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SUBJECT: ENGLISH UNIT: I SESSIONS: 2 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE ACTIONS GRADE:

3rd THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: ASKING FOR AND GIVING PERSONAL INFORMATION. STRATEGIC COMPETENCE:STUDENTS CAN PAUSE WHERE INDICATED BY PUNCTUATION WHEN READING ALOUD. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

ASK AND GIVE INFORMATION ABOUT PAST MEMORIES.

BEGINNING: BRAINSTORM. ASK: HOW DO YOU ASK FOR AND GIVE PERSONAL INFORMATION? WHAT`S YOUR NAME?, HOW OLD ARE YOU?, WHERE DO YOU LIVE?, WHERE ARE YOU FROM?, WHAT IS YOUR FAVORITE HOBBY? DEVELOPMENT:  LISTEN TO THE CD AND COMPLETE THE CHART.  COMPLETE THE FACT FILE.  WORK IN PAIRS AND COMPLETE THE FACT FILE FOR YOUR PARTNER. BEGINNING: BRAINSTORM. ASK: WHAT ARE THE DIFFERENCES BETWEEN A FORMAL AND INFORMAL LETTER? DEVELOPMENT:  READ THE LETTER AND MATCH THE SENTENCES.  NUMBER THE PARAGRAPHS CLOSING:  WRITE A SIMILAR LETTER ABOUT THEIRSELF. INCLUDE: NAME, AGE, FAVORITE MUSIC, FAMILY, PETS, HOBBIES AND FAVORITE SCHOOL SUBJECT.

THE STUDENTS REFLECT ON TEXT PROCESS AND WRITE AN INFORMAL LETTER(PORTFOLIO).

SUBJECT: ENGLISH UNIT: I SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: TALKING ABOUT VACATIONS YOUR MOST RECENT VACATION. STRATEGIC COMPETENCE:STUDENTS CAN PREPARE FOR WRITING A TEXT BY WRITING INDIVIDUAL SENTENCES, THEN CORRECTING THEM AND FINALLY JOINING THEM INTO A PARAGRAPH. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. CARDBOARD ASSESSMENT

TALK ABOUT RECENT EVENTS IN THE PAST.

BEGINNING: BRAINSTORM. ASK: WHERE DID YOU GO ON YOUR LAST VACATION? WRITE: PLACES TO GO ON VACATION DEVELOPMENT:  READ A POSTCARD AND ANSWER.  REFLECT ON LANGUAGE.  ON THEIR NOTEBOOK WRITE ABOUT THEIR MOST RECENT VACATION  WORK IN GROUPS OF 3 AND TALK ABOUT THE PLACE. BEGINNING: BRAINSTORM. TOURNAMENT OF VERBS IN PAST DEVELOPMENT:  READ THE VERBS FROM THE BOX AND COMPLETE A POSTCARD.  REFLECT ON LANGUAGE ABOUT THE SPELLING OF THE ACION WORDS.  WRITE A POSTCARD TO YOUR FRIEND. CLOSING:  EXCHANGE THE POSTCARD, CORRECT AND GIVE THEM BACK. REWRITE THE POSTCARDS.

THE STUDENTS WRITE A POSTCARD ABOUT EVENTS IN THE PAST (PORTFOLIO).

SUBJECT: ENGLISH UNIT: I SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING PAST EVENTS. STRATEGIC COMPETENCE:STUDENTS CAN CHECK THE SPELLING OF UNFAMILIAR WORDS IN THE DICTIONARY. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. CARDBOARD ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO LAST WEEK? DEVELOPMENT:  READ THEIR DIARIES ABOUT LAST WEEK AND UNDERLINE ALL THE ACTIVITIES THEY DID.  REFLECT ON LANGUAGE: READ AND ANSWER THE QUESTIONS.  ON THEIR NOTEBOOK WRITE A DIARY ENTRY ABOUT LAST WEEK.  EXCHANGE THE DIARY ENTRY WITH A PARTNER, CORRECT THE WORK AND GIVE IT BACK. REWRITE THE DIARY ENTRY. BEGINNING: BRAINSTORM. WRITE: FASHION AND ASK: WHAT DO YOU KNOW ABOUT FASHION? DEVELOPMENT:  READ THE MAGAZINE ARTICLE AND COMPLETE WITH THE VERBS IN PAST TENSE.  REFLECT ON LANGUAGE ABOUT THE ACTION WORDS.  LOOK AT THE INFORMATION AND ORGANIZE IN PARAGRAPHS . CLOSING:  WRITE A MAGAZINE ARTICLE ABOUT A FAMOUS PERSON. EXCHANGE IT WITH A PARTNER. CORRECT AND GIVE IT BACK AND REWRITE IT.

THE STUDENTS WRITE A MAGAZINE ARTICLE ABOUT A FAMOUS PERSON (PORTFOLIO).

SUBJECT: ENGLISH UNIT: I SESSIONS: 8 AND 9 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: TALKING ABOUT AND DESCRIBING PERSONAL EXPERIENCIES IN THE PAST. STRATEGIC COMPETENCE: STUDENTS CAN BEGIN A CONVERSATION APPROPRIATELY. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. CARDBOARD ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO LAST WEEKEND? DEVELOPMENT:  COMPLETE THE TELEPHONE CONVERSATION.  REFLECT ON LANGUAGE: UNDERLINE THE PARTS THAT EXPRESS A NEGATIVE FACT ABOUT THE PAST.  STRATEGIC COMPETENCE: WHO BEGINS THE CONVERSATION?  READ THE ACTIVITIES AND CHECK THEM IF YOU DID ON THE WEEKEND AND CROSS THEM IF YOU DIDN T DO.  WORK IN PAIRS. SIT BACK TO BACK AND PHONE YOUR PARTNER TO TELL HIM / HER WHAT YOU DID OR DIDN T DO LAST WEEKEND.  CD-ROM CONCENTRATION ACTIVITY.  READ THE TEXT JACK WROTE ABOUT NICOLE AND COMPLETE THE TABLE.  CORRECT THE FOLLOWING STATEMENTS IN YOUR NOTEBOOK.  REFLECT ON LANGUAGE: CIRCLE THE CORRECT OPTION.  WORK IN PAIRS. COMPARE YOUR SENTENCES ABOUT NICOLE. CLOSING:  WRITE THREE AFFIRMATIVE AND THREE NEGATIVE SENTENCES ABOUT YOUR LIFE WHEN YOU WERE A CHILD AND READ THEM TO A CLASSMATE. COMPARE YOUR SENTENCES.

CONVERSTATION.

SUBJECT: ENGLISH UNIT: I SESSIONS: 9 AND 10 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: ASKING ABOUT PAST EVENTS. STRATEGIC COMPETENCE: STUDENTS CAN ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: DID YOU GO TO THE MOVIES LAST SATURDAY? DEVELOPMENT:  LISTEN TO DANIEL AND NICOLE TALKING ABOUT WHAT THEY DID IN CALGARY.  LISTEN AGAIN TO DANIEL AND NICOLE AND UNDERLINE THE CORRECT ANSWER.  REFLECT ON LANGUAGE: WHAT WORD DO WE USE TO MAKE QUESTIONS IN THE PAST AND TO GIVE SHORT ANSWERS?  CHECK WHAT YOU DID LAST SATURDAY.  FIND CLASSMATES WHO DID THE SAME THINGS AS YOU. THE STUDENTS STAND UP AND FORM 2 LINES. THEY HAVE A CONVERSATION ABOUT WHAT THEY DID LAST SUNDAY.  LOOK AT THE PICTURES AND MATCH THEM WITH THE SENTENCES. THEN LISTEN AND CHECK.  REFLECT ON LANGUAGE: DOES THE VERB USED IN THE QUESTION KEEP THE SAME FORM WHEN IT IS USED IN THE ANSWER?  IN PAIRS. ASK THE QUESTIONS ABOUT THE STORY.  IN THE NOTEBOOK. THEY WRITE A FUNNY STORY. CLOSING:  WRITE THREE AFFIRMATIVE AND THREE NEGATIVE SENTENCES ABOUT YOUR LIFE WHEN YOU WERE A CHILD AND READ THEM TO A CLASSMATE. COMPARE YOUR SENTENCES.

THE STUDENTS ASK THEIR CLASSMATES QUESTIONS ABOUT THEIR STORIES (CONVERSTATION).

SUBJECT: ENGLISH UNIT: I SESSIONS: 11 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE ACTIONS GRADE: 3rd THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: ASKING ABOUT AND DESCRIBING PAST EXPERIENCIES AND EVENTS. STRATEGIC COMPETENCE:.STUDENTS ADJUST PACE ACCORDING TO PUNCTUATION MARKS WHEN READING ALOUD / SILENTLY. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO TO PROTECT OUR PLANET? DEVELOPMENT:  LISTEN TO LAURA INTERVIEW FOR THE DISCOVER AND LEARN PROGRAM AND CHOOSE THE CORRECT ANWER.  REFLECT ON LANGUAGE: WHAT WORD, APART FROM THE QUESTION WORD, DO WE NEED TO ASK A QUESTION IN PAST TENSE?  MATCH THE QUESTIONS TO THE ANSWERS. THEN LISTEN AGAIN AND CHECK. CLOSING:  WRITE THE QUESTIONS YOU WANT TO ASK A PERSON WHO CONTRIBUTED TO YOUR TOWN?  WHAT IS A TREE-SITTER? IT IS A PROTESTER WHO SITS IN A TREE, ON A SMALL PLATFORM BUILT TO PROTECT IT FROM BEING CUT DOWN. IT IS A FORM OF ENVIRONMENTALIST CIVIL DISOBEDIENCE.

THE STUDENTS ASK THEIR CLASSMATES QUESTIONS ABOUT THAT PERSON (INTERVIEW).

SUBJECT: ENGLISH UNIT: I SESSIONS: 12 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE ACTIONS GRADE: 3rd THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: ASKING ABOUT AND DESCRIBING PAST EXPERIENCIES AND EVENTS. STRATEGIC COMPETENCE:.STUDENTS ADJUST PACE ACCORDING TO PUNCTUATION MARKS WHEN READING ALOUD / SILENTLY. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: DO YOU KNOW ANY PERSON WHO PROTECTS THE ENVIRONMENT? DEVELOPMENT:  READ THE ENCYCLOPEDIA ENTRY AND COMPLETE THE FIRST PART OF THE TIMELINE OF EVENTS IN MARIE CURIE S LIFE.  LOOK AT THE NOTES ABOUT WHAT HAPPENED AFTER MARIE CURIE MOVED TO PARIS. IN YOUR NOTEBOOK, WRITE THE SECON PART OF MARIE S BIOGRAPHY AND COMPLETE THE TIMELINE. CLOSING:  PORTFOLIO: READ YOUR ENCYCLOPEDIA ENTRY TO A PARTNER AND TOGETHER MAKE THE NECESSARY CORRECTIONS. WRITE A FINAL VERSION.  WHAT IS RADIOACTIVITY? IT IS THE SPONTANEOUS DISINTEGRATION OF ATOMIC NUCLEI. THE NUCLEUS EMITS PARTICLES, B PARTICLES, OR ELECTROMAGNETIC RAYS DURING THIS PROCESS.

PORTFOLIO.

SUBJECT: ENGLISH UNIT: I SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: REPORTING PAST EVENTS. STRATEGIC COMPETENCE:.STUDENTS CAN LOOK UP UNFAMILIAR WORDS IN A DICTIONARY TO FIND THEIR MEANING. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. DICTIONARY. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO YESTERDAY? BOARD: WRITE YESTERDAY, THE STUDENTS SAY THE ACTIVITIES THEY DID THE DAY BEFORE TODAY AND WRITE THE VERBS AND IDEAS . DEVELOPMENT:  READ DANIEL S E-MAIL AND NUMBER THE PICTURES IN THE ORDER THEY HAPPENED.  REFLECT ON LANGUAGE: WHICH WORDS INDICATE SEQUENCE?  IN YOUR NOTEBOOK WRITE THE ACTIVITIES YOU DID IN THE ORDER THEY HAPPENED. CLOSING:  PORTFOLIO: USE YOUR NOTES AND WRITE AN E-MAIL TO A FRIEND TELLING HIM / HER ABOUT YOUR SPECIAL DAY.  HOMEWORK: WHAT IS AN IMAX THEATER? IMAX IS A MOTION PICTURE FILM FORMAT AND PROJECTION STANDARD CREATED BY THE CANADIAN IMAX CORPORATION. 3D IMAGES. BEGINNING: BRAINSTORM. THE STUDENTS COMPARE THEIR RESEARCH ACTIVITY. ASK: WHAT IS AN IMAX THEATER? BOARD: WRITE LAST NIGHT, THE STUDENTS SAY THE ACTIVITIES THEY DID THE NIGHT BEFORE TODAY AND WRITE THE VERBS AND IDEAS. DEVELOPMENT:  LISTEN AND COMPLETE THE CONVERSATION.  REFLECT ON LANGUAGE: DID IS USED AS: A) A MAIN VERB.

THE STUDENTS ASK THEIR CLASSMATES ABOUT THE THINGS THEY DID OR DIDN T DO LAST WEEK (CONVERSTATION). PORTFOLIO.

TO PRESENT FACTUAL AND RELEVANT INFORMATION ABOUT AN IMPORTANT EVENT OR SERIES OF EVENTS THAT CHANGED THE COMMUNITY.

B) AN AUXILIARY VERB.  MAKE A LIST OF THE DIFFERENT SCHOOL WORK AND HOUSE CHORES YOU HAD TO DO LAST WEEK. CLOSING:  CONVERSATION: IN PAIRS. TALK ABOUT THEIR NOTES AND ASK EACH OTHER ABOUT THE THINGS THEY DID OR DIDN T DO LAST WEEK. MY PROYECT: 1 PREPARATION: IN GROUP, DISCUSS ABOUT YOUR COMMUNITY. WHY WERE THEY IMPORTANT AND HOW DID THEY CHANGE YOUR COMMUNITY? 2 FORMAT: IN GROUP, DECIDE HOW YOU WANT TO PRESENT YOUR PROYECT. 3 SOURCES: CHOOSE YOUR SOURCES. WHERE CAN THEY LOOK FOR INFORMATION? 4 COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM TO DO THEM.

SUBJECT: ENGLISH UNIT: I SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: TALKING ABOUT PAST EVENTS. STRATEGIC COMPETENCE:.STUDENTS ADJUST PACE ACCORDING TO PUNCTUATION MARKS WHEN READING ALOUD / SILENTLY. A TABLE OF CONTENTS TALK ABOUT RECENT EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO TWO DAYS AGO? DEVELOPMENT:  LISTEN AND MATCH THE KIDS WITH THE ACTIVITIES THEY DID IN MONTREAL.  REFLECT ON LANGUAGE: WHAT WORD HELPS YOU UNDERSTAND HOW FAR BACK IN THE PAST SOMETHING HAPPENED? AGO.  THINK ABOUT DIFFERENT THINGS YOU DID IN THE PAST WHEN YOU WERE ON VACATION OR VISITED ANOTHER PLACE .  STRATEGIC COMPETENCE: YOU CAN SELF-CORRECT PRONUNCIATION IF YOUR CLASSMATES DON T UNDERSTAND YOU WHEN YOU SPEAK. CLOSING:  PORTFOLIO: IN GROUPS OF THREE. USE YOUR NOTES TO TALK ABOUT YOUR PAST EXPERIENCIES WHEN YOU VISITED ANOTHER PLACE OR ON YOUR LAST VACATION.  LEARN TO LEARN VOCABULARY, P. 47, EX. 1. BEGINNING: BRAINSTORM. ASK: HAVE YOU PARTICIPATED IN A COMMUNITY PROYECT? WHAT KIND OF PROYECT IT WAS? WHAT WAS YOUR PARTICIPATION? HOW DID YOU FEEL? DEVELOPMENT:  READ THE SCHOOL NEWSPAPER ARTICLE AND UNDERLINE THE

THE STUDENTS ASK THEIR CLASSMATES QUESTIONS ABOUT THEIR PAST EXPERIENCES (CONVERSTATION). PORTFOLIO.

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TIME EXPRESSIONS THAT HELP YOU KNOW WHEN THE DIFFERENT EVENTS IN THE STORY HAPPENED.  READ THE NEWSPAPER ARTICLE AGAIN AND WRITE SENTENCES ABOUT THE PICTURES. COMPARE. CLOSING:  PORTFOLIO: IN PAIRS. WRITE A SHORT ARTICLE ABOUT YOUR PROJECT AND PUT IT ON THE WALL FOR YOUR CLASSMATES TO READ.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: NARRATING EVENTS IN THE PAST. STRATEGIC COMPETENCE:.STUDENTS ADJUST PACE ACCORDING TO PUNCTUATION MARKS WHEN READING ALOUD / SILENTLY. A TABLE OF CONTENTS NARRATING EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER. ASSESSMENT

BIGINNING: BRAINSTORM. ASK: DID YOU KNOW ANY INTERESTING ANECDOTES ABOUT ANIMAL HEROES?  READ THE NEWSPAPER EXTRACT AND CHOOSE AN APPROPRIATE TITLE.  LISTEN AND NUMBER THE INTERVIEW EXTRACTS IN THE ORDER YOU HEAR THEM.  READ THE NEWSPAPER CUTTINGS AGAIN AND CIRCLE THE PEOPLE MENTIONED IN THE PICTURE.  REFLECT ON LANGUAGE:  LOOK AT THE PICTURES AND MATCH THEM WITH THE SENTENCES. THEN LISTEN AND CHECK.  REFLECT ON LANGUAGE:  INTERNET PROYECT: Binti Jua is the hero of the Brookfield Zoo in
Chicago, Illinois. The 8-year-old western lowland gorilla rescued a 3-year-old child who climbed a railing and fell 18 feet into the zoo's exhibit. Zoo officials responded immediately, but it was Binti who got to the unconscious boy first and carried him to an area where the humans could attend to him. Her own 17-month-old baby, Koola, clutched her back throughout the incident.

THE STUDENTS ASK THEIR CLASSMATES QUESTIONS ABOUT THEIR STORIES (CONVERSTATION).

CLOSING:   WHAT IS THE DIFFERENCE BETWEEN A GRIZZLY BEAR AND A BLACK BEAR? Grizzly bears vary from blonde to black in colour. They are most commonly medium to dark brown. 12

The long guard hairs often have a lighter tip, giving the bears their 'grizzled' appearance. In profile, the grizzly bear has a distinct shoulder hump. Black bears exhibit great variation in colour, ranging fro m black to light blonde. Many black bears have a light patch on the chest. The snout is usually light in colour, even in black bears . Black bears lack the shoulder hump of the grizzly.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: ASKING ABOUT AND DESCRIBING INTERRUPTED EVENTS IN THE PAST. STRATEGIC COMPETENCE: STUDENTS CAN PARAPHRASE WHEN THEY RETELL A STORY. A TABLE OF CONTENTS NARRATING EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS
The aviation pioneers known as the Wright Brothers made history with the first flight in 1903.

BIGINNING: BRAINSTORM. ASK: WHAT WERE YOU DOING THE LAST TIME THERE WAS A BLACKOUT?  READ THE CHAT ROOM CONVERSTATION AND UNDERLINE THE FOLLOWING.  REFLECT ON LANGUAGE: WAS YOUR COUSIN LORI WATCHING TV, TOO? WHICH SENTENCE MENTIONS AN EVENT THAT WAS IN PROGRESS WHEN ANOTHER EVENT INTERRUPTED? WHAT S THE DIFFERENCE BETWEEN THE TWO PARTS OF THE SENTENCE?  WORK IN PAIRS. LOOK AT THE PICTURE AND ASK ABOUT WHAT THE SHELTONS WERE DOING WHEN THE LIGHTS WENT OUT.  IN THEIR NOTEBOOK, WRITE WHAT YOU AND YOUR FAMILY WERE DOING THE LAST TIME THE LIGHTS WENT OUT WHERE YOU LIVE. CLOSING:  PORTFOLIO: POSTER. ILLUSTRATE THE EXERCISE 3, PAGE 38 ON A PIECE OF CARDBOARD. BIGINNING: BRAINSTORM. ASK: WHAT WERE YOU DOING THE LAST TIME THERE WAS A RAIN FALL, A STORM, A FLOOD, OR A BLACKOUT?  NUMBER THE PICTURES IN THE ORDER YOU THINK THE EVENTS OCURRED.  COMPLETE THIS NEWSPAPER REPORT ABOUT THE RESCUE USING THE APPROPRIATE FORM OF THE ACTION WORDS IN

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER.

ASSESSMENT

PORTFOLIO.

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PARENTHESES.  IN PAIRS. TAKE TURNS CLOSING YOUR BOOKS AND RETELLING THE STORY.  STRATEGIC COMPETENCE: YOU CAN PARAPHRASE WHEN YOU RETELL A STORY. CLOSING:  HOMEWORK: LOOK FOR A FAMOUS INVENTOR OR AN INVENTION AND WRITE SOME INFORMATION ABOUT IT.  CD-ROM: MATCHING ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 47, EX. 2.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 21 AND 22 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: TALKING AND READING ABOUT ACCIDENTAL DISCOVERIES. STRATEGIC COMPETENCE: STUDENTS CAN PARAPHRASE WHEN THEY RETELL A STORY. A TABLE OF CONTENTS NARRATING EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS
The aviation pioneers known as the Wright Brothers made history with the first flight in 1903.

BIGINNING: BRAINSTORM. ASK: WHAT DO YOU KNOW ABOUT WHAT SOME FAMOUS INVENTORS WERE DOING WHEN THEY MADE THEIR DISCOVERIES?  HELP THE KIDS WIN A TRIP TO PARIS. MATCH THE QUESTIONS WITH THE ANSWERS. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  YOU CAN LOOK UP UNFAMILIAR WORDS IN A DICTIONARY TO FIND THEIR MEANING.  ASK THREE QUESTIONS FROM EXERCISE 1. WHEN IT IS YOUR TURN TO ANSWER, CLOSE YOUR BOOK. CLOSING:  IN YOUR NOTEBOOK. WRITE A SHORT PARAGRAPH ABOUT THE DISCOVERIES YOU THINK ARE MOST INTERESTING. START YOUR PARAGRAPH LIKE THIS: BENJAMIN FRANKLIN DISCOVERED ELECTRICITY WHEN HE WAS FLYING A KITE DURING A STORM .  CD-ROM: HANGMAN ACTIVITY. BIGINNING: BRAINSTORM. HEALTHY FOOD / UNHEALTHY FOOD: WRITE WORDS DOWN ACCORDING TO THE TITLES.  READ THE MAGAZINE ARTICLE AND CIRCLE THE FOLLOWING.  REFLECT ON TEXT PROCESS AND PRODUCTION: CAN YOU SUGGEST ANY SUB-HEADING FOR THE PARAGRAPHS? WHY IS IT IMPORTANT TO ORGANIZE THE INFORMATION IN AN ARTICLE?.  USE THE INFORMATION BELOW TO WRITE A SHORT MAGAZINE

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER.

ASSESSMENT

PORTFOLIO.

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ARTICLE ABOUT THE ORIGIN OF THE SANDWICH. CLOSING:  PORTFOLIO: REWRITE YOUR PARAGRAPH INCLUDING YOUR PARTNER S CORRECTIONS.  INTERNET PROJECT: SURF THE INTERNET AND FIND INFORMATION ABOUT OTHER INVENTIONS. HTTP://WWW.EXN.CA/STORIES/2004/04/19/51.ASP?T=DP

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SUBJECT: ENGLISH UNIT: I SESSIONS: 23 AND 24 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: STUDENTS CAN PARAPHRASE WHEN THEY RETELL A STORY. A TABLE OF CONTENTS NARRATING EVENTS IN THE PAST. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS
When Project Blue Book was closed down in January 1970, the original files were transferred to Maxwell AFB where they were made available on request for public viewing until 1975. In 1975 these documents were microfilmed by the Air Force for internal use and then transferred to the National Archives for public release. Before microfilming these documents for public release, however, the Air Force blacked out witness names and other personal information in accord with its policy of protecting the privacy of witnesses despite the fact that the files had been available for copying and inspection for years without these deletions. In 1998 a set of the original unredacted Air Force microfilm was discovered at the National Archives. In addition to witness names and information, it has been confirmed that these rolls contain some pages that are not on the NARA rolls.

BIGINNING: BRAINSTORM. ASK: WHAT ADVENTURES CAN YOU DESCRIBE FROM YOUR PAST?  MATCH THE STRATEGIES TO THE UNDERLINED SENTENCES.  READ THE NEWSPAPER ARTICLE AND FIND DETAILS THAT WERE NOT MENTIONED IN THE CONVERSATION.  RETELL THE STORY. CLOSING:  CD-ROM: CONVERSATION ACTIVITY. BIGINNING: BRAINSTORM. WHAT DOES IT MEAN UFO ?  READ THE NEWSPAPER CLIPPINGS.  READ THE NEWSPAPER ARTICLE FROM PAGE 42, EXERCISE 2 AND WRITE THE WORDS THAT INDICATE ADDITION AND SEQUENCE.  REFLECT ON LANGUAGE: DO YOU KNOW OTHER WORDS TO EXPRESS ADDITION AND SEQUENCE?  CHOOSE ONE OF THE NEWSPAPER CLIPPINGS AND FINISH THE ARTICLE. CLOSING:  INTERNET PROJECT: SURF THE INTERNET AND FIND INFORMATION ABOUT THE TOPIC OF UFOs. HTTP://WWW.BLUEBOOKARCHIVE.ORG

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK WHITEBOARD. COMPUTER.

ASSESSMENT

PORTFOLIO.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 25 AND 26 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: STUDENTS CAN PARAPHRASE WHEN THEY RETELL A STORY. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

DESCRIBING PAST EVENTS. TALKING ABOUT AND DESCRIBING PERSONAL EXPERIENCESIN THE PAST. ASKING ABOUT AND DESCRIBING PAST EXPERIENCES AND EVENTS. TALKING ABOUT PAST EVENTS. NARRATING EVENTS IN THE PAST.

BEGINNING: BRAINSTORM. ASK: DO YOU THIS CITY? DEVELOPMENT:  READ THE NEWSPAPER ARTICLE AND ANSWER THE QUESTIONS.  DISCUSS WHAT OTHER THINGS A BLACKOUT AFFECTS.  USE THE INFORMATION FROM EXERCISE 1 TO WRITE A STORY FOR THE SCHOOL NEWSPAPER. CLOSING:  PORTFOLIO: THEY BRING THEIR PORTFOLIO.

PORTFOLIO: LETTER ABOUT YOURSELF. SESSION 2. NOTES ABOUT A PLACE YOU VISITED. SESSION 3. POSTCARD. SESSION 4. DIARY. SESSION 5. MAGAZINE ARTICLE ABOUT A FAMOUS PERSON. SESSION 6. INTERVIEW. SESSION 11. ENCYCLOPEDIA ENTRY. SESSION 12. E-MAIL TO A FRIEND. SESSION 13. TEXT ABOUT PAST EXPERIENCES. SESSION 15. COMMUNITY PROJECT. SESSION 16. TEXT ABOUT A BLACKOUT. SESSION 19. PARAGRAPH ABOUT AN INVENTION. SESSION 22. RESEARCH ABOUT BLUE BOOK. SESSION 24.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 27 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE ACTIONS GRADE: 3rd THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: SELF-EVALUATION. 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

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SUBJECT: ENGLISH UNIT: I SESSIONS: 29 AND 30 SESSIONS GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. STRATEGIC COMPETENCE: MY PROJECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING

PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND TOPIC: DESCRIBING ADVENTURES FROM THE PAST.

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, DISCUSS THE CHANGES CAUSED BY CONSTRUCTIONS AND NATURAL PHENOMENA IN AND AROUND YOUR COMMUNITY. WHY WERE THEY IMPORTANT AND HOW DID THEY CHANGE YOUR COMMUNITY?  WHAT HAPPENED? WHEN DID IT HAPPEN?  WHO WAS INVOLVED? HOW OLD WER E YOU THEN? FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A VIDEO PRESENTATION __ A BROCHURE __ A MAGAZINE ARTICLE __ A WEB PAGE __ A POWER PRESENTATION __ OTHER ______________ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________

21

PRESENTATION: ___________________________

_____________ ________

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

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

22

SUBJECT: ENGLISH UNIT: II SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: GIVING WARNINGS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

GIVING WARNINGS.

BEGINNING: BRAINSTORM. ASK: WHAT IS THE DIFFERENCE BETWEEN A WARNING AND A PIECE OF ADVICE? DEVELOPMENT:  LISTEN AND NUMBER THE ILLUSTRATIONS IN THE ORDER HE MENTIONS THEM.  REFLECT ON LANGUAGE: WE USE AFFIRMATIVE AND NEGATIVE IMPERATIVE TO EXPRESS WARNINGS.  IN YOUR NOTEBOOK WRITE THE COMPLETE WARNINGS.  MAKE A LIST OF WARNINGS YOU WOULD GIVE TO A FRIEND. CLOSING:  LEARN TO LEARN VOCABULARY, P.71, EX. 3. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE THE WARNINGS FROM THE SCHOOL. DEVELOPMENT:  LOOK AT THE SIGNS AND IN YOUR NOTEBOOK MAKE A LIST OF THE PLACES WHERE YOU CAN FIND THEM.  REFLECT ON PRONUNCIATION AND STRESS: THE INTONATION IS VERY IMPORTANT TO GIVE A MESSAGE. CLOSING: PORTFOLIO: IN THE NOTEBOOK WRITE THREE WARNINGS .

PORTFOLIO.

23

SUBJECT: ENGLISH UNIT: I SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: LEARNING ABOUT SIGNS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

GIVING WARNINGS.

BEGINNING: BRAINSTORM. ASK: WHAT IS THE DIFFERENCE BETWEEN A WARNING AND A PIECE OF ADVICE? DEVELOPMENT:  LISTEN AND NUMBER THE ILLUSTRATIONS IN THE ORDER HE MENTIONS THEM.  REFLECT ON LANGUAGE: WE USE AFFIRMATIVE AND NEGATIVE IMPERATIVE TO EXPRESS WARNINGS.  IN YOUR NOTEBOOK WRITE THE COMPLETE WARNINGS.  MAKE A LIST OF WARNINGS YOU WOULD GIVE TO A FRIEND. CLOSING:  LEARN TO LEARN VOCABULARY, P.71, EX. 3. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE THE WARNINGS FROM THE SCHOOL. DEVELOPMENT:  LOOK AT THE SIGNS AND IN YOUR NOTEBOOK MAKE A LIST OF THE PLACES WHERE YOU CAN FIND THEM.  REFLECT ON PRONUNCIATION AND STRESS: THE INTONATION IS VERY IMPORTANT TO GIVE A MESSAGE. CLOSING: PORTFOLIO: IN THE NOTEBOOK WRITE THREE WARNINGS .

PORTFOLIO.

24

SUBJECT: ENGLISH UNIT: I SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: WARNINGS ABOUT ACCIDENTS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

GIVING WARNINGS.

BEGINNING: BRAINSTORM. ASK: WHAT IS THE DIFFERENCE BETWEEN A WARNING AND A PIECE OF ADVICE? DEVELOPMENT:  LISTEN AND NUMBER THE ILLUSTRATIONS IN THE ORDER HE MENTIONS THEM.  REFLECT ON LANGUAGE: WE USE AFFIRMATIVE AND NEGATIVE IMPERATIVE TO EXPRESS WARNINGS.  IN YOUR NOTEBOOK WRITE THE COMPLETE WARNINGS.  MAKE A LIST OF WARNINGS YOU WOULD GIVE TO A FRIEND. CLOSING:  LEARN TO LEARN VOCABULARY, P.71, EX. 3. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE THE WARNINGS FROM THE SCHOOL. DEVELOPMENT:  LOOK AT THE SIGNS AND IN YOUR NOTEBOOK MAKE A LIST OF THE PLACES WHERE YOU CAN FIND THEM.  REFLECT ON PRONUNCIATION AND STRESS: THE INTONATION IS VERY IMPORTANT TO GIVE A MESSAGE. CLOSING: PORTFOLIO: IN THE NOTEBOOK WRITE THREE WARNINGS .

PORTFOLIO.

25

SUBJECT: ENGLISH UNIT: I SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: PREPARING FOR A TRIP. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

GIVING WARNINGS.

BEGINNING: BRAINSTORM. ASK: WHAT SHOULDN T YOU TAKE WITH YOU WHEN YOU GO ON AN AIRPLANE? DEVELOPMENT:  LISTEN TO THE CONVERSATION AND CIRCLE THE OBJECTS THAT ARE NOT PERMITTED ON BOARD AN AIRPLANE.  REFLECT ON LANGUAGE: 1 NO CREAMS ALLOWED IN CARRY-ON LUGGAGE. 2 CREAMS AND GELS IN SMALL CONTAINERS ALLOWED IN CARRY-ON LUGGAGE ONLY. 3 NO LIQUIDS ALLOWED IN CARRY-ON LUGGAGE. 4 LAPTOPS ALLOWED IN CARRY-ON LUGGAGE. A) WHICH SENTENCES GIVE INFORMATION ABOUT ITEMS NOT PERMITTED IN CARRY-ON LUGGAGE? B) WHICH SENTENCES GIVE INFORMATION ABOUT ITEMS PERMITTED IN CARRY-ON LUGGAGE? C) WHICH WORD IS ANOTHER WAY OF SAYING PERMITTED? D) HOW DO THE SENTENCES EXPRESS OBLIGATION?  LOOK AT THE PICTURES IN EXERCISE 1 AND TALK ABOUT THE OBJECTS THAT ARE ALLOWED ON BOARD AN AIRPLANE.  THINK OF OTHER PROHIBITIONS AND TELL YOUR PARTNER. SEE IF HE / SHE CAN TELL YOU WHERE YOU EXPECT TO SEE THEM.

PORTFOLIO.

26

CLOSING:  PORTFOLIO: SURF THE INTERNET AND LOOK FOR ITEMS THAT ARE PERMITTED AND PROHIBITED IN YOUR CARRY-ON LUGGAGE ON BOARD AN AIRPLANE . WRITE FIVE SENTENCES USING DIFFERENT WAYS OF STATING PROHIBITION: HTTP://WWW.GEOCITIES.COM/PEGASUSAIR_TR/WEE K0245.HTML#_TOC17774193 BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE A LIST ABOUT THE OBJECTS THAT ARE NOT PERMITTED. DEVELOPMENT:  IN EACH FLYER THERE IS SOME INFORMATION MISSING. READ AND WRITE THE NUMBERS THAT CORRESPOND TO THE SENTENCES MISSING IN THE TEXTS.  REFLECT ON FUNCTIONAL LANGUAGE: 1 STAND BACK! / PLEASE STAND BACK. 2 DO NOT LEAVE CHILDREN UNATTENDED. / WE KINDLY REMIND ADULTS TO LEAVE CHILDREN UNATTENDED. 3 NO SMOKING! / PLEASE DO NOT SMOKE. HOW ARE THE EXAMPLES DIFFERENT? WHAT MAKES THEM DIFFERENT?  LOOK AT THE SIGNS BELOW AND LABEL THEM P (POLITE), R (RUDE), N (NEITHER). WHY DO YOU THINK SOME OF THE SIGNS CAN BE RUDE? CLOSING: PORTFOLIO: PREPARE A FLYER WITH INFORMATION ABOUT RULES FOR A PUBLIC PLACE, TRANSPORT OR SCHOOL AREA.  LEARN TO LEARN VOCABULARY, P. 71, EX. 2.

27

SUBJECT: ENGLISH UNIT: I SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: TALKING ABOUT CULTURAL ETIQUETTE. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT PROHIBITION.

BEGINNING: BRAINSTORM. ASK: HOW MUCH DO YOU KNOW ABOUT ETIQUETTE IN YOUR COUNTRY? DEVELOPMENT:  READ THE ARTICLE.  STRATEGIC COMPETENCE:  COMPLETE THE TABLE BELOW WITH THE THINGS THAT ARE APPROPRIATE AND ARE NOT APPROPRIATE.  MAKE A LIST OF WARNINGS YOU WOULD GIVE TO A FRIEND. CLOSING: SURF THE INTERNET AND FIND INFORMATION ABOUT THE APPROPRIATE BEHAVIOR WHEN TRAVELING THERE. WRITE FIVE TIPS FOR TRAVELERS VISITING THIS PLACE: PORTFOLIO HTTP://EN.WIKIPEDIA.ORG/WIKI/LIST_OF_COUNTRIES BEGINNING: BRAINSTORM. ASK: STUDENTS REPORT THE ETIQUETTE RULES. DEVELOPMENT:  READ THE WEB PAGE ON NETIQUETTE.  REFLECT ON STYLE: WHY IS IT IMPORTANT TO FOLLOW CERTAIN RULES WHEN WRITING AN E-MAIL?  READ THE E-MAIL BELOW AND UNDERLINE THE PARTS WHERE THE SENDER IS NOT FOLLOWING THE RULES

PORTFOLIO.

28

OF NETIQUETTE.  ANSWER THE E-MAIL USING THE PROPER NETIQUETTE RULES IN YOUR NOTEBOOK. CLOSING: PORTFOLIO: SURF THE INTERNET AND FIND OTHER RULES ON NETIQUETTE: HTTP://WWW.EMAILREPLIES.COM/

29

SUBJECT: ENGLISH UNIT: I SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: TALKING AND ASKING ABOUT OBLIGATION. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT PROHIBITION.

BEGINNING: BRAINSTORM. ASK: WHAT OBLIGATIONS DO YOU HAVE AT HOME? DEVELOPMENT:  MATCH THE ACTIVITIES WITH THE CORRECT MEMBER OF THE FAMILY.  REFLECT ON LANGUAGE: READ THE SENTENCES BELOW AND CIRCLE THE BEST OPTION. 1 WE USE HAVE TO / HAS TO TO INDICATE A) WARNING. B) OBLIGATION. 2 WE USE HAVE TO WHEN THE SUBJECT IS A) HE / SHE / IT. B) I / WE / YOU / THEY. 3 WE USE HAS TO WHEN THE SUBJECT IS A) HE / SHE / IT. B) I / WE / YOU /THEY.  LISTEN TO THE CONVERSATION AGAIN AND ANSWER.  IN YOUR NOTEBOOK, MAKE A LIST OF THINGS YOU AND YOUR FAMILY HAVE TO DO AT HOME. CLOSING:  IN PAIRS. TELL YOUR PARTNER ABOUT THE LIST OF THINGS YOU AND YOUR FAMILY HAVE TO DO AT HOME.  CD-ROM: WORD SEARCH ACTIVITY. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE ABOUT HOUSE AND SCHOOL CHORES. DEVELOPMENT:  LISTEN TO THE REST OF THE CONVERSATION AND

PORTFOLIO.

30

WRITE THE INFORMATION IN THE APPROPRIATE COLUMN.  REFLECT ON LANGUAGE: HOW DO WE DAY THAT AN ACTIVITY IS OPTIONAL? HOW DO WE SAY THAT AN ACTIVITY IS OBLIGATORY?  USE THE CONVERSATION IN EXERCISE 1 TO CORRECT THE FOLLOWING SENTENCES. CLOSING: PORTFOLIO: IN GROUPS OF THREE. SHARE WHAT YOU HAVE TO DO AND DON T HAVE TO DO AT HOME DURING THE WEEKENDS. COMPARE YOUR IDEAS.  CD-ROM: CONCENTRATION ACTIVITY.

31

SUBJECT: ENGLISH UNIT: I SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: TALKING ABOUT SCHOOL RULES. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT PROHIBITION.

BEGINNING: BRAINSTORM. ASK: WHY IS IT IMPORTANT TO OBEY SCHOOL RULES? DEVELOPMENT:  READ THE SCHOOL RULES AND PUT THEM UNDER THE CORRECT HEADING.  REFLECT ON LANGUAGE: TO INDICATE OBLIGATION WE USE MUST / MUSTN T. TO INDICATE PROHIBITION WE USE MUST / MUSTN T.  LOOK AT THE PICTURE AND TELL YOUR PARTNER ABOUT THE RULES THESE STUDENTS ARE BREAKING..  IN GROUPS OF THREE. WRITE A PROPOSAL FOR RULES FOR YOUR ENGLISH CLASS. CLOSING:  PORTFOLIO: EXERCISE 3, PAGE 64.  CD-ROM: DRAG AND DROP ACTIVITY. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE WHAT ARE THE RULES FOR YOUR ENGLISH CLASS? DEVELOPMENT:  WORK IN PAIRS. WRITE THREE RULES FOR EACH OF THE FOLLOWING AREAS IN GLENN EAGLE SCHOOL: LIBRARY, HALL, CLASSROOM.  LISTEN TO THE TEACHER AND COMPARE THE RULES HE MENTIONS WITH THE ONES YOU WROTE IN EXERCISE

PORTFOLIO.

32

1. ARE THEY THE SAME? ARE THEY DIFFERENT?  LISTEN TO THE TEACHER TALKING ABOUT RULES FOR THE COMPUTER LAB. UNDERLINE THE STRESSED WORDS.  REFLECT ON LANGUAGE: LISTEN TO EXERCISE 3 AGAIN AND ANSWER. WHY DOES THE TEACHER EMPHASIZE SOME WORDS? IS IT IMPORTANT TO USE THE APPROPRIATE PRONUNCIATION WHEN GIVING RULES? WHY?  USE THE CONVERSATION IN EXERCISE 1 TO CORRECT THE FOLLOWING SENTENCES. CLOSING:  WORK IN GROUPS OF THREE. WRITE A SET OF RULES AND REGULATIONS FOR YOUR SCHOOL. WRITE YOUR SCHOOL RULES ON A POSTER AND ILLUSTRATE THEM. READ YOUR RULES AND REGULATIONS TO YOUR CLASSMATES WITH APPROPRIATE STRESS, RHYTHM AND INTONATION.  CD-ROM: WHAT S HAPPENING TO OUR PLANET SONG?

33

SUBJECT: ENGLISH UNIT: II SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO INTERPRET AND DISCUSS RULES AND GRADE: 3rd REGULATIONS AND WARNING SIGNS / NOTICES, AS WELL AS TO EXPRESS OBLIGATION. TOPIC: TALKING ABOUT CULTURAL DIFFERENCES. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT PROHIBITION.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU KNOW ABOUT TRAFFIC REGULATIONS IN OTHER COUNTRIES? DEVELOPMENT:  LISTEN TO THE POLICE OFFICER AND DANIEL TALKING ABOUT RULES AND REGULATIONS FOR CYCLING. WRITE T (TRUE) OR F (FALSE).  REFLECT ON LANGUAGE: CYCLISTS MUST WEAR A HELMET. IT MEANS THE ACTIVITY IS OPTIONAL / NOT OPTIONAL.CYCLISTS DON T HAVE TO WEAR A VEST IN THE DAYTIME. IT MEANS THE ACTIVITY IS OPTIONAL / NOT OPTIONAL.  LOOK AT THE SIGNS. IN YOUR NOTEBOOK, WRITE THE TRAFFIC REGULATIONS THAT GO WITH THE SIGNS.  IN PAIRS. TALK ABOUT THE RULES MENTIONED IN EXERCISE 1. ARE CYCLING RULES SIMILAR IN MEXICO? IF NOT, HOW ARE THEY DIFFERENT? EXAMPLE: IN MEXICO YOU MUST BUT YOU DON T HAVE TO CLOSING:  HOMEWORK: INVESTIGATE ABOUT THE REGULATIONS OF TRAFFIC OF YOUR CITY.  CD-ROM: MATCHING ACTIVITY. BEGINNING: BRAINSTORM. ASK: STUDENTS TALK ABOUT THE REGULATIONS OF TRAFFIC.

PORTFOLIO.

34

DEVELOPMENT:  LOOK AT THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.  ANSWER THE MAGAZINE QUIZ.  WRITE SENTENCES IN YOUR NOTEBOOK SHAT YOU MUST AND MUSTN T DO IN THE PLACES MENTIONED ABOVE. CLOSING:  HOMEWORK: DESIGN A BROCHURE ABOUT REGULATIONS IN YOUR CITY.  CD-ROM: MATCHING ACTIVITY.

35

SUBJECT: ENGLISH UNIT: II SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: STUDENTS CAN PARAPHRASE WHEN THEY RETELL A STORY. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

DESCRIBING PAST EVENTS. TALKING ABOUT AND DESCRIBING PERSONAL EXPERIENCESIN THE PAST. ASKING ABOUT AND DESCRIBING PAST EXPERIENCES AND EVENTS. TALKING ABOUT PAST EVENTS. NARRATING EVENTS IN THE PAST.

BEGINNING: BRAINSTORM. ASK: DO YOU THIS CITY? DEVELOPMENT:  READ THE NEWSPAPER ARTICLE AND ANSWER THE QUESTIONS.  DISCUSS WHAT OTHER THINGS A BLACKOUT AFFECTS.  USE THE INFORMATION FROM EXERCISE 1 TO WRITE A STORY FOR THE SCHOOL NEWSPAPER. CLOSING:  PORTFOLIO: THEY BRING THEIR PORTFOLIO.

PORTFOLIO: LETTER ABOUT YOURSELF. SESSION 2. NOTES ABOUT A PLACE YOU VISITED. SESSION 3. POSTCARD. SESSION 4. DIARY. SESSION 5. MAGAZINE ARTICLE ABOUT A FAMOUS PERSON. SESSION 6. INTERVIEW. SESSION 11. ENCYCLOPEDIA ENTRY. SESSION 12. E-MAIL TO A FRIEND. SESSION 13. TEXT ABOUT PAST EXPERIENCES. SESSION 15. COMMUNITY PROJECT. SESSION 16. TEXT ABOUT A BLACKOUT. SESSION 19. PARAGRAPH ABOUT AN INVENTION. SESSION 22. RESEARCH ABOUT BLUE BOOK. SESSION 24.

36

SUBJECT: ENGLISH UNIT: I SESSIONS: 19 AND 20 PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE ACTIONS GRADE: 3rd THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: SELF-EVALUATION. 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: I SESSIONS: 21 AND 22 SESSIONS GRADE: 3rd DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. STRATEGIC COMPETENCE: MY PROJECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING

PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND TOPIC: DESCRIBING ADVENTURES FROM THE PAST.

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, DISCUSS THE CHANGES CAUSED BY CONSTRUCTIONS AND NATURAL PHENOMENA IN AND AROUND YOUR COMMUNITY. WHY WERE THEY IMPORTANT AND HOW DID THEY CHANGE YOUR COMMUNITY?  WHAT HAPPENED? WHEN DID IT HAPPEN?  WHO WAS INVOLVED? HOW OLD WERE YOU THEN? FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A VIDEO PRESENTATION __ A BROCHURE __ A MAGAZINE ARTICLE __ A WEB PAGE __ A POWER PRESENTATION __ OTHER ______________ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________

38

PRESENTATION: ___________________________

_____________________

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

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

39

SUBJECT: ENGLISH UNIT: III SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 3rd WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABO UT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: ORDERING FOOD. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: WHAT IS ROOM SERVICE? DEVELOPMENT:  LISTEN TO NICOLE AND LAURA ORDERING ROOM SERVICE AND CIRCLE THEIR CHOICES ON THE MENU.  REFLECT ON LANGUAGE: 1 HOW DOES NICOLE ASK FOR ROOM SERVICE? _________________ BREAKFAST PLEASE. 2 HOW DOES ROOM SERVICE ASK HER ABOUT HER CHOICE OF DRINK? _______________ TO DRINK?  LISTEN TO THE PARTS OF THE CONVERSATION AND WRITE RS (ROOM SERVICE) OR N (NICOLE) NEXT TO THE SPEAKER.  LISTEN TO JACK DESCRIBING THE BREAKFAST MENU TO DANIEL. WRITE J (JACK) OR D (DANIEL) NEXT TO THEIR CHOICES.  IN PAIRS, USE THE MENU IN EXERCISE 1 AND PRACTICE ORDERING ROOM SERVICE FOR BREAKFAST. CLOSING:  RESEARCH ACTIVITY: WHAT IS BRUNCH ? SUGGESTED SITE: HTTP://EN.WIKIPEDIA.ORG/WIKI/BRUNCH. WHAT DOES IT STAND FOR?

PORTFOLIO.

40

BEGINNING: BRAINSTORM. ASK: WHAT IS BRUNCH? DEVELOPMENT:  LISTEN TO A WOMAN ORDERING A PIZZA DELIVERY AND CIRCLE THE CORRECT ANSWER.  CIRCLE YOUR FAVORITE PIZZA TOPPINGS AND ADD SOME OF YOUR OWN.  WORK IN PAIRS. DESIGN A PIZZA MENU. USE THE TOPPINGS IN EXERCISE 2. SHOW THE MENU TO ANOTHER PAIR AND ORDER THE PIZZAS YOU LIKE.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING: RESEARCH ACTIVITY: WHAT COUNTRY IS THE THIRD HIGHEST CONSUMER OF PIZZA IN THE WORLD? SUGGESTED SITE: WWW.ASK.COM

41

SUBJECT: ENGLISH UNIT: III SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 3rd WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: ORDERING AND DESCRIBING FOOD FROM A MENU. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: WHAT MAKES A GOOD RESTAURANT IN YOUR OPINION? DEVELOPMENT:  READ THE MAGAZINE ARTICLE AND CIRCLE THE BEST OPTION.  READ THE REVIEWS AGAIN AND WRITE THE FOOD ITEMS UNDER THE CORRECT HEADINGS.  WRITE A SHORT REVIEW ABOUT A PLACE WHERE YOU LIKE TO GO AND EAT. SHARE YOUR REVIEWS WITH OTHER CLASSMATES. WHICH ONE OFFERS THE BEST FOOD? THE CHEAPEST? THE BEST DESSERTS? CLOSING:  HOMEWORK: WHAT KIND OF FOOD IS SERVED IN OTHER CITIES IN MEXICO?  CD-ROM: PEACHES AND CREAM SONG. BEGINNING: BRAINSTORM. ASK: WHAT KIND OF FOOD IS SERVED IN OTHER CITIES IN MEXICO? DEVELOPMENT:  LISTEN TO JOE AND SUE TALKING BEFORE THEY ORDER THEIR FOOD.  LISTEN TO JOE, SUE AND THE WAITER. CIRCLE THE

PORTFOLIO.

42

EXPRESSIONS YOU HEAR.  STRATEGIC COMPETENCE: YOU CAN TELL IF A CONVERSATION IS FORMAL OR INFORMAL.  REFLECT ON LANGUAGE: LOOK AT THE PHRASES FROM EXERCISE 2 AND ANSWER. WHICH ONES ARE FORMAL AND INFORMAL? HOW DO YOU KNOW? WHICH CONVERSATION IS MORE FORMAL? A) JOE AND SUE S B) JOE, SUE AND THE WAITER S  WORK IN PAIRS. USE THE MENU FROM EXERCISE 1 AND PRACTICE ORDERING FOOD. DONT FORGET TO USE DIFFERENT EXPRESSIONS TO CHOOSE AND ORDER YOUR FOOD. CLOSING:  CD-ROM: HANGMAN ACTIVITY.

43

SUBJECT: ENGLISH UNIT: III SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 3rd WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: ORDERING IN A RESTAURANT. STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: DO YOU EVER TRY NEW DISHES IN RESTAURANTS? DEVELOPMENT:  READ THE POEM AND COMPLETE THE PICTURES OF THE FOOD THEY ORDER.  REFLECT ON LANGUAGE: LOOK AT THE POEM. UNDERLINE TWO WAYS OF ORDERING FOOD AND ANSWER THE QUESTIONS. DO THEY HAVE SIMILAR OF DIFFERENT MEANING?  LOOK AT THESE WAYS OF ORDERING FOOD. IS THERE ANOTHER WAY TO EXPRESS THEM WITH A SIMILAR MEANING?  IN GROUPS OF THREE, INVENT A VERSE OF A POEM. THEN READ IT TO YOUR CLASSMATES. WHICH ONE IS THE BEST? WHICH ONE IS THE MOST CREATIVE? CLOSING: BEGINNING: BRAINSTORM. ASK: APPETIZERS, MAIN COURSES, DESSERTS, DRINKS. DEVELOPMENT:  LISTEN TO THE CONVERSATION AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: LOOK AT THE AUDIOSCRIPT

PORTFOLIO.

44

SECTION ON P 168 AN ANSWER. HOW DOES DANIEL ASK THE WAITER FOR WATER? HOW DOES JACK ASK THE WAITER FOR CHEESECAKE? DO THE QUESTIONS HAVE A SIMILAR OR A DIFFERENT MEANING?  WORK IN GROUPS OF THREE. PRACTICE MAKING REQUESTS FOR EACH OF THE FOLLOWING ITEMS IN DIFFERENT WAYS. USE I LL. COULD, MAY AND I D LIKE.  WORK IN PAIRS. DESIGN A DESSERT MENU AND PRACTICE ORDERING YOUR CHOICE FROM YOUR MENUS. USE THE GUIDELINES BELOW. COMPARE WITH ANOTHER PAIR. CLOSING:  PORTFOLIO: EXERCISE 3, P. 81.  LEARN TO LEARN VOCABULARY, P. 95, EX. 1.

45

SUBJECT: ENGLISH UNIT: III SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 3rd WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABO UT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: TALKING ABOUT FOOD PREFERENCES. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: WHAT IS YOUR FAVORITE DESSERT? DEVELOPMENT:  LISTEN TO THE CONVERSATION AND WRITE N (NICOLE), J (JACK), D (DANIEL) AND L (LAURA) NEXT TO THE DESSERTS THEY LIKE.  REFLECT ON LANGUAGE: READ THIS STATEMENT FROM THE CONVERSATION AND ANSWER THE QUESTION. I LIKE COFFEE ICE CREAM BUT I PREFER VANILLA. WHICH FLAVOR DOES LAURA LIKE BEST? A) COFFEE ICE CREAM B) VANILLA ICE CREAM  LOOK AT THESE WAYS OF ORDERING FOOD. IS THERE ANOTHER WAY TO EXPRESS THEM WITH A SIMILAR MEANING?  THINK ABOUT THE DESSERTS YOU LIKE. WRITE ABOUT THEM. USE THE WORDS IN THE BOX. ICE CREAM/FLAN CAKE/PIE COOKIES/CANDIES CHOCOLATES/MOUSSE CUPCAKES/CREAM PIE  WORK IN GROUPS OF FOUR. ASK QUESTIONS TO FIND OUT WHAT DESSERTS FROM EXERCISE 1 YOUR CLASSMATES LIKE.

PORTFOLIO.

46

CLOSING: BEGINNING: BRAINSTORM. ASK: APPETIZERS, MAIN COURSES, DESSERTS, DRINKS. DEVELOPMENT:  LISTEN TO THE CONVERSATION AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: LOOK AT THE AUDIOSCRIPT SECTION ON P 168 AN ANSWER. HOW DOES DANIEL ASK THE WAITER FOR WATER? HOW DOES JACK ASK THE WAITER FOR CHEESECAKE? DO THE QUESTIONS HAVE A SIMILAR OR A DIFFERENT MEANING?  WORK IN GROUPS OF THREE. PRACTICE MAKING REQUESTS FOR EACH OF THE FOLLOWING ITEMS IN DIFFERENT WAYS. USE I LL. COULD, MAY AND I D LIKE.  WORK IN PAIRS. DESIGN A DESSERT MENU AND PRACTICE ORDERING YOUR CHOICE FROM YOUR MENUS. USE THE GUIDELINES BELOW. COMPARE WITH ANOTHER PAIR. CLOSING:  PORTFOLIO: EXERCISE 3, P. 81.  LEARN TO LEARN VOCABULARY, P. 95, EX. 1.

47

SUBJECT: ENGLISH UNIT: III SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 3rd WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: MAKING CHOICES ABOUT FOOD. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: DO YOU EVER READ LABELS ON FOOD? WHY OR WHY NOT? DEVELOPMENT:  LISTEN TO THE CONVERSATION AND WRITE N (NICOLE), J (JACK), D (DANIEL) AND L (LAURA) NEXT TO THE DESSERTS THEY LIKE.  REFLECT ON LANGUAGE: READ THIS STATEMENT FROM THE CONVERSATION AND ANSWER THE QUESTION. I LIKE COFFEE ICE CREAM BUT I PREFER VANILLA. WHICH FLAVOR DOES LAURA LIKE BEST? B) COFFEE ICE CREAM B) VANILLA ICE CREAM  LOOK AT THESE WAYS OF ORDERING FOOD. IS THERE ANOTHER WAY TO EXPRESS THEM WITH A SIMILAR MEANING?  THINK ABOUT THE DESSERTS YOU LIKE. WRITE ABOUT THEM. USE THE WORDS IN THE BOX. ICE CREAM/FLAN CAKE/PIE COOKIES/CANDIES CHOCOLATES/MOUSSE CUPCAKES/CREAM PIE  WORK IN GROUPS OF FOUR. ASK QUESTIONS TO FIND OUT WHAT DESSERTS FROM EXERCISE 1 YOUR

PORTFOLIO.

Fast food (also known as Quick Service Restaurant or QSR within the industry itself) is the term given to food that can be prepared and served very quickly. While any meal with low preparation time can be considered to be fast food, typically the term refers to food sold in a restaurant or store with preheated or precooked ingredients, and served to the customer in a packaged form for take-out/take-away. The term "fast food" was recognized in a dictionary by MerriamWebster in 1951. The term "fast food" does not include delivery pizza such as Dominos. The concept of ready-cooked food for sale is closely connected with urban development. In Ancient Rome cities had street stands that sold bread and wine. A fixture of East Asian cities is the noodle

48

CLASSMATES LIKE. CLOSING: BEGINNING: BRAINSTORM. ASK: THE STUDENTS EXPOSURE ABOUT THE LABELS. DEVELOPMENT:  READ THE STATEMENTS ABOUT FAST FOOD  READ THE MAGAZINE ARTICLE ABOUT FAST FOOD AND CHECK YOUR ANSWERS TO EXERCISE 1.  REFLECT ON LANGUAGE: LOOK AT THE MAGAZINE ARTICLE AND ANSWER. HOW IS THE INFORMATION ORGANIZED? IS THE LAY OUT OF A TEXT IMPORTANT TO HELP YOU UNDERSTAND? WHY? WHICH WORDS AND PUNCTUATION ARE USED TO ORGANIZE AND CONNECT THE IDEAS IN THE TEXT? CLOSING:  SURF THE INTERNET AND FIND INFORMATION ABOUT FAST FOOD. WRITE A SHORT ARTICLE ABOUT WHAT YOU FOUND MOST INTERESTING. SHARE THE INFORMATION WITH YOUR CLASSMATES. SUGGESTED SITE: HTTP://EN.WIKIPEDIA.ORG/WIKI/FAST_FOOD 

shop. Flatbread and falafel are today ubiquitous in the Middle East. Popular Indian fast food dishes include vada pav, panipuri and dahi vada. In the Frenchspeaking nations of West Africa, roadside stands in and around the larger cities continue to sellas they have done for generationsa range of ready-to-eat, chargrilled meat sticks known locally as brochettes (not to be confused with the bread snack of the same name found in Europe).

49

SUBJECT: ENGLISH UNIT: III SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 3rd CONVERSATIONS IN WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: TALKING ABOUT FOOD FROM DIFFERENT COUNTRIES. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: WHERE DOES YOUR FAVORITE FOOD COME FROM? DEVELOPMENT:  LISTEN TO THE RADIO PROGRAM AND MATCH THE FOOD WITH THEIR COUNTRY OF ORIGIN.  STRATEGIC COMPETENCE: YOU CAN USE MAPS AND DRAWINGS TO HELP YOU UNDERSTAND A TEXT.  COMPLETE THE MINI-CONVERSATIONS.  WORK IN PAIRS. WRITE YOUR OWN FOOD QUIZ FROM DIFFERENT PARTS OF THE WORLD. CLOSING: BEGINNING: BRAINSTORM. ASK: PUEBLA, GUERRERO, JALISCO,YUCATN, OAXACA, ETC. WHAT ARE THE TYPICAL DISHES FROM THESE STATES? DEVELOPMENT:  READ THE MAGAZINE ARTICLE AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: CIRCLE ALL THE WORDS THAT ARE USED TO CONNECT OR CONTRAST IDEAS. WHY IS IT IMPORTANT TO USE WORDS TO CONTRAST AND CONNECT INFORMATION?  CHOOSE A MEXICAN DISH YOU KNOW ABOUT AND

PORTFOLIO.

50

MAKE SOME NOTES IN YOUR NOTEBOOK. WHERE IS IT FROM? WHICH STATE? WHO INVENTED IT? WHAT ARE THE INGREDIENTS? WHERE IS IT POPULAR?  USE THE NOTES YOU PREPARED IN EXERCISE 2 TO WRITE A PARAGRAPH. CLOSING:  INTERNET PROJECT: SURF THE INTERNET AND FIND OUT THE ORIGIN OF DIFFERENT FOODS AND DISHES. CHOOSE ONE AND WRITE A SHORT PARAGRAPH ABOUT IT. SUGGESTED SITE: HTTP://WWW.FOODTIMELINE.ORG

51

SUBJECT: ENGLISH UNIT: III SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 3rd CONVERSATIONS IN WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIP ES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: ASKING AND ANSWERING ABOUT FOOD QUANTITIES. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU NEED TO MAKE PAELLA? DEVELOPMENT:  READ THE RECIPE BELOW. HOW MANY INGREDIENTS DO YOU KNOW? SHARE YOUR IDEAS WITH A PARTNER.  LISTEN TO CHEF MARIO S PROGRAM AND COMPLETE THE RECIPE FOR MAKING PAELLA.  REFLECT ON LANGUAGE: READ THE RECIPE AGAIN AND CIRCLE ALL THE WORDS THAT EXPRESS QUANTITY. THEN LOOK AT THE EXAMPLES BELOW AND UNDERLINE THE CORRECT OPTION. I NEED A BAG OF / A CUP OF WATER. I NEED A PINCH OF / A TEASPOON OF SALT. WE NEED A BAG OF / A CUP OF TEAS. WHAT DO YOU NOTICE? WHICH OF THE ABOVE INGREDIENTS CAN YOU COUNT? LABEL THE INGREDIENTS BELOW C (YOU CAN COUNT THEM) OR NC (YOU CAN T COUNT THEM) IN RELATION TO THEIR QUANTITIES.  THING OF A RECIPE YOU KNOW. WRITE THE QUANTITIES OF THE INGREDIENTS YOU NEED. WORK

PORTFOLIO.

52

IN GROUPS OF THREE AND TALK ABOUT THE RECIPES AND INGREDIENTS YOU NEED. CLOSING:  HOMEWORK: BRING CUTOUTS ABOUT FRUIT, VEGETABLES, DISHES AND DRINKS. BEGINNING: BRAINSTORM. ASK: VOCABULARY ABOUT FRUIT, VEGETABLES, DISHES AND DRINGKS. DEVELOPMENT:  LISTEN TO JACK, DANIEL, LAURA AND NICOLE PLANNING A PICNIC AND CIRCLE THE MENU THEY WANT TO PREPARE.  LISTEN AGAIN AND MATCH THE FOOD WITH THE QUANTIFIERS OR CONTAINERS.  REFLECT ON LANGUAGE: LISTEN TO THE CONVERSATION AGAIN AND CIRCLE THE CORRECT OPTION. WHEN YOU ASK ABOUT QUANTITIES OF THINGS YOU CAN COUNT (TOMATOES, AVOCADOS) YOU USE A) HOW MUCH ? B) HOW MANY ? WHEN YOU ASK ABOUT QUANTITIES OF THINGS YOU CAN T COUNT (HAM, WATER) YOU USE A) HOW MUCH ? B) HOW MANY ?  COMPLETE THE QUESTIONS WITH HOW MUCH ? OR HOW MANY...?  WORK IN GROUPS OF FOUR. PLAN YOUR OWN PICNIC. MAKE A LIST OF INGREDIENTS TO BUY, THEN DECIDE ON THE QUANTITIES. CLOSING:  CD-ROM: CONCENTRATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 95. EX. 2.

53

SUBJECT: ENGLISH UNIT: III SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 3rd CONVERSATIONS IN WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: GIVING INSTRUCTIONS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

BEGINNING: BRAINSTORM. ASK: HOW DO YOU PREPARE YOUR FAVORITE DISH? DEVELOPMENT:  READ THE INGREDIENTS AND THE RECIPE INSTRUCTIONS. LABEL THE PICTURES WITH THE UNDERLINED WORDS FROM THE TEXT.  REFLECT ON LANGUAGE: READ THE SENTENCES FROM THE RECIPE AND CIRCLE THE CORRECT OPTION. CHOP THE ONION. ADD SALT AND PEPPER. MIX THE CREAM AND CHEESE. FRY THE BACON. WE USE THE: A) PAST TENSE B) IMPERATIVE C) SIMPLE PRESENT TO GIVE INSTRUCTIONS IN RECIPES  USE THE VERBS IN EXERCISE 1 TO COMPLETE THE RECIPE FOR SCRAMBLED EGGS WITH HAM. CLOSING:  PORTFOLIO: THINK OF YOUR FAVORITE WAY TO EAT EGGS. IN YOUR NOTEBOOK WRITE THE INGREDIENTS AND THE STEPS TO PREPARE THEM. WORK IN GROUPS OF FOUR AND SHARE YOUR RECIPES. DO YOU LIKE TEHE SAME STYLE OF EGGS? WHICH RECIPE SEEMS TO BE DELICIOUS?  CD-ROM: DRAG AND DROP ACTIVITY.

PORTFOLIO.

54

BEGINNING: BRAINSTORM. ASK: RIDDLES: IT IS ROUND AND RED (APPLE), IT S SMALL AND GREEN (GRAPE), IT S LONG AND YELLOW (BANANA). DEVELOPMENT:  READ AND NUMBER THE STEPS OF THE RECIPE IN THE CORRECT ORDER.  REFLECT ON LANGUAGE: READ THE RECIPE AGAIN. WRITE THE WORDS USED FOR SEQUENCING THE RECIPE ______________ WHAT PUNCTUATION MARK IS USED AFTER THESE SEQUENCING WORDS? __________ WRITE THE WORD IN THE INGREDIENTS THAT INDICATES AN OPTION ______________  COMPLETE THE BANANA SPLIT RECIPE USING THE SEQUENCING WORDS AND THE WORD OR.  WORK IN PAIRS. WRITE A LIST OF INGREDIENTS FOR A SECRET DISH. BE CREATIVE! CLOSING:  PORTFOLIO: EX 3 P. 91.  INTERNET PROJECT: SURF THE INTERNET AND LOOK FOR THREE RECIPES. SUGGESTED SITE: HTTP://ALLRECIPES.COM

55

SUBJECT: ENGLISH UNIT: III SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 3rd CONVERSATIONS IN WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIP ES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

DEVELOPMENT:  READ THE RECIPES FROM PAOLO TORTELLINI & THE COOK TEAM WEBSITE AND ANSWER. 1 WHERE CAN YOU FIND DIFFERENT RECIPES? 2 HOW IS THE LANGUAGE DIFFERENT IN THE RECIPES? 3 WHICH RECIPE IS EASIER TO FOLLOW?  THINK OF A RECIPE YOU WOULD LIKE TO INCLUDE ON THE WEBSITE. PREPARE THE INGREDIENTS, STEPS AND PICTURES. THEN DESIGN YOUR WEB PAGE.  DISPLAY YOUR WEB PAGE AROUND THE CLASSROOM. TALK ABOUT THE INGREDIENTS AND THE COOKING PROCESS WITH YOUR CLASSMATES. WHICH RECIPE IS THE BEST? WHICH ONE IS THE EASIEST?

PORTFOLIO.

56

SUBJECT: ENGLISH UNIT: III SESSIONS: 19 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: SELF-EVALUATION. 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

57

SUBJECT: ENGLISH UNIT: III SESSIONS: 21 AND 22 SESSIONS GRADE: 3rd AND DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. STRATEGIC COMPETENCE: MY PROJECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING

PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES TOPIC: DESCRIBING ADVENTURES FROM THE PAST.

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, DISCUSS THE CHANGES CAUSED BY CONSTRUCTIONS AND NATURAL PHENOMENA IN AND AROUND YOUR COMMUNITY. WHY WERE THEY IMPORTANT AND HOW DID THEY CHANGE YOUR COMMUNITY?  WHAT HAPPENED? WHEN DID IT HAPPEN?  WHO WAS INVOLVED? HOW OLD WERE YOU THEN? FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A VIDEO PRESENTATION __ A BROCHURE __ A MAGAZINE ARTICLE __ A WEB PAGE __ A POWER PRESENTATION __ OTHER ______________ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________

58

PRESENTATION: ___________________________

_____________________

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

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

59

SUBJECT: ENGLISH UNIT: IV GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE TOPIC: MAKING RESERVATIONS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES STAY AT A HOTEL? DEVELOPMENT:  LISTEN TO LAURA BOOKING SOME ROOMS AT A HOTEL AND ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: LOOK AT THE AUDIOSCRIPT SECTION ON PAGE 169 AND ANSWER. HOW DOES LAURA RESERVE ROOMS IN THE HOTEL? TWO DOUBLE ROOMS, PLEASE. PUT A CHECK NEXT TO THE SITUATIONS IN WHICH YOU CAN USE THE ABOVE EXPRESSION: _____ A FLIGHT _____ A TABLE (IN A RESTAURANT) _____ TICKETS FOR THE THEATER / A CONCERT _____ A DISCO  LISTEN TO THESE THREE DIFFERENT SITUATIONS AND COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, PRACTICE HOW WOULD YOU BOOK A ROOM IN A HOTEL FOR YOUR NEXT VACATION. USE THESE IDEAS TO HELP YOU. PRACTICE WITH ANOTHER PAIR AND SUGGEST WAYS TO IMPROVE YOUR DIALOGUES. CLOSING:

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

60

 CD-ROM: TRAVEL PLANS SONG BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE RESERVATION FORM. COMPARE WITH YOUR PARNER. THEN LISTEN AGAIN AND CHECK.  READ THE PHRASES BELOW AND DECIDE WHO IS TALKING. WRITE A (ASSISTANT) OR C (CUSTOMER).  WORK IN PAIRS. LOOK AT THE BROCHURE AND CHOOSE ONE OF THE TOURS AND BOOK IT. USE SOME IDEAS FROM EXERCISE 2.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING: RESEARCH ACTIVITY: FIND OUT THE CURRENCY IN GREAT BRITAIN AND EUROPE. SUGGESTED SITE: WWW.ASK.COM

61

SUBJECT: ENGLISH UNIT: IV GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE TOPIC: ASKING FOR AND GIVING DIRECTIONS. STRATEGIC COMPETENCE: STUDENTS CAN

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU KNOW HOW TO GET TO IMPORTANT PLACES IN YOUR TOWN? DEVELOPMENT:  READ THE E-MAIL AND FOLLOW SANDY S DIRECTIONS ON THE MAP.  REFLECT ON LANGUAGE: READ THE SENTENCES AND UNDERLINE THE BEST OPTION. FIRST, TAKE THE JUBILEE LINE. THEN CHANGE TO THE CENTRAL LINE. NEXT, TAKE A BUS. WE USE THE WORDS FIRST, THEN, NEXT, AFTER THAT, OR FINALLY WHEN WE WANT A) TO GIVE A REASON. B) TO CONTRAST AN IDEA. C) TO CONNECT A SEQUENCE OF EVENTS.  IN PAIRS, READ THESE DIRECTIONS AND FOLLOW THEM ON THE MAP. CIRCLE NICOLE S DESTINATION.  IN YOUR NOTEBOOK, WRITE TWO SIMILAR SETS OF DIRECTIONS TO THE ONE IN EXERCISE 2. USE THE MAP FROM EXERCISE 1. SEE IF YOUR PARTNER CAN SAY WHERE HE / SHE ENDS UP. CLOSING:  INTERNET PROJECT (PORTFOLIO): LOOK FOR SUBWAY

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

62

MAPS OF OTHER MAJOR CITIES. CHOOSE ONE AND WRITE A SHORT PARAGRAPH TO GIVE DIRECTIONS TO GO TO A CERTAIN PLACE. SHOW IT TO YOUR PARTNERS. USE THE PARAGRAPH IN EXERCISE 2 AS A MODEL. SUGGESTED SITE: HTTP://FAKEISTHENEWREAL.ORG/SUBWAY/  LEARN TO LEARN VOCABULARY, P. 121, EX. 2. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: READ THE CONVERSATION AGAIN AND UNDERLINE THE WORDS THAT GO BEFORE THE FORM OF TRANSPORTATION. 1 WHICH WORDS IS USED BEFORE EACH METHOD OF TRANSPORTATION? A) TO B) FOR C) BY 2 WHEN YOU SAY ON FOOT, IT MEANS YOU A) WALK . B) GO BY CAR. C) GO ON A BICYCLE.  THINK ABOUT HOW YOU CAN GET FROM YOUR HOUSE TO THE FOLLOWING PLACES AND WHICH MEANS OF TRANSPORT YOU CAN USE. WRITE SOME NOTES IN YOUR NOTEBOOK..  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHAT IS A DOUBLE-DECKER BUS? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG

63

SUBJECT: ENGLISH UNIT: IV GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE TOPIC: ASKING ABOUT TRAVEL DETAILS. STRATEGIC COMPETENCE: STUDENTS CAN

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES GO OUT OF TOWN ON VACATION? DEVELOPMENT:  LISTEN TO DANIEL AND LAURA BUYING THEIR TRAIN TICKECTS AND ANSWER THE QUESTIONS BELOW.  LOOK AT THE DEPARTURE BOARD AND PRICE LIST. COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, CHOOSE A DESTINATION AND A TIME. PRACTICE A SIMILAR CONVERSATION TO THE ONE IN EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P. 121, EX. 1. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE MISSING INFORMATION.  LISTEN AGAIN TO THE CONVERSATION IN EXERCISE 1 AND WRITE THE MISSING WORDS. COMPARE WITH A PARTNER.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT?

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

64

2 HOW ARE YOU PAYING?  DESIGN A TIMETABLE FOR DIFFERENT DESTINATIONS IN YOUR COUNTRY. PREPARE A DIALOGUE AT A TRAIN STATION. USE THE CONVERSATION IN EXERCISE 2 AS A MODEL AND PRACTICE IT WITH A PARTNER.  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHICH IS THE MOST POPULAR FORM OF TRANSPORTATION IN MEXICO CITY, LONDON AND NEW YORK? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG/

65

SUBJECT: ENGLISH UNIT: IV GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE TOPIC: ASKING ABOUT TRAVEL DETAILS. STRATEGIC COMPETENCE: STUDENTS CAN

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES GO OUT OF TOWN ON VACATION? DEVELOPMENT:  LISTEN TO DANIEL AND LAURA BUYING THEIR TRAIN TICKECTS AND ANSWER THE QUESTIONS BELOW.  LOOK AT THE DEPARTURE BOARD AND PRICE LIST. COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, CHOOSE A DESTINATION AND A TIME. PRACTICE A SIMILAR CONVERSATION TO THE ONE IN EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P. 121, EX. 1. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE MISSING INFORMATION.  LISTEN AGAIN TO THE CONVERSATION IN EXERCISE 1 AND WRITE THE MISSING WORDS. COMPARE WITH A PARTNER.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT?

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

66

2 HOW ARE YOU PAYING?  DESIGN A TIMETABLE FOR DIFFERENT DESTINATIONS IN YOUR COUNTRY. PREPARE A DIALOGUE AT A TRAIN STATION. USE THE CONVERSATION IN EXERCISE 2 AS A MODEL AND PRACTICE IT WITH A PARTNER.  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHICH IS THE MOST POPULAR FORM OF TRANSPORTATION IN MEXICO CITY, LONDON AND NEW YORK? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG/

67

SUBJECT: ENGLISH UNIT: IV GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE TOPIC: ASKING ABOUT TRAVEL DETAILS. STRATEGIC COMPETENCE: STUDENTS CAN

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES GO OUT OF TOWN ON VACATION? DEVELOPMENT:  LISTEN TO DANIEL AND LAURA BUYING THEIR TRAIN TICKECTS AND ANSWER THE QUESTIONS BELOW.  LOOK AT THE DEPARTURE BOARD AND PRICE LIST. COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, CHOOSE A DESTINATION AND A TIME. PRACTICE A SIMILAR CONVERSATION TO THE ONE IN EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P. 121, EX. 1. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE MISSING INFORMATION.  LISTEN AGAIN TO THE CONVERSATION IN EXERCISE 1 AND WRITE THE MISSING WORDS. COMPARE WITH A PARTNER.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT?

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

68

2 HOW ARE YOU PAYING?  DESIGN A TIMETABLE FOR DIFFERENT DESTINATIONS IN YOUR COUNTRY. PREPARE A DIALOGUE AT A TRAIN STATION. USE THE CONVERSATION IN EXERCISE 2 AS A MODEL AND PRACTICE IT WITH A PARTNER.  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHICH IS THE MOST POPULAR FORM OF TRANSPORTATION IN MEXICO CITY, LONDON AND NEW YORK? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG/

69

SUBJECT: ENGLISH UNIT: IV SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS GRADE: 3rd FUTURE PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: ASKING ABOUT TRAVEL DETAILS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES GO OUT OF TOWN ON VACATION? DEVELOPMENT:  LISTEN TO DANIEL AND LAURA BUYING THEIR TRAIN TICKECTS AND ANSWER THE QUESTIONS BELOW.  LOOK AT THE DEPARTURE BOARD AND PRICE LIST. COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, CHOOSE A DESTINATION AND A TIME . PRACTICE A SIMILAR CONVERSATION TO THE ONE IN EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P. 121, EX. 1. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE MISSING INFORMATION.  LISTEN AGAIN TO THE CONVERSATION IN EXERCISE 1 AND WRITE THE MISSING WORDS. COMPARE WITH A PARTNER.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT?

PORTFOLIO.

70

2 HOW ARE YOU PAYING?  DESIGN A TIMETABLE FOR DIFFERENT DESTINATIONS IN YOUR COUNTRY. PREPARE A DIALOGUE AT A TRAIN STATION. USE THE CONVERSATION IN EXERCISE 2 AS A MODEL AND PRACTICE IT WITH A PARTNER.  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHICH IS THE MOST POPULAR FORM OF TRANSPORTATION IN MEXICO CITY, LONDON AND NEW YORK? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG/

71

SUBJECT: ENGLISH UNIT: IV SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS GRADE: 3rd FUTURE PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: ASKING ABOUT TRAVEL DETAILS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU SOMETIMES GO OUT OF TOWN ON VACATION? DEVELOPMENT:  LISTEN TO DANIEL AND LAURA BUYING THEIR TRAIN TICKECTS AND ANSWER THE QUESTIONS BELOW.  LOOK AT THE DEPARTURE BOARD AND PRICE LIST. COMPLETE THE MINI-CONVERSATIONS.  IN PAIRS, CHOOSE A DESTINATION AND A TIME. PRACTICE A SIMILAR CONVERSATION TO THE ONE IN EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P. 121, EX. 1. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:  LISTEN AND COMPLETE THE MISSING INFORMATION.  LISTEN AGAIN TO THE CONVERSATION IN EXERCISE 1 AND WRITE THE MISSING WORDS. COMPARE WITH A PARTNER.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT?

PORTFOLIO.

72

2 HOW ARE YOU PAYING?  DESIGN A TIMETABLE FOR DIFFERENT DESTINATIONS IN YOUR COUNTRY. PREPARE A DIALOGUE AT A TRAIN STATION. USE THE CONVERSATION IN EXERCISE 2 AS A MODEL AND PRACTICE IT WITH A PARTNER.  WORK IN PAIRS. TALK ABOUT THE DIFFERENT WAYS OF TRAVELLING IN YOUR COUNTRY.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT PLEASE? CLOSING:  RESEARCH ACTIVITY: WHICH IS THE MOST POPULAR FORM OF TRANSPORTATION IN MEXICO CITY, LONDON AND NEW YORK? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG/

73

SUBJECT: ENGLISH UNIT: IV SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS GRADE: 3rd FUTURE PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: ASKING AND ANSWERING ABOUT PLANS FOR THE WEEKEND. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: WHAT ARE YOU GOING TO DO WITH YOUR FRIENDS NEXT WEEKEND? DEVELOPMENT:  LISTEN AND FILL OUT JACK S AND TERESA S DIARIES. THEN ANSWER THE QUESTIONS. COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  COMPLETE THIS DIARY WITH YOUR PLANS FOR NEXT WEEK. Monda Tuesda Wedne Thursda Friday Saturda y y sday y y/Sund ay

PORTFOLIO.

 IN PAIRS, COMPARE YOUR ACTIVITIES FOR NEXT WEEK AND FIND A DAY WHEN YOU CAN MEET. CLOSING:  CD-ROM: SORTING ACTIVITY. BEGINNING: BRAINSTORM. ASK:.

74

DEVELOPMENT:  READ THE NOTES ABOUT NICOLE AND JACKS WEEKEND PLANS. MATCH THEM WITH THE PICTURE.  IN PAIRS, TALK ABOUT THE KID S PLANS FOR THE WEEKEND.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO EXERCISE 2 AGAIN AND ANSWER. IS THE STRESSED WORD ALWAYS THE SAME IN THE FOLLOWING QUESTIONS? 1 HOW MUCH IS A RETURN TICKECT? 2 HOW ARE YOU PAYING?  IN YOUR NOTEBOOK, PLAN YOUR ACTIVITIES FOR THE NEXT WEEKEND. EXCHANGE WITH A PARTNER. MAKE CORRECTIONS AND GIVE IT BACK. WRITE A NEW VERSION INCLUDING THE CORRECTIONS. CLOSING:  RESEARCH ACTIVITY: WRITE SOME ACTIVITIES FOR TRAVELING SAFELY. MAKE A LIST AND COMPARE WITH A PARTNER. THINK OF ANY MORE TIPS YOU CAN ADD TO YOUR LISTS. SUGGESTED SITE: HTTP://WWW.KIDSHEALTH.ORG/TEEN/SAFETY/SAFEB ASICS/TRAVEL_TIPS.HTML

75

SUBJECT: ENGLISH UNIT: IV SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS GRADE: 3rd FUTURE PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT AND DESCRIBING WEEKEND PLANS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: WHAT ARE YOUR PLANS FOR THIS WEEKEND? DEVELOPMENT:  LISTEN TO DANIEL TALKING ABOUT HIS PLANS WITH LAURA AND COMPLETE THE CONVERSATION. COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  REFLECT ON LANGUAGE: READ AND CHOOSE THE CORRECT OPTION. I M GOING TO VISIT THE ANTROPOLOGY MUSEUM OR LA CASA AZUL. ARE YOU GOING TO GO TO THE RUINS OF TEOTIHUACN OR THE RUINS OF TEMPLO MAYOR? IN THE SENTENCES, THE WORD OR INDICATES A) ALTERNATIVE. B) SEQUENCE C) PLACE  MATCH THE COLUMNS AND IN YOUR NOTEBOOK WRITE SENTENCES ABOUT THE DIFFERENT ACTIVITIES FOR THE WEEKEND USING OR.  WORK IN GROUPS OF THREE AND DISCUSS YOUR PLANS AND OPTIONS FOR THE WEEKEND. USE YOUR NOTES FROM EXERCISE 2 TO HELP YOU. CLOSING:  CD-ROM: . BEGINNING: BRAINSTORM.

PORTFOLIO.

76

ASK: WRITE THEY COMPLETE WITH WORDS: WEEK WEEKEND

DEVELOPMENT:  READ AND ANSWER THE QUESTIONNAIRE ABOUT YOUR DREAM WEEKEND.  IN PAIRS, COMPARE YOUR ANSWERS.  IN YOUR NOTEBOOK. WRITE AN E-MAIL TO A FRIEND ABOUT YOUR DREAM VACATION. EXCHANGE YOUR EMAIL WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. REWRITE YOUR E -MAIL AND INCLUDE THE CORRECTIONS. CLOSING:  CD-ROM: HANGMAN ACTIVITY.

77

SUBJECT: ENGLISH UNIT: IV SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 3rd CONVERSATIONS IN WHICH FOOD AND DRINK ARE ORDERED, AS WELL AS TO DESCRIBE FOOD AND DRINK THAT YOU KNOW / LIKE AND THEIR RECIPES, AND LEARN ABOUT FOOD AND DRINK IN OTHER PARTS OF THE WORLD. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CHOOSE AND ORDER MEALS.

DEVELOPMENT:  READ THE RECIPES FROM PAOLO TORTELLINI & THE COOK TEAM WEBSITE AND ANSWER. 1 WHERE CAN YOU FIND DIFFERENT RECIPES? 2 HOW IS THE LANGUAGE DIFFERENT IN THE RECIPES? 3 WHICH RECIPE IS EASIER TO FOLLOW?  THINK OF A RECIPE YOU WOULD LIKE TO INCLUDE ON THE WEBSITE. PREPARE THE INGREDIENTS, STEPS AND PICTURES. THEN DESIGN YOUR WEB PAGE.  DISPLAY YOUR WEB PAGE AROUND THE CLASSROOM. TALK ABOUT THE INGREDIENTS AND THE COOKING PROCESS WITH YOUR CLASSMATES. WHICH RECIPE IS THE BEST? WHICH ONE IS THE EASIEST?

PORTFOLIO.

78

SUBJECT: ENGLISH UNIT: IV SESSIONS: 21 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES AND DESCRIBE GRADE: 3rd ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. TOPIC: DESCRIBING ADVENTURES FROM THE PAST. STRATEGIC COMPETENCE: SELF-EVALUATION. 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

79

SUBJECT: ENGLISH UNIT: IV SESSIONS: 23 AND 24 SESSIONS GRADE: 3rd AND DESCRIBE ACTIONS THAT HAPPENED WHEN OTHER ACTIONS WERE IN PROGRESS. STRATEGIC COMPETENCE: MY PROJECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING

PURPOSE: TO ENABLE YOU TO DISCUSS YOUR MEMORIES TOPIC: DESCRIBING ADVENTURES FROM THE PAST.

CONNECTION WITH OTHER SUBJECTS

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, DISCUSS THE CHANGES CAUSED BY CONSTRUCTIONS AND NATURAL PHENOMENA IN AND AROUND YOUR COMMUNITY. WHY WERE THEY IMPORTANT AND HOW DID THEY CHANGE YOUR COMMUNITY?  WHAT HAPPENED? WHEN DID IT HAPPEN?  WHO WAS INVOLVED? HOW OLD WERE YOU THEN? FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A VIDEO PRESENTATION __ A BROCHURE __ A MAGAZINE ARTICLE __ A WEB PAGE __ A POWER PRESENTATION __ OTHER ______________ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________

80

PRESENTATION: ___________________________

_ ____________________

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

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

81

SUBJECT: ENGLISH UNIT: V SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE PLANS IN GRADE: 3rd THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKIING ABOUT YOUR FUTURE. STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU THINK THE FUTURE WILL BRING? DEVELOPMENT:  LISTEN TO THE KIDS TALKING ABOUT THEIR FUTURE. THEN WRITE T (TRUE) OR F (FALSE).  COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTIONS. 1 I STUDY FRENCH IN HIGH SCHOOL. 2 I WILL STUDY FRENCH WHEN I GO TO HIGH SCHOOL. 3 I DIDN T GET MARRIED WHEN I FINISHED UNIVERSITY. 4 I WON T GET MARRIED UNTIL I FINISH UNIVERSITY. WHICH SENTENCES REFER TO A PREDICTION FOR THE FUTURE? ____ ____ HOW DO YOU KNOW THOSE SENTENCES REFER TO THE FUTURE?  LOOK AT THE INFORMATION IN THE TABLE AND CHECK THE THINGS YOU PREDICT YOU WILL DO WHEN YOU FINISH HIGH SCHOOL.  WORK IN PAIRS. TELL YOUR PARTNER ABOUT THE PREDICTIONS YOU MADE IN EXERCISE 2. DO YOU HAVE THE SAME PREDICTIONS?

PORTFOLIO.

82

CLOSING:  CD-ROM: MATCHING ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 147, EX. 1. BEGINNING: BRAINSTORM. ASK: WHAT WILL YOU DO NEXT YEAR? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION BETWEEN DANIEL AND JACK AND ANSWER THE QUESTIONS BELOW.  THINK OF A SUMMER JOB YOU WOULD LIKE TO DO. MAKE SOME NOTES ABOUT WHAT YOU WILL DO WITH YOUR FIRST WAGES.  WORK IN PAIRS. PREPARE A CHAT ROOM CONVERSATION USING YOUR NOTES FROM EXERCISE 2. COMPARE YOUR CONVERSATION WITH ANOTHER PAIR AND MAKE SUGGESTIONS TO IMPROVE IT IF NECESSARY. CLOSING:  PORTFOLIO: EX. 3, P. 127.

83

SUBJECT: ENGLISH UNIT: V SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE PLANS IN GRADE: 3rd THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: PREDICTING YOUR AND OTHER PEOPLE S FUTURE. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: DO YOU BELIEVE IT S POSSIBLE TO PREDICT THE FUTURE? DEVELOPMENT:  READ THE CARDS BELOW AND ANSWER THE QUESTIONS.  LISTEN AND CIRCLE THE CARDS MENTIONED. COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  CLOSE YOUR EYES AND POINT TO A CARD. WHAT WILL HAPPEN TO YOU NEXT WEEK? HOW MANY PEOPLE GOT THE SAME CARD AS YOU? CLOSING:  HOMEWORK: FUTURE TECHNOLOGICAL PREDICTIONS  LEARN TO LEARN VOCABULARY, P. 147, EX. 4. BEGINNING: BRAINSTORM. ASK: ADVANTAGES AND DISADVANTAGES ABOUT THE FUTURE. DEVELOPMENT:  READ THE CHAIRVOYANT S PREDICTIONS. UNDERLINE THE PREDICTIONS YOU AGREE WITH. COMPARE WITH

STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

PORTFOLIO.

84

A PARTNER.  READ THE INTERVIEW AGAIN AND WRITE WHO THESE SENTENCES REFER TO.  REFLECT ON LANGUAGE: LOOK AT THE SENTENCES IN EXERCISE 2 AND ANSWER THE QUESTIONS. WHAT DO YOU NOTICE ABOUT THE FORM OF WILL? IS IT THE SAME WITH ALL PERSONS OR DOES IT CHANGE?  IN PAIRS. MAKE A LIST OF MEXICAN CELEBRITIES AND GIVE IT TO ANOTHER PAIR. MAKE PREDICTIONS FOR THE CELEBRITIES THEY CHOSE. WORK TOGETHER AND TALK ABOUT YOUR PREDICTIONS. WHICH ONE IS THE MOST CREATIVE? WHICH ONE TELLS THE BEST OR THE WORST NEWS. CLOSING:  RESEARCH ACTIVITY: WHAT LABN? SUGGESTED SITE: HTTP://WWW.WIKIPEDIA.ORG  CD-ROM: HANGMAN ACTIVITY.

85

SUBJECT: ENGLISH UNIT: V SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE PLANS IN GRADE: 3rd THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT AND DESCRIBING THE FUTURE. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: WHAT WILL HAPPEN IN THE NEXT EPISODE OF YOUR FAVORITE TV PROGRAM? DEVELOPMENT:  READ THE REVIEW OF BLACK FOREST CLINIC AND ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: LOOK AT THE TEXT AGAIN AND ANSWER THE QUESTION. HOW DO WE ASK QUESTIONS ABOUT FUTURE PREDICTIONS?  STRATEGIC COMPETENCE: YOU CAN TELL IF A TEXT IS FORMAL OR INFORMAL.  LOOK AT THESE ANSWERS TO SOME OF THE QUESTIONS ABOUT BLACK FOREST CLINIC. IN YOUR NOTEBOOK WRITE THE CORRECT QUESTIONS.  WORK IN GROUPS OF THREE. COMPARE YOUR QUESTIONS AND CORRECT THEM IF NECESSARY. DISCUSS WHAT WILL HAPPEN TO THE REST OF THE CHARACTERS OF BLACK FOREST CLINIC. CLOSING:  . BEGINNING: BRAINSTORM. ASK: THE STUDENTS WRITE A WEB ACCOMODATION. DEVELOPMENT:

PORTFOLIO.

86

 READ RAY AND KEVIN S BLOGS AND ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTION. I THINK I LL LEARN SPANISH AND JAPANESE. I WON T STUDY AFTER HIGH SCHOOL. WE USE WON T TO EXPRESS THE _____ IDEA IN THE FUTURE. A) AFFIRMATIVE B) NEGATIVE C) INTERROGATIVE  USE THE IDEAS FROM THE BOX BELOW AND WRITE A BLOG ENTRY ABOUT WHAT WILL. OR WON T HAPPEN TO YOU IN THE FUTURE.  WORK IN GROUPS OF FOUR. SHARE YOUR BLOGS AND TALK ABOUT YOUR DESCRIPTIONS FOR THE FUTURE. DO YOU AGREE WITH YOUR CLASSMATES PREDICTIONS? DO THEY AGREE WITH YOURS? MALE OTHER PREDICTIONS WITH YOUR CLASSMATES. CLOSING:  :

87

SUBJECT: ENGLISH UNIT: V SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE PLANS IN GRADE: 3rd THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT YOUR FUTURE PLANS WHEN YOU LEAVE SCHOOL. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE TRAVEL INFORMATION.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU THINK YOUR SCHOOL BE LIKE IN THE FUTURE? DEVELOPMENT:  READ THE SCIENCE NEWSPAPER ARTICLE AND PUT A CHECK NEXT TO THE TOPICS THE JOURNALIST MENTIONS.  REFLECT ON LANGUAGE: FIND THE FOLLOWING IN THE NEWSPAPER ARTICLE. 1. INTRODUCTION 2 BODY (2) 3 CONCLUSION WHY IS IT IMPORTANT TO ORGANIZE AN ARTICLE IN THIS WAY? IS THIS ORGANIZATION DIFFERENT FROM THE ORGANIZATION IN OTHER TYOES OF TEXTS? WHY?  DISCUSS THE ARTICLE IN GROUPS. DO YOU AGREE WITH THE JOURNALIST.  IMAGINE THE IDEAL SCHOOL FOR THE FUTURE. WRITE SOME IDEAS IN YOUR NOTEBOOK. USE THE IDEAS IN THE BOX BELOW. THEN WORK IN PAIRS AND SHARE YOUR PREDICTIONS.  WORK IN GROUPS OF THREE. SHARE YOUR IDEAS ABOUT THE TOPICS IN EXERCISE 3. JOIN YOUR IDEAS TOGETHER AND WRITE A NEWSPAPER ARTICLE. DISPLAY YOUR ARTICLE AROUND THE CLASSROOM.

PORTFOLIO.

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WHICH ARE THE BEST IDEAS ABOUT SCHOOLS IN THE FUTURE. CLOSING:  PORFOLIO: EX. 4, P. 132. BEGINNING: BRAINSTORM. ASK: WHAT WILL BE YOUR COUNTRY IN THE FUTURE? DEVELOPMENT:  READ BOB AND SANDRA S E-MAILS ABOUT THEIR PLANS FOR WHEN THEY FINISH JUNIOR HIGH SCHOOL AND THINK ABOUT THE OCCUPATIONS THEY WILL HAVE.  CHOOSE ONE OF THE FOLLOWING OCCUPATIONS OR ANOTHER ONE THAT INTERESTS YOU. IN YOUR NOTEBOOK, WRITE SOME NOTES ABOUT WHAT YOUR LIFE WILL BE LIKE IF YOU BECOME ONE OF THESE.  WRITE AN E-MAIL TO A FRIEND ABOUT YOUR PLANS FOR YOUR FUTURE LIFE. USE YOUR NOTES FROM EXERCISE 2 TO ORGANIZE YOUR IDEAS. DISPLAY YOUR E-MAILS AROUND THE CLASSROOM AND DISCUSS THE DIFFERENT LIFESTYLES YOU THINK YOU WILL HAVE IN THE FUTURE. CLOSING:  LEARN TO LEARN VOCABULARY, P. 147, EX. 2.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE PLANS IN GRADE: 3rd THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: SPECULATING ABOUT THE FUTURE. STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

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BEGINNING: BRAINSTORM. ASK: DO YOU EVER DREAM ABOUT THE FUTURE? DEVELOPMENT:  READ THE ESSAYS AND COMPLETE THE TABLE ABOUT DOLORES AND FRANK S VIEWS ABOUT THE FUTURE.  WORK IN PAIRS. CHECK YOUR ANSWERS.  ANSWER THE QUESTIONS ABOUT THE FUTURE IN YOUR NOTEBOOK.  CLASS DISCUSSION. SHARE YOUR ANSWERS FOR EXERCISE 3. DECIDE WHICH ARE THE MOST CREATIVE IDEAS? CLOSING:  CD-ROM: WHEN I M FIFTY SONG. BEGINNING: BRAINSTORM. ASK: COMPLETE THE WORDS: W__L, F____E, DEVELOPMENT:  LISTEN AND READ THE FIRST PART OF THE POEM. UNDERLINE THE WORDS THAT RHYME.  READ THE SECOND PART OF THE POEM AND FILL IN THE BLANKS WITH THE WORDS IN THE BOX. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  REFLECT ON PRONUNCIATION AND STRESS: READ THE POEM IN EXERCISE 2 AND ANSWER.

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WHY IS IT IMPORTANT TO PAY ATTENTION TO THE PUNCTUATION WHILE READING A POEM?  WRITE ABOUT YOU. CHOOSE ONE OF THE VERSES AND SUBSTITUTE THE INFORMATION WITH YOUR OWN DAYDREAMS. TRY TO MAKE THE WORDS RHYME. READ THE POEM ALOUD, INCLUDING YOUR VERSE. CLOSING:  .

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SUBJECT: ENGLISH UNIT: V SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT DAILY LIFE IN THE FUTURE. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

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BEGINNING: BRAINSTORM. ASK: WHAT WILL YOUR CITY BE LIKE IN 50 YEARS TIME? DEVELOPMENT:  LISTEN TO THE CONVERSATION AND CIRCLE THE BEST OPTION.  STRATEGIC COMPETENCE: YOU CAN RELY ON INTONATION TO UNDERSTAND THE FEELINGS OF A SPEAKER.  LISTEN TO LAURA AND JACK AGAIN AND WRITE J (JACK) OR L (LAURA) ACCORDING TO WHAT THEY SAY ABOUT THE LIFE IN THE FUTURE.  WORK IN PAIRS. DISCUSS THE FUTURE OF YOUR TOWN OR CITY. USE THE QUESTIONS FROM EXERCISE 2 TO HELP YOU. CLOSING:  LEARN TO LEARN VOCABULARY, P. 147, EX. 3.  RESEARCH ACTIVITY: FIND OUT ABOUT WEATER SHORTAGES. PREDICT WHAT WILL HAPPEN AND SAY WHAT DIFFERENTE COUNTRIES ARE GOING TO DO. HTTP://WWW.GUARDIAN.CO.UK/WATER/STORY/0,,1 851712,OO.HTML BEGINNING: BRAINSTORM. ASK: DEVELOPMENT:

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 READ THE ARTICLE FROM SCIENTIFIC JOURNAL MAGAZINE AND CHECK THE TOPICS THEY MALE PREDICTIONS ABOUT.  READ THE ARTICLE AGAIN AND DECIDE WHICH OF THE FOLLOWING IDEAS ARE EXPRESSED IN THE TEXT.  REFLECT ON STYLE: IS A SCIENTIFIC ARTICLE A FORMAL OR AN INFORMAL TEXT? WHY?  WRITE A TEXT WITH PREDICTIONS ABOUT WHAT YOUR IDEAL CITY IN THE FUTURE WILL BE LIKE. CLOSING:  PORTFOLIO: EX. 3, P. 137.  CD-ROM: CONVERSATION ACTIVITY.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT THE CERTAINTY OF YOUR PLANS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

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BEGINNING: BRAINSTORM. ASK: HOW CERTAIN ARE YOU ABOUT YOUR PLANS FOR HIGH SCHOOL? DEVELOPMENT:  READ THESE RESOLUTIONS FOR THE NEXT SCHOOL YEAR AND COMPLETE THE TABLE BELOW.  REFLECT ON LANGUAGE: LOOK AT THE TABLE AND ANSWER THE QUESTIONS. 1 WHICH WORD SHOWS THAT A PERSON IS 100 % CERTAIN OF A PLAN? ____________________ 2 WHICH WORD SHOWS THAT A PERSON IS 75 % CERTAIN OF A PLAN? ____________________ 3 WHERE DO THESE WORDS GO IN THE SENTENCE? _______________________  IN YOUR NOTEBOOK WRITE ABOUT YOUR PLANS FOR HIGH SCHOOL. WORK IN GROUPS OF THREE. SHARE YOUR PLANS AND MAKE ANY CORRECTIONS IF NECESSARY. WRITE A NEW VERSION AND DISPLAY YOUR PLANS AROUND THE CLASSROOM. WHICH ARE THE BEST PLANS? CLOSING:  PORTFOLIO: EX. 2, P. 138.  CD-ROM: WORD SEACH ACTIVITY. BEGINNING: BRAINSTORM.

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ASK: ADJECTIVES, ADVERBS, CONNECTORS, ECOLOGY, OCCUPATIONS, VERBS. DEVELOPMENT:  READ THE FIRST PART OF THE MAGAZINE ARTICLE ABOUT TEENAGERS. THEN DISCUSS WITH A PARTNER WHETHER YOU AGREE OR DISAGREE WITH THE AUTHOR S OPINION.  WORK IN GROUPS OF SIX TO TEN STUDENTS AND TAKE A SURVEY BY ANSWERING THE QUESTIONS FROM THE ARTICLE. CALCULATE THE RESULTS AND WRITE A REPORT.  CHOOSE A REPRESENTATIVE FROM YOUR GROUP AND REPORT YOUR FINDINS. CLOSING:  RESEARCH ACTIVITY: WHERE DOES THE WORD ADOLESCENT COME FROM AND WHAT DOES IT MEAN? WHERE DOES THE WORD TEENAGER COME FROM? HTTP://DICTIONARY.REFERENCE.COM/

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SUBJECT: ENGLISH UNIT: V SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: TALKING ABOUT THE CERTAINTY OF OTHER PEOPLE S PLANS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

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BEGINNING: BRAINSTORM. ASK: DO YOU KNOW FOR SURE WHAT YOUR BEST FRIEND IS GOING TO DO NEXT SUMMER? DEVELOPMENT:  READ HARRY S E-MAIL AND CIRCLE THE BEST ANSWER.  IN YOUR NOTEBOOK WRITE ABOUT HARRY S PLANS FOR HIS VACATIONS. USE THE WORDS IN THE BOX AND THE PHRASES BELOW.  THINK ABOUT THE THINKS YOU PLAN TO DO THIS SUMMER AND WRITE AN E-MAIL TO A FRIEND TELLING HIM / HER ABOUT YOUR PLANS. USE THE E-MAIL IN EXERCISE 1 AS A MODEL. WORK IN GROUPS OF THREE. SHARE YOUR E-MAILS AND SUGGEST ANY CHANGES OR CORRECTIONS IF NECESSARY. DISCUSS YOUR PLANS. CLOSING:  PORTFOLIO: EX. 3, P. 140.  INTERNET PROJECT: SURF THE INTERNET AND FIND INFORMATION ABOUT SUMMER PROGRAMS THAT TEENAGERS CAN JOIN DURING THE VACATIONS. TAKE SOME NOTES AND DISCUSS IN SMALL GROUPS WHICH PROGRAM YOU WOULD LIKE TO JOIN AND WHY. THINK WHETHER YOU CAN ORGANIZE A SIMILAR PROGRAM IN YOUR SCHOOL. SUGGESTED SITE:

PORTFOLIO.

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HTTP://WWW.BICYCLETRIPS.COM/ BEGINNING: BRAINSTORM. ASK: . DEVELOPMENT:  LISTEN TO PAM AND TIM S PLANS FOR THE FUTURE AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTION. 1 PERHAPS I LL GO TO THE NEW LANGUAGE SCHOOL. 2 MAYBE I LL STUDY PHOTOGRAPHY. 3 I WILL DEFINITELY GO TO UNIVERSITY. 4 MAYBE YOU LL BECOME FAMOUS. WHICH SENTENCES EXPRESS DOUBT ABOUT THE FUTURE? __________ __________ __________ WHICH WORDS IN THESE SENTENCES ARE USED TO EXPRESS POSSIBILITY? __________________  IN YOUR NOTEBOOK WRITE SOME IDEAS ABOUT YOUR FUTURE. USE MAYBE, PERHAPS, NOT SURE OR CERTAIN AND THE IDEAS FROM THE BOX.  WORK IN GROUPS OF FOUR AND SHARE YOUR NOTES ABOUT YOUR FUTURE. GIVE YOUR OPINION AND DISCUSS WHAT YOU THINK THEIR FUTURE WILL BE WITH YOUR CLASSMATES. CLOSING:  PORTFOLIO: EX. 2, P. 141.  CD-ROM: CONCENTRATION ACTIVITY.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE AND DISCUSS FUTURE GRADE: 3rd PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL. TOPIC: EXPRESSING CERTAINTY ABOUT FUTURE EVENTS. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

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BEGINNING: BRAINSTORM. ASK: DO YOU KNOW ANY YOUNG MEXICANS WITH A PROMISING FUTURE? DEVELOPMENT:  READ AND COMPLETE THE CONVERSATION WITH THE WORDS IN THE BOX. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTIONS. 1 I M SURE THAT HE S GOING TO BE THE BEST DANCER BECAUSE HE HAS A LOT OF TALENT. 2 I M CERTAIN SHE S NOT GOING TO PASS THE EXAM BECAUSE SHE NEVER COMES TO CLASS. 3 THEY RE GOING TO VISIT THEIR FAMILY NEXT WEEK. WHICH WORDS EXPRESS CERTAINTY? _____ , _____ WHAT DIFFERENCE IN THEIR MEANING DO YOU NOTICE IN THE THREE SENTENCES? ______________  IN YOUR NOTEBOOK, COPY AND COMPLETE THE SENTENCES ABOUT YOURSELF WITH SURE OR CERTAIN AND THE APPROPRIATE FORM OF GOING TO. DISCUSS YOUR ANSWERS WITH A PARTNER.  WORK IN GROUPS OF FOUR. THINK OF DIFFERENT THINGS YOU CAN WRITE, ABOUT THE FUTURE OF YOUR SCHOOL, YOUR CLASSMATES, YOUR TOWN, ETC.

PORTFOLIO.

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CLOSING:  CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: . DEVELOPMENT:  LISTEN TO PAM AND TIM S PLANS FOR THE FUTURE AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTION. 1 PERHAPS I LL GO TO THE NEW LANGUAGE SCHOOL. 2 MAYBE I LL STUDY PHOTOGRAPHY. 3 I WILL DEFINITELY GO TO UNIVERSITY. 4 MAYBE YOU LL BECOME FAMOUS. WHICH SENTENCES EXPRESS DOUBT ABOUT THE FUTURE? __________ __________ __________ WHICH WORDS IN THESE SENTENCES ARE USED TO EXