your book.4. What materials do you need? Make a list. 5. Complete the organizer on page 176 in the worksheets section with the text components and key events of the story you chose. 1. T elicits some definitions of broadsheet book and tells Ss that they are going to make one. First T asks Ss to work in pairs and choose a story or classic tale they like.2. Ss must decide on the important events they remember from the story and write sentences using past tense. 3 & 4. Ss decide the number of pages and what materials they are going to need for the broadsheet book. 5. Using the organizer on page 176, Ss write the title, subtitle, main character(s), other characters, setting, events in order, climax or turning point, and conclusion of the story they chose.

All Ready Student Book 1 p. 34 & 35

I plan

I do

Product 2 Week 8Class 22 I do6. Compose and arrange sentences based on the key events. Try to include these elements. 7. Write your sentences on the pages of the broadsheet book and illustrate them. 8. Put the pages of the broadsheet book together. Design a cover for your book with the names of the authors. 9. In pairs, take turns reading the broadsheet out loud to practice pronunciation; change your speed and intonation to make your story more interesting. 10. Find a primary group to read your book to and donate it to them when you finish. 6. T asks Ss to open their Student Books to page 34 and draw their attention to the sticky notes, explains that they have to compose the sentences for their books based on the key events they included in Activity 5, and that they should try to include the information on the sticky notes with them to make sure they understand all the possible information that can be included in their stories. 7. T asks Ss to write the sentences they composed in Activity 6 on the corresponding pages of their books and to illustrate each of the pages in their broadsheet book. Guide each of them to choose different sentences to write and illustrate. 8. Ask Ss to design a cover for their book that includes the title of their story, their names as authors, and an illustration. Allow time for them to do this. Once they finish, ask them to put the pages of their books together. 9. Draw Ss attention to the useful expressions chart and encourage them to use some of these expressions to present their story to the class. Ask Ss to take turns reading their story. 10. Have each pair of Ss select a primary group to read their book to, and help them arrange a reading session for this group. All Ready Student Book 1 p. 35

I learn All ready to share

Self-test Week 8 Class 23 I learnCheck the I learn box. Ask Ss what they can do now that they couldnt do at the beginning of the learning environment. Have them answer the I learn box. Explain that its purpose is to asses their performance while making the product, in order to improve weaknesses and reinforce strengths during the process. All Ready Student Book 1 p. 35

Product 2Week 8 Class 24 Formal assessment1. Read the text and then use the words in the box to complete the story. 2. Read the text and write the correct tense of the verbs in parentheses. Ask Ss to answer the test individually. All Ready Student Book 1 p. 167

All Ready 1 Lesson Plan Unit 2, Lessons 1 and 2

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Understand and write instructions.Learning Environment: Formation and AcademicProduct 1: Instruction manual to learn how to use a bilingual dictionary.

Specific Competency: Write instructions to use a bilingual dictionary.Achievement (s): Locates and reads the definitions of words both in English and Spanish. Understands the use of upper case letters, lower case letters and abbreviations in a dictionary. Completes and writes sentences in order to organize them into a sequence, from a model. Removes and/or addsInformation to edit an instructions manual.

CONTENTSKnowing about the Language: Textual organization patterns: listings.Typographic signs.Arabic and roman numbers.Abbreviations.Articles, nouns, adverbs, adjectives and pronouns.Connectors. Verb forms: imperative.Upper and lower case letters.Punctuation.

Doing with the Language:Select and check bilingual dictionaries.Understand the use of the textual components in bilingual dictionaries.Write instructions.Edit instructions.

Being through the Language:Show curiosity and interest in searching and obtaining information. Favor cooperation and integration in school work.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 1Week 9

Class 25I know 1. Answer the questions. * Reading 1. T asks Ss to open their Student Books to page 38. To select bilingual dictionaries, T directs Ss attention to the pictures and asks them questions encouraging speaking about it. * T asks Ss to open their Readers to page 33. After that, T has them read the title and flip through the text. Ss have to predict the text. Then T reads out loud with proper intonation and asks Ss to follow along silently. The Ss can summarize the main ideas of the text. Finally, Ss must complete the comprehension questions on page 43; first they answer the six questions about the text and then work in pairs to discuss the three questions.All Ready Student Book 1 p. 38

Reading

Lesson 1Week 9

Class 26I build 2. Look at the book pages and answer the questions. 3. Read the two dictionary pages in Activity 2. Choose the best option. 2. T asks Ss to open their Student Books to page 38, points at the first picture, and asks what type of book it is, and does the same with the next picture. Next, Ss describe each of the two pages. T asks Ss to go over the book pages, write a list of textual and graphic components, and has Ss to look at the book pages to answer the questions, checking answers with the class by asking different Ss to read their answers out loud. 3. With this activity, Ss will recognize graphic and text components, as well as recognize the number of entries. Ss open their Student Books to page 39. T asks the Ss to read the statements, they have to look in their dictionaries, or check in their Readers. Then T has Ss compare their answers with a partner. All Ready Student Book 1 p. 38 & 39

I think

Lesson 1Week 9

Class 274. Read these dictionary entries and answer the questions. 5. Read the dictionary page and complete the table. 6. Complete the list of dictionary components with words from the box. 7. Match the parts of speech to their definitions. 4. T asks Ss to open their Student Books to page 40. Ss have to work individually, T points to the first dictionary entry and has them describe it, eliciting answers from different students. To complete this activity, Ss may analyze the dictionary entries before and also check their Readers to clarify any doubt. Finally, T tells some volunteers to read the answers to the class and correct any mistakes. 5. Ss have to open their dictionaries, they have to find the page with the numbers, symbols, and abbreviations. T explains the importance of this page to understand information from the dictionary. Then T points to the dictionary page on the Student Books, interprets the different parts of the page, and completes the table. 6. Ss have to read the words and T asks them where they can find these types of words, eliciting some answers, and has them complete the activity. T can check the answers by asking the whole class to read the sentences out loud. 7. T writes a sentence on the board and asks some volunteers to underline the noun, verb, adjective, adverb, pronoun, and conjunction, and then asks Ss the definition of each part of speech. T clarifies any doubts. Then T asks Ss to open their Student Books to page 42 and has them match the parts of speech with the definitions. T checks answers with the class by asking to read the definitions out loud. All Ready Student Book 1 p. 40-42

Lesson 1Week 10

Class 28I practice

8. Label the parts of the dictionary entry with the words in the box. 9. Read the dictionary entries and find the information. 10. Read the newspaper article. Find the meanings of the underlined words in the entries in activity 9 and complete the table. *Reader. T asks Ss to open their Readers to page 36, starts by reading aloud with proper inflection and intonation the information about entries. 8. T goes over the words in the box with the Ss. Have them explain what those words mean. To identify entries and subentries, have them label the parts of the dictionary entry with the words in the box. Read the answers and have them correct any mistakes. 9. T asks Ss to open their Student Books to page 43 and calls the Ss attention to the words on the entries. To locate words in English and in their native language in a dictionary, T asks Ss to complete the activity by reading the entries. 10. T calls Ss attention to the picture and has them say what type of text it is, asks them to mention some characteristics of newspapers, and then asks them to complete the table. Ss can compare their translations with a partner and read out loud the parts of speech to confirm their answers. Reader p.36-42

All Ready Student Book 1 p. 42-43

I can

Lesson 2 Week 10

Class 29I know 1. Where would you find these instructions? 2. Read the manuals and choose a heading for each from the box. 3. Read the manuals in activity 2 again and circle the best option. 1. T ask Ss to open their Student Books to page 44. Have Ss look at the different texts and ask them what they have in common. Go over the sentences with the Ss and ask them in what situations they would hear these instructions. Have them discuss their answers with a partner. 2. T ask Ss to read the first text. Have them underline the connectors mark a sequence. Ask them to read the text individually and then elicit the main ideas and key words. 3. To establish the number of instructions or steps, have Ss read the texts in Activity 2 again and circle the best option. All Ready Student Book 1 p. 44 & 45

I build

I think

Lesson 2 Week 10

Class 304. Underline the imperative verb in each sentence. 5. Read the manuals in Activity 2 again. Underline all the connectors and circle all the imperative verbs. 6. Classify the imperatives from the text in Activity 4 in the table. 7. Complete the table with phrases from the box. 8. Circle the best option. 4. T explains to Ss that you can use the imperative form to give an order, to give a warning, an advice, an instruction, or to make a request. Ask Ss to open their Student Books to page 46. Ask them to complete the activity. Allow them to compare their answers with a partner. To check the answers, have some Ss write the verbs on the board. 5. T asks Ss to open their Readers to page 41. Ss read the texts in Activity 2 to recognize the imperative verbs and the connectors. Ask them to underline all the connectors and circle all the imperative verbs. 6. Have Ss complete each phrase to form a sentence. Ask Ss to identify all the imperative verbs and to classify them in affirmative and negative. 7. T goes over the phrases with Ss and has them complete the table. To check answers, T asks Ss to correct any mistakes. 8. Ask Ss to read the title and to tell you what the activity is about. Tell them they have to complete the activity by choosing the best option. Go around the classroom and give help where necessary. All Ready Student Book 1 p.46 & 47

Lesson 2Week 11

Class 31I practice 9. Number the instructions in order. 10. Write a connector or phrase from the box in front of each instruction in Activity 9.11. Compare your answers with a classmate. 9. T asks Ss to open their Student Books to page 48. To have Ss order the sentences in a logical sequence, go over the sentences with them. Have Ss complete the first one together. 10. T goes over the connectors in the box with your Ss. Have them go over the instructions from activity 9 and write a connector or phase in the appropriate place. 11. T has Ss work in pairs to check their answers. Then T has some volunteers to write the answers on the board. All Ready Student Book 1 p. 48

Lesson 2 Week 11

Class 32I can 12. Use this dictionary excerpt to complete the translation of the phrase. 13. Compare your answers with a classmate. 14. Write the steps you followed to look up the word gear in Activity 12. 12. Ask Ss to open their Student Books to page 49. Tell Ss they have to complete the activity by looking up the phrase in the dictionary. Go around and give help if necessary. 13. Have Ss work in pairs to compare their answers from activity 12. Monitor. Have some volunteers write the answers on the board. 14. Ask Ss to write the steps they followed individually. Have them edit their instructions. Monitor and help them to edit the instructions. Then have students rewrite their instructions. All Ready Student Book 1 p. 49

Product 1Week 11

Class 33 I get ready 1. What dictionary do you use for English class? 2. It is useful? Why or why not?1. Ss answer the question on page 50 individually. 2. Have Ss discuss the questions in their groups. Find out your students opinions by asking a speaker from each group to share their answers with the rest of the class. All Ready Student Book 1 p. 50

I plan 3. Work in groups of five. 4. Distribute in your group the actions to make the instruction manual. 5. What materials do you need? Make a list. 3. Divide the class into groups of five students. Explain to Ss that they are going to work on their first product of this unit: an instruction manual on how to use a Bilingual Dictionary. 4. Tell Ss that they have to discuss and decide on the actions they have to perform to make the instruction manual. Explain to Ss that they have to open their Readers to check some information about bilingual dictionaries. 5. Ask Ss to make a list of materials they need. Go around the class and make sure everybody participates in the activity. All Ready Student Book 1 p. 50

Product 1 Week 12

Class 34I do 6. Draw the dictionary pages on a white sheet of paper. 7. Copy the entries into the correct dictionary pages. Use alphabetical order. 8. Choose two entries from Activity 7, one English-Spanish and the other Spanish-English. Write them on a white sheet of paper. 9. Draw lines to the different parts of the entry and label them. 10. Make a list of important symbols and abbreviations in a bilingual dictionary and write it down on a different sheet of paper. 11. Write the instructions to find translations and meanings in the correct order in your manual. 12. Re-read to revise punctuation and spelling. 13. Remove and/or add information to improve the text. 14. Take all the sheets of paper and staple them to make the manual. 6. Have Ss work in their groups from previous class. Ask Ss to open their Student Books to page 50. Ask them to revise the different actions they will follow to write the instruction manual. Explain to Ss that they have to draw the dictionary pages on a white sheet of paper. Tell them that they can open their bilingual dictionaries. Have them include both sections. Walk around the classroom and give help where necessary. 7. Explain to Ss that now they have to copy the entries into the correct pages. Remind them that it has to be the same way as in a dictionary: in alphabetical order. 8. Ask Ss to look at the dictionary entries in Activity 7. Have them choose an entry from the English-Spanish section and another from the Spanish-English section. Then ask Ss to write the entries on a white sheet of paper. 9. Ask Ss to choose one of the entries and label it with its parts: entry, part of speech, translation, pronunciation, etc. Have Ss do the same with the other entry. 10. Ask Ss to write the useful symbols and abbreviation on a separate sheet of paper for them to consult. 11. Ask to read different instructions from previous activities and the Reader chapter. Help them to summarize their own version of the instructions on how to find a translation. Monitor and check their dictionary pages. 12. Remind them that when they finish, they have to check the punctuation and spelling of their summaries. 13. Have some students read their instructions out loud to the rest of the class and ask other Ss to recommend improvements. 14. Finally, have Ss take all sheets of paper and staple them to make the manual. Make sure the entire group have finished their manuals. All Ready Student Book 1 p. 50 & 51

All ready to share 15. Display your manual for others to read.15. Ask the different groups to display their manuals in the classroom. Then have the different groups read their manuals out loud. Finally, vote for the best manual. All Ready Student Book 1 p. 51

Self-test Week 12

Class 35 I learn Check the I learn box. Ask Ss what they can do now that they couldnt do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. All Ready Student Book 1 p. 51

Formal assessmentWeek 12

Class 36 1. Look at the dictionary entries and complete the parts of speech. 2. Number the instructions in order. Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress. All Ready Student Book 1 p. 168

All Ready 1 Lesson Plan Unit 2, Lessons 3 and 4

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Interpret and express information published in diverse mediaLearning Environment: Familiar and CommunityProduct 2: Plenary

Specific Competency: Exchange opinions regarding the contents of a radio programAchievement (s): Identifies words used to link ideas. Detects speech register. Writes expressions to produce opinions. Answers questions to express opinions or points of view about the contents of an oral text. Expands main ideas in an oral exchange.

CONTENTSKnowing about the Language: Form of communication. Structure of radio programs.Speech registers.Speaking turns.Repertoire of words necessary for this social practice of the language.Connectors.Verbs: modals.Syntactic differences between British and American varieties: possessive constructions (e.g., Have you got a notebook?, Do you have a notebook?).Syntactic particularities of the English language: absence of relative pronoun.

Doing with the Language:Understand the general meaning and main ideas: Predict the general meaning. Differentiate parts of a radio program. Recognize sentences and expressions used by presenter and/or other participants. Identify the use of words to connect ideas. Determine the relationship between sound effects and contents. Detect speech register. Distinguish behavior adopted by speakers to support meaning construction. Write sentences used by the presenter and/or the participants. Define sequence of statements. Exchange opinions regarding the contents: Answer questions to express opinions. Structure, write and read opinions. Formulate questions about the content of a program. Include relevant details and interesting information in an opinion. Determine tone and intonation of sentences. Establish rules and turns of participation for an exchange of opinions. Begin an exchange. Use expressions and linguistic resources to ask for details and explanations.

Being through the Language:Recognize the influence of media in everyday life.Foster respect and attention towards the opinions of others.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 3Week 13

Class 37I know Reading 1. Answer these questions.1. Divide the class in groups of three. Ask Ss to open their Student Books to page 52. Go over the questions with them. Ask your Ss to take turns asking and answering the questions. Go around and listen to some of the students answers. Then have Ss join another group to compare their answers. Find out the students preferences. All Ready Student Book 1 p. 52 Reader p. 50-51

Lesson 3 Week 13

Class 38I build 2. Listen to a radio program and match the questions to the answers. 3. Listen again and circle T for True or F for False. 4. Underline the correct completion for each sentence.5. Read the programs scripts and check the answers in Activity 1. 2. Ask Ss to open their Student Books to page 52. To establish subject matter and intended audience, go over the questions with the students. Play the CD and have students match the columns. Check the activity with the class. 3. Ask Ss to open their Readers to pages 50-55 and ask them to mention the different parts of the program. To distinguish behaviors adopted by speakers to support meaning construction and speech register, ask Ss some questions about it and elicit answers from the whole group. Ask Ss to open their Student Books to page 52. Play the CD and have SS circle the correct option. 4. Ask Ss questions about the radio program. Elicit answers from different Ss. Have Ss open their Student Books to page 53, read the questions, and choose the correct option. 5. Have them read the programs script to check the answers to Activities 1-4. All Ready Student Book 1 p. 52 & 53CD Audio track 08

Lesson 3 Week 13

Class 39I think 6. Read the excerpt from another radio program. Circle the best option. 7. Work in pairs. Explain to your classmate how you chose your answers. 8. Listen to the radio program and answer the questions. 9. Complete the table by comparing characteristics of the two radio programs. 10. Check the characteristics that make a radio program interesting for teenagers in each pair of sentences. 6. Ask Ss to open their Student Book to page 53. Have them read the text in Activity 5 and underline the words that the host uses to welcome his guests. Have them also say how many participants take part in the program. Have Ss circle the best option. 7. Divide the class in pairs. Ask Ss to take turns to explain to their partners why they chose their answers. 8. Tell your Ss that they are going to listen to a radio program. Ask them to read the questions first. Then play the CD for Ss to answer the questions. Check answers with the class. 9. Tell Ss that you are going to play the CD to listen to the radio program from the previous activity. Play the CD again and have Ss to complete the table. Have some Ss write the answers on the board. 10. Have Ss read the sentences. To promote self-reflection, have Ss answer the activity individually. Check answers with the class. All Ready Student Book 1 p. 54 & 55CD Audio track 09

Lesson 3Week 14

Class 40I practice 11. Read the scripts and find at least one example of each of the expressions. 12. Complete these sentences with words from the box. 11. Ask Ss to open their Student Books to page 56. Have them read the scripts and ask them questions about them. Go over the scripts to identify words used to connect ideas and have Ss underline them. Ask Ss to complete the activity. 12. To identify words used to connect ideas, go over the words from the box with your Ss. Have them complete the sentences with these words. All Ready Student Book 1 p. 56

I think 13. Listen to another radio program and answer the questions. 14. Listen again and circle the best option. 15. Complete the sentences with the words in the box. 13. Have Ss read the questions. Tell your Ss that they are going to listen to a new radio program. Ask them to take notes in their notebooks while they listen. Play the CD for Ss to answer the questions. You may have to play the CD more than once.14. Have Ss read the statements. Play the CD from the previous activity again and have them confirm their guesses. Have the class read the answers out loud. 15. Go over the words with Ss and make sure they understand them. Elicit one example with each of the words on the board and have Ss complete the sentences. All Ready Student Book 1 p. 57CD Audio track 10

Lesson 4Week 14

Class 41I know 1. Discuss the question. 1. Write on the board: Ads. Ask Ss what the word means and where we can find ads. Elicit answers from different Ss. Divide the class into groups of five and ask Ss to open their Student Books to page 58. Have Ss discuss the questions in their groups and give reasons for their answers. Then have a speaker from each group share their answers with the rest of the class. All Ready Student Book 1 p. 58

I build2. Listen to the radio program and complete the evaluation form. 3. Listen again and answer the questions. 2. Have Ss read the questions and make sure they understand them. Pay special attention to some features. Play the CD and have Ss answer the questions. Then ask Ss to form groups of three and have them compare their answers. Finally, have different groups read their answers. 3. Have Ss read the questions. Tell them they are going to listen to the same program again, and they are going to answer the questions. Then have Ss to compare their answers with a partner. All Ready Student Book 1 p. 58CD Audio track 09

Lesson 4Week 14

Class 42I think4. Read these sentences and underline the word in each that gives a suggestion or advice. 5. Read the sentences in Activity 4 and answer the questions. 6. Listen to the people giving opinions about a radio program. Circle P for Positive opinion and N for Negative opinion. 7. Work in pairs. Take turns reading the opinions in Activity 6 using the appropriate intonation. 8. Complete the sentences with positive or negative. 4. Ask Ss to open their Student Books to page 59 and have them read the sentences. Ask them to continue in the same way. Refer them to the Glossary on page 159. Then have Ss to complete the activity. 5. Ask Ss to go over the sentences from Activity 4 and analyze them. Have Ss write the sentences on the board according to their degree. 6. Go over the instructions in this activity with the Ss. Have them read the sentences and ask them to go to their Glossary at the back of the book if they have any vocabulary questions. Play the CD. Have your Ss pay attention to the way people talk in the audio. Play the recording again for Ss to complete the activity. 7. Have Ss work in pairs. Explain to your Ss that they have to read the opinions in Activity 6 out loud to a partner. 8. Call Ss attention to the box and have them complete the ideas. Tell them that they can use their dictionaries to check the meanings of words they dont know. Ask two Ss randomly to read the answers. All Ready Student Book 1 p. 59 & 60CD Audio track 11

Lesson 4 Week 15

Class 43I practice 9. Match the questions to the answers. 10. Write the words in the box in the correct columns in the table. 11. Complete the conversation with the appropriate words and phrases from the table in Activity 10.9. Divide the class into pairs and let Ss ask the questions to their partners. Have Ss open their Student Books to page 60. Have them match the questions to the answers. 10. Go over the words in the box with your Ss. Explain that they have to complete the table with these words. Tell them that they have to read the different sentences from left to right and give them plenty of time to complete the activity. 11. Have Ss read the dialogue. Tell them that they have to complete it with words from the box in activity 10. Check answers with the class by writing the missing words on the board. All Ready Student Book 1 p. 60 & 61

Lesson 4 Week 15

Class 44I can 12. Complete the organizer with the main characteristics of a radio program. 13. Listen to the radio program and complete the table. 14. Complete the sentences with your own opinions of the program in Activity 13.15. Write your own opinions of Teens Ask. 16. In groups of five discuss your opinions. When you finish, present a conclusion to the rest of the class. 12. Ask Ss to open their Student Books to page 62. Have Ss to complete the organizer of a radio program. Explain if they do not remember the name of the main features. 13. Play the CD once and ask them to write the words or ideas on the board. Ask Ss to read the instructions of the activity. Play the CD a second time and let Ss complete the table. Tell them to use the words and ideas on the board if necessary. 14. To compose and write opinions to support their oral production, including relevant details and interesting information in an opinion, have Ss complete the sentences with their own opinions of the program. 15. Ask Ss to open their Student Books to page 184 and look at track 10. Have them read the audio and go through the previous activities to gather information to write. 16. Divide the class in groups of five. Ask Ss to share their opinions about the program they have just listened to and establish the rules of participation for an exchange of opinion. All Ready Student Book 1 p. 62 & 63CD Audio track 10

Product 2 Week 15

Class 45I get ready 1. Think of two or three radio programs that you know and complete the form.2. Decide on the duration of the plenary. 3. Work in groups. Choose one program for everyone to listen to. 4. Establish the turns and the duration of each participation. 5. What materials do you need? Make a list.6. After you listen to the program, complete the organizer on page 177 in the Worksheets section.

1. Ask Ss to open their Ss Book to page 64. Explain that they are going to participate in a plenary about radio programs, and ask them to decide about what programs they will be talking about. Tell them they have to choose two or three different programs and fill out a table. Let them complete the table individually. 2. Divide the class into groups of four or five. Tell Ss that first they have to complete the information they included in their tables from the previous stage and then they have to decide on the duration of the plenary. 3. Tell Ss they have to choose one program from the table in Activity 1 for everyone to listen. Remind them that they should complete their table with as much information as possible. 4. After all the groups have decided on the duration of the plenary, have Ss establish the turns and the duration of each participation. 5. Now that Ss know how the plenary will go, they should consider the materials they will need to use. Have them make a list of materials. 6. Ss discuss about the program they listened to. Have them complete the organizer on page 177. Monitor and make sure the different teams have completed the organizer. All Ready Student Book 1 p. 64

I plan

I do

Product 2Week 16

Class 46 I do 7. In your group, practice and check your opinions. Correct any errors in your sentences.8. Discuss the programs in a plenary. Follow the procedure below. 9. Pay attention to the interventions of others and ask questions to obtain further information. 7. Have Ss open their Student Book to page 65. Ask them to write their opinions about the program on a different piece of paper. They have written or given their opinions in different activities throughout the unit. Then ask your Ss to correct any mistakes and to rewrite their sentences. Revise that the sentences are understandable. 8. Go over the procedure with Ss. Ask them to establish the rules and turns for the exchange of opinions. 9. Tell them that everybody has to pay attention to their classmates interventions and ask questions to clarify or obtain more information. Foster respect and attention towards the opinions of others. All Ready Student Book 1 p. 65

All ready to share

Self-testWeek 16

Class 47 I learn Check the I learn box. Ask Ss what they can do now that they couldnt do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. All Ready Student Book 1 p. 65

Week 16Class 48Formal assessment1. Complete the table with the expressions in the box. 2. Match the columns. Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.All Ready Student Book 1 p. 169

All Ready 1 Lesson Plan Unit 3, Lessons 1 and 2

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Participate in language games to work with specific linguistic aspects.Learning Environment: Literary and LudicProduct 1: Forecast

Specific Competency: Participate in language games to recognize and comprehend future tense in forecastsAchievement (s): Recognizes future verb forms within sentences. Classifies sentences by the types of future verb form found in them. Compares sentences that express future situations to ones which express past and/or present situations. Formulates and answers questions in order to understand forecasts.

CONTENTSKnowing about the Language: Verb tenses: present, past, future (will, shall, be + going to).Sentence types.Non-frequent or absent letter groups found in mother tongue. (e.g., sh, ll).Conventional writing of words.Punctuation: apostrophe.

Doing with the Language:Check written forecast examples. Identify situations in which forecasts are made. Recognize topic, purpose and intended audience. Distinguish graphic and text components. Understand characteristics of the future tense. Listen to the reading of forecasts containing verb forms in future tense. Identify sentences that express future situations and conditions, and their composition. Classify sentences according to the future verb form. Complete sentences with words used in future situations and conditions. Compare sentences that express future situations to those that express past and/or present situations. Answer questions formulated to create forecasts based on current situations. Write sentences that express future tenses, in order to make a forecast. Write words that express future tense. Write questions about future situations. Complete sentences with the future verb form. Arrange sentences in a sequence. Write down sentences to make a forecast about a real or fictitious situation.

Being through the Language:Promote feedback among classmates. Show a good attitude to auto-evaluate possibilities and capacities.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 1Week 17

Class 49I know 1. Have you played these games? 2. What are your favorite types of games? 3. Read the extract and answer the questions. 1. Ask Ss to open their Student Books to page 68. Encourage them to predict first what they think the lesson will be about. Briefly discuss each of the games addressing the basic rules for each game and who plays them. 2. To use language as a means to promote recreational activities, discuss the differences between board games, video games, card games, word games, guessing games, playground games, etc. and elicit more examples from Ss. Invite volunteers to share the names of their favorite games with the class. 3. Divide Ss into small groups of four or five, and ask them to take turns reading the extract and answering the questions on page 69. All Ready Student Book 1 p. 68Reader p. 59- 68

I build

Lesson 1 Week 17

Class 50I think 4. Read the sentences and classify them in the organizer. 5. Read the sentences and underline the one that makes a prediction about the future. 6. Listen to this extract from an interview about video games and match the persons predictions about the future. 7. Look at the sentences in Activity 6 and answer the question. 8. Complete the rules. 4. Instruct Ss to open their Student Books to page 69. Read each of the statements out loud to the class. To identify sentences that express future situations and conditions, and their composition, ask Ss to work with a partner to classify them according to whether they are past, present, or future. Monitor and check. 5. Ask Ss to repeat the same process from Activity 4 to identify the tense of each statement by analyzing the context of each one. 6. Play the interview for the Ss and ask them to match the predictions according to what they hear on the recording. 7. Ss look at the sentences in Activity 6 and answer the question.8. Tell Ss to work in pairs and encourage them to use the information they discovered in the previous activities to answer correctly. Check answers as a class. All Ready Student Book 1 p. 69 & 70CD Audio track 12

Lesson 1 Week 17

Class 51I practice 9. Complete the text using the correct tense of the verbs. 10. Write the sentences in the correct order. 11. Listen again to the interview and complete it. 12. Write three predictions about the future of video games. 13. Work in pairs. Discuss the predictions in activity 12 and add three more. 9. Ask Ss to open their Student Books to page 71. Ss complete the text using the correct tense of the verbs.10. Instruct Ss to unscramble the words to write sentences about the future of gaming. They should be able to arrange the sentences sequence to express future situations. Have them work independently and check answers with a partner. 11. Ask Ss to listen to the interview and complete the missing information. Monitor and check. 12. Ss write three sentences from the interview on the previous page to express future tense. 13. Divide Ss into pairs. Then Ss compare predictions and discuss three more possible advances or changes in gaming with their partners. Ss then add their new predictions to their existing list. Monitor and provide individual help. All Ready Student Book 1 p. 71 - 73CD Audio track 12

I can

Lesson 1 Week 18

Class 52I can14. Work with another pair and share your predictions about the future of video games. 15. In groups, make a poster about the future of video games. 14. Tell pairs to join another pair to discuss their predictions. Propose several questions for the new groups to consider. Monitor group discussions. 15. Ask Ss to open their Student Books to page 73. Have Ss work in groups of four. Tell them to refer back to the components written on the board to guide them through the creation process. Ss should present their posters to their classmates at the end of the class and give an informal explanation of their poster. All Ready Student Book 1 p. 73

Lesson 2Week 18

Class 53I know 1. Do you read your horoscope? Do you believe that horoscopes can predict the future? Why or why not? 2. What is your sign? 3. What other things can you make predictions about?4. Read this text and answer the questions. 1 & 2. Ss discuss the questions with the entire class. 3. Instruct Ss to look at the two pictures on page 74 of the Student Books and identify them as a cloudy day or a sunny day. 4. Elicit whether the article is from a textbook, a newspaper, or a magazine. Ask Ss to read the tips again silently and then elicit the things that can be observed. Have Ss go over the article again, circle the things that can help people predict the weather, and then underline the words that talk about weather. Monitor and check. All Ready Student Book 1 p. 74

I build

I think

Lesson 2 Week 18

Class 545. Write two things that you will be able to tell your friends after reading the text in Activity 4.6. Now listen to the weather forecast and circle T for True or F for False. 7. Read these sentences. What do you notice? 8. Write the correct sentence form Activity 7 under each picture. 5. Ss read the article in Activity 4 again quickly and decide which two predictions they will share with their friends. 6. Before playing the recording, ask Ss to read the three statements in the activity. Instruct them to listen to the forecast and to mark the answers in their Student Books. 7. Ss should be able to see that the first sentence uses the auxiliary verb will while the second sentence uses is going to. 8. Now ask Ss to work with a partner to identify which sentence from Activity 7 best describes the first photo and which sentence best describes the second photo. Check answers together. All Ready Student Book 1 p. 75CD Audio track 13

I practice

Lesson 2Week 19

Class 55I practice9. Look at the Activity 4 and classify the underlined expressions. 10. Complete the rules. 11. Match the sentences to their meanings. 12. Match the two parts of the conversations. 9. To classify sentences according to the future verb form, ask Ss to open their Student Books to page 76. Instruct them to work with a partner to classify the underlined expressions from Activity 4 into the most appropriate category. Monitor and check answers as a class. 10. Tell Ss to use their answers from the previous activity to discover the general rule used for future expressions. 11. Now instruct Ss to use the rule from the previous exercise to match the two sentences in this activity to their meanings. 12. Ask Ss to work in groups of three. They should identify the subject of each sentence to help them match the appropriate response. All Ready Student Book 1 p. 76 & 77

I can

Lesson 2Week 19

Class 5613. Read this text and complete the weather on the table. 14. Use the words in Activity 13 to complete the organizer. 15. Read this two-day weather forecast and complete it with the correct symbols. 16. Write a two-day weather forecast for the place you live in or a place you know. 17. Write an e-mail to a friend describing the two-day weather forecast. 13. To distinguish graphic and text components, instruct them to work with a partner to fill in the table with symbols to indicate the weather predicted. 14. Working as a class, Ss should complete the organizer using complete sentences. 15. Instruct Ss to work individually to draw the appropriate symbol next to each days forecast. 16. Have Ss complete the table about the local weather for the next two days. 17. Ss work autonomously to compose an e-mail to a friend describing the forecast from the previous activity. Design several scenarios as a class to provide the context of the e-mail.

All Ready Student Book 1 p. 77-79

Product 1 Week 19

Class 57I get ready 1. Match the situations in the present with those in the past. 2. Work in groups of three. Select a subject to write about. 3. Make a list of the information you will include in the present setting. 4. Brainstorm what the future setting will be like. 5. What materials will you need? Make a list. 1. First Ss individually match the situations in the present with those in the past.2. Then Ss work in groups of three and select a subject to write about. 3. Ss now work in their groups to make a list of the information they will include in their setting. 4. Ss should use their list from Activity 3 to create a column titled The Present on the left side of the paper. They should use the right side of the paper to make a second column titled The Future. 5. It is time for Ss to make a preliminary plan for creating their forecast. They must prepare a list of materials. All Ready Student Book 1 p. 80 & 81

I plan

Product 1 Week 20

Class 58I do 6. Write a description of the current situation. 7. Write your forecast about the future. 8. Work with another group. Read your forecast aloud. 9. Place your forecast in a visible place in the classroom. 6. Tell Ss to open their Student Books to page 81. Students write a description of the current situation using the list from Activity 4. 7. After Ss write their descriptions of the current situation they must rewrite it using future tenses. 8. Students switch forecasts with another group and perform peer edits. 9. The forecast should be displayed in a prominent place in the classroom to make the display visually appealing. All Ready Student Book 1 p. 81

All ready to share

Self-testWeek 20

Class 59I learn Check the I learn box. Ask Ss what they can do now that they couldnt do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. All Ready Student Book 1 p. 81

Product 1 Week 20

Class 60Formal assessment1. Complete the predictions about the future of books. 2. Complete the sentences with will or going to.Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.All Ready Student Book 1 p. 170

All Ready 1 Lesson Plan Unit 3, Lessons 3 and 4

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Read and rewrite informative texts from a particular field.Environment: Academic and educationalProduct 2: Charts of human body systems.

Specific Competency: Write notes to describe the components of different human body systems in a chart.Achievement (s): Answers questions in order to give a description. Structures and writes sentences. Organize terms and descriptions into a table. Writes sentences in order to write notes. Verifies spelling conventions in order to edit notes.

CONTENTSKnowing about the Language: Graphic and textual components.Text organization patterns.Repertoire of words necessary for this social practice of the language.Verb tense: simple present. Determiners: demonstratives. Nouns: with/without determiner, compound, countable/uncountable.Verb forms: passive, past participle.Adjectives: comparative and superlative.Punctuation.

Doing with the Language:Select and check charts of human body systems. Examine distribution of graphic and text components. Recognize text organization. Reflect on the use of images and/or illustrations. Identify topic, purpose and intended audience. Understand information from reading out loud. Recognize description of components. Identify new words. Point out information. Answer questions to describe components. Identify the graphic resources used to link components and descriptions. Write notes to describe a chart. Complete sentences in order to describe components. Organize terms and descriptions on a table. Rewrite simple sentences about descriptions. Determine the number of descriptions necessary in relation to images. Choose graphic resources in order to link the text to images. Structure and write sentences.

Edit charts, with the teachers guidance. Check punctuation and spelling conventions. Mark and clarify doubts. Add or remove information to improve a text. Adjust language in accordance to intended audience and purpose. Write final version.

Being through the Language:Take the proper decisions to favor ones self and ones surroundings.Reflect and act on ones own and others physical well-being.Promote respect and collaboration at work.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 3Week 21

Class 61I know 1. What parts of the body or body systems are these diagrams? 2. What other parts of the body or systems do you know? 3. Listen to the conversation and put a cross under the body part that is not described. 1. Tell Ss to open their Student Books to page 82. Ask them to identify the organs and systems shown in the pictures and discuss what the purpose of each organ is. 2. Ask Ss to work in groups of three and brainstorm other organs and systems. 3. Ss will listen to Myslim explaining parts of the body to Pepe. As they should pay special attention to the body parts that are mentioned so that they can identify the body parts. All Ready Student Book 1 p. 82Reader p. 72-81

I build

Lesson 3 Week 21

Class 62 I think 4. Listen to Myslim and circle T for True or F for False. 5. Which part of the body would you like to visit? 6. Look at the diagram and complete the parts of the digestive system.7. Read the texts and write the parts of the body on the note pad. 8. Read the paragraphs in Activity 7 and answer the questions. 9. Complete the sentences. 4. Ss take turns reading the four statements in the activity. Play the recording and tell Ss to circle the correct answer. 5. Ask Ss to write down the part of the body that they would most like to visit.6. Invite Ss to look at the diagram and complete the parts of the digestive system. 7. Ss read the texts and write the parts of the body on the note pad. 8. Elicit Ss to read the paragraphs in the last activity to answer the questions. 9. Ss look at the sentences and complete them using the information from the previous activity. All Ready Student Book 1 p. 83 & 84CD Audio track 14 & 15

Lesson 3 Week 21

Class 63 10. Underline the verbs in each sentence. Then answer the questions. 11. Complete the rules. 12. Complete the information with a, an, or the. 13. Circle the correct option. Then label the diagrams on page 178 in the worksheets section. 14. Label the diagrams. Then complete the text below with information from Activity 13. 10. Have Ss open their Student Books to page 85. Have Ss underline the verb in each of the sentences. After Ss identify the verbs, answer each of the three questions as a class. 11. Elicit what the present tense is used for: facts and routines. Based on what the Ss saw in the last activity, they should have enough information to complete the rules as a class. 12. Ask Ss to work individually to read the information and fill in the missing words. 13. Have Ss to read the sentences silently; elicit the body part each sentences is about. Then instruct Ss to work with a partner to choose the correct verb form in each sentence. Then have Ss turn to page 178 in the Worksheets section, and label the diagrams in pairs. Monitor and check. 14. Have Ss work in pairs and label the diagrams. Then have them look back at Activity 3 and complete the missing information. Monitor and check. All Ready Student Book 1 p. 85 & 86

I practice

Lesson 3 Week 22

Class 64 I can 15. Read the statements and circle T for True or F for False. 16. Complete this organizer with information about one of the body systems in Activity 14.17. Make notes about the body system in Activity 16. 18. Find classmate that made notes about another body system and share your information. 15. Tell Ss to open their Student Books to page 87. They have to read the statements and say if the sentences are true or false. 16. Have Ss choose a body system in Activity 14 and individually complete the organizer. 17. To complete sentences in order to describe components, instruct Ss to select information from the Student Book and the Reader. 18. Tell Ss to stand up and walk around to find a classmate that made notes about another body system and share your information.All Ready Student Book 1 p. 87

Lesson 4Week 22

Class 65I know 1. Name the parts of the body you know.2. In pairs, label the diagram. How many words did you remember? 3. Read Pepes textbook. Then match the sentences on page 90.1. Tell Ss to write as many parts as they can in five minutes. When they have finished, brainstorm their ideas and write them on the board. 2. Ask Ss to label the diagram individually, when they have finished, ask them to work in pairs and compare their answers. 3. Ask Ss to open their Readers to page 76-77 and elicit whether it is a narrative or informative text. Then have Ss open their Student Books to page 89. Have Ss write the names of the bones/parts of the body next to the numbers on the board. All Ready Student Book 1 p. 88 & 89readers p.76-77

I build

Lesson 4 Week 22

Class 66I think 4. Read the text in Activity 3 and answer the questions. 5. Read the text again and find the information. 6. Read the examples and match them to the correct sentence. 7. Circle the correct option. 8. Match the description to the pictures. 4. Tell Ss to silently read the extract from Pepes textbook again. Ask Ss to explain the parts of the body positions and to write their answers and opinions in their Student Books. 5. Ask Ss to work individually to answer the questions in activity 3. Encourage Ss to answer in complete sentences. 6. Elicit Ss to read the examples and match them to the correct sentence. 7. Using the information from the previous activity, Ss should be able to complete the rule individually or with a partner. 8. Have Ss match the descriptions to the pictures individually. Check answers as a class. All Ready Student Book 1 p. 90 & 91

I practice

Lesson 4 Week 23

Class 67I practice9. Group the parts of the body. 10. Label the parts of the body. 11. Match the sentence halves. Then complete them using the parts of the body in Activity 10.12. Read the notes. Write the complete sentences. 9. Instruct Ss to open their Student Books to page 92. Have Ss work in pairs and classify the words into two groups. Monitor and check. 10. Nominate individual Ss to identify each diagram. Have Ss work in pairs to complete the labels. 11. Now instruct Ss to use the information from the previous activity to complete the sentences. Check answers as a class. 12. Have Ss work in pairs and do a quick review of past tenses and past participles. Have them work in pairs and complete the sentences from the notes. Monitor and check. All Ready Student Book 1 p. 92 & 93

Lesson 4Week 23

Class 68I can 13. Listen to Myslim talk about the skeletal system and take notes about the spine and the muscles. 14. Listen again to Myslim and label the diagram of the skeletal system. 15. Add information about another body system. 16. Work in groups. Complete the information. 13. To rewrite simple sentences about descriptions in a conventional manner, have Ss listen and take notes; pause the CD if necessary. Ask them to get together in pairs and compare their notes. 14. To choose graphic resources in order to link the text and images, Ss listen again and label the chart of the skeletal system. 15. Ss add information about another body system. 16. Pairs work together to complete information about their body system, writing complete sentences about the labeled diagram. All Ready Student Book 1 p. 93CD Audio track 16

Product 2Week 23

Class 69I get ready 1. Write the system of the body and two parts of the body. 1. Instruct Ss to open their Student Books to page 94 and write the name of the system of the body and the parts of the body. All Ready Student Book 1 p. 94

I plan 2. Work in groups. Select a system in the human body. 3. Search for information from different sources. 4. Make a list of the information you will include. 5. What materials will you need? Make a list. 2. Tell Ss to work in groups of three and have them to select one of the systems. 3. Tell Ss that they will have to search for information from different sources. 4. Elicits Ss to make a list of the information they will include. 5. Ss decide the materials they are going to need to present this product. All Ready Student Book 1 p. 94 & 95

Product 2 Week 24

Class 70I do 6. Select a chart to illustrate the information about the body system. 7. Write notes to explain the information in the chart. 6. To select a chart to organize the information, have Ss select an appropriate chart, examine the distribution of the labels on the chart, and label the different parts of the body. 7. To write notes to explain the components of the chart and use graphic resources, Ss should write notes to clarify information about the part of the body they selected. All Ready Student Book 1 p. 95

All ready to share 8. Display your chart for the class to read. 8. When teams have finished creating their charts, they should be shared with the rest of the class and displayed in a prominent place in the classroom. All Ready Student Book 1 p. 95

Self-test Week 24

Class 71I learn Check the I learn box. Ask Ss what they can do now that they couldnt do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. All Ready Student Book 1 p. 95

Week 24

Class 72Formal assessment1. Look at the sentences and circle the correct words. 2. Use the words to write complete sentences. Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.All Ready Student Book 1 p. 171

All Ready 1 Lesson Plan Unit 4, Lessons 1 and 2

School:

Grade: 1stGroup:

Teacher:

Week Dates:

Social Practice of the Language: Understand and Produce oral exchanges related to leisure situationsLearning Environment: Familiar and communityProduct 1: Interview

Specific Competency: Exchange likes and dislikes in a dialogue.Achievement (s): Recognizes the speakers and listeners behavior that supports the construction of meaning. Requests clarifications. Writes sentences. Formulates questions to clarify doubts. Anticipates the general meaning to start a dialogue.

CONTENTSKnowing about the Language: Context clues.Speech registers.Topic, purpose and intended audience.Structure of dialogues: opening, body and closure.Acoustic features. Sentence types.Repertoire of words necessary for this social practice of the language.Connectors.Question tags.Syntactic particularities of the English language: sentences using like, stranded prepositions (e.g., The man I talked to).Syntactic differences between British and American varieties: collective nouns concordance.

Doing with the Language:Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal communication. Identify topic, purpose and intended audience. Recognize situations in which likes and dislikes are shared. Identify leisure activities by name. Understand the general meaning and main ideas in a dialogue. Anticipate the general meaning. Identify and compare forms for expressing likes and dislikes. Establish sequence of statements. Identify words used to link ideas. Recognize behavior adopted by speakers to clarify and confirm comprehension. Identify speech register.Express likes and dislikes in a dialogue. Write sentences. Organize sentences in a sequence. Include details in main ideas. Express points of view in favor and against. Use linguistic resources to confirm comprehension. Use non-verbal language. Recognize the appropriate time to interrupt a speaker. Practice and follow rhythm, speed and pronunciation. Start a dialogue to express likes and dislikes about leisure activities.

Being through the Language:Use language to Exchange common interests. Promote interpersonal relationships.

Lesson/ Week/ClassLesson StagesActivitiesProceduresNotes& Materials

Lesson 1Week 24

Class 73I know 1. What are these texts? What are they used for?

1. Have Ss open their Student Books to page 98. Ask Ss to identify the topic of the reading and who they believe in the intended audience is. Try to elicit as much vocabulary as you can from the Ss. *Reader: Teenagers are the Future of the World. All Ready Student Book 1 p. 98Reader p. 85-94

Lesson 1 Week 24

Class 74I build 2. Listen to the conversation and number the following sentences in the order you hear them. 3. Listen again and write the name on the quiz. Circle T for True or F for False. 4. Listen one more time and write the expressions used to confirm that the person understands. 5. Read the sentences and circle the words that follow the verbs. What do these words have in common? What is different? 6. Look at these sentences and answer the questions. 2. Have Ss listen to the conversation and number the following sentences in the order you hear them.3. Tell Ss to listen again, write the name on the quiz, and then circle T for True or F for False. 4. Tell Ss to listen one more time and write the expressions used to confirm that the person understands. 5. Have Ss read the sentences and circle the words that follow the verbs. What do these words have in common? What is different? 6. Ss look at these sentences and answer the questions.

All Ready Student Book 1 p. 98 & 99CD Audio track 17

I think

Lesson 1 Week 24

Class 757. Underline the question that requires a Yes or No answer. Circle the question that requires you to give information. 8. Look at these sentences and answer the questions. 9. Complete the sentences. 10. Listen and check the personality quiz for Ben. 11. Complete Sissys personality quiz results with and or but. 12. Complete the conversation. 7. Asks Ss to go to page 100 and underline the question that requires a Yes or No answer, and then circle the question that requires you to give information. 8. Read the questions and ask Ss to answer them by looking at the sentences.9. Have Ss to read the first sentence and elicit the answer from the class. 10. Tell Ss to complete Sissys personality quiz results with and or but.11. Then ask them to complete Sissys personality quiz results with and or but on their own, and later to check answers with the person next to them. 12. Follow up the previous activity by asking Ss if they share Sissys likes and dislikes. Have different volunteers come to the front to complete the text with the information they heard in the last activity. All Ready Student Book 1 p. 100 & 101CD Audio track 18

I practice

Lesson 1 Week 25

Class 76I can 13. Take the quiz. Check all the activities you like and find out which category fits you best. 14. Write a short paragraph about you based on your quiz results. Use Bens paragraph as a model. 15. Work in groups and discuss your likes and dislikes according to the quiz in Activity 13. Ask follow up questions. 13. Explain that they will take the quiz and that they should check all the activities they like. Ss take the quiz, check all the activities they like, and find out which category fits those best. 14. Ask a student to read out loud Bens paragraph. Ss write a short paragraph about them based on their quiz results, they can use Bens paragraph as a model.15. Ask Ss to work in groups and discuss their likes and dislikes according to the quiz in Activity 13. Ask follow up questions.All Ready Student Book 1 p. 102 & 103

Lesson 2Week 25

Class 77I know 1. Who are these celebrities? What do they do? What do you think they like doing in their free time?2. Listen to the conversations and match the hobbies to the celebrity.3. Listen again and write the first sentences used to start each conversation. 4. Label the parts of the conversation with words from the box. 5. Look at the sentences and underline the reason given in each sentence. Then circle the word that comes before the reason. 1. Ask Ss to open their Student Books to page 104. Give them time to look at the page. Ask them to answer the questions. 2. Ask Ss to pair up with the person sitting next to them. Then direct Sss attention to the three boxes in the book. Play the CD. Tell them to listen to the conversation and then match the columns. 3. Ss Listen again and write the first sentences used to start each conversation.4. To get Ss to understand the structure of enunciation, ask Ss to read the conversation silently. Then explain the activity so Ss can label the conversation on their own. 5. Have Ss look at the sentences and underline the reason given in each sentence. Then circle the word that comes before the reason.All Ready Student Book 1 p. 104 & 105CD Audio track 19

I build

I think

Lesson 2 Week 25

Class 786. Look at the questions. Circle the open question. Underline the question tag. 7. Complete the following sentences. 8. Listen to the conversation and complete the sentences. 9. Circle the opening and the closing in the conversation in Activity 8. 10. Role play the conversation with a partner. 6. Ask Ss to open their Student Books to page 106 and look at the questions to circle the open question. After that underline the question tag.7. Give Ss to fill in the gaps on their own. Then have them check their answers with the persons next to them. 8. Ask Ss if they recognize the girl in the picture. Elicit what the listening might be about. Help Ss anticipate the central sense of a conversation from known words and expressions. Play the CD and fill in the blanks in pairs. 9. Ss have to circle the opening and the closing in the conversation in Activity 8.10. Divide Ss into pairs to role play the conversation.All Ready Student Book 1 p. 106 & 107CD Audio track 20

I practice

Lesson 2Week 26

Class 79I practice11. Match the following columns. 12. Unscramble the questions. 13. Complete the following questions with questions tags. 14. Complete the sentences with information about you. 11. Ask Ss to open their Student Books to page 108. Ask a volunteer to read the items out loud, and then a different volunteer continues to read the column on the right. Have Ss to match the two columns in pairs. 12. To get Ss to practice questions tags, ask Ss to look at the word in the scrambled sentences. Write their opinions on the board, and then ask Ss to unscramble the questions. 13. Ask a student to read the instructions and have Ss do the activity in pairs. Check the answer and ask a student directly.14. Give Ss a few minutes to complete the sentences individually, and then share their answers. All Ready Student Book 1 p. 108 & 109

Lesson 2 Week 26

Class 80I can15. Choose a celebrity and write about his or her hobbies and free time. Explain why you like that celebrity. 16. Talk about your favorite celebrity with your partner. Use follow up questions and question tags. 15. Ask Ss to open their Student Books to page 109. Ss have to choose a celebrity and write about his or her hobbies and free time. Explain why you like that celebrity.16. Then, in groups, Ss talk about their favorite celebrity with their partners. Use follow up questions and question tags.All Ready Student Book 1 p. 109

Product 1 Week 26

Class 81I get ready 1. Check the activities you like doing in your free time.2. Work in pairs. Decide on a topic for your interview. 3. Decide the time, place, and duration of the interview. 4. What materials do you need? Make a list. 5. Compose the interview questions and answers about likes and dislikes (include follow up questions and question tags). 6. Check the questions and answers for expelling and grammar. 7. Decide who will be the interviewer and who will be the interviewee. 1. Ask Ss to open their Student Books to page 110. Have them look at the pictures and check the activities they like doing in their free time.2. Ss work in pairs and they have to decide on a topic for your interview. 3. Together decide the time, place, and duration of the interview. 4. Ss make a list of what materials they are going to need. 5. Compose the interview questions and answers about likes and dislikes (include follow up questions and question tags). 6. Check the questions and answers for spelling and grammar. 7. Deci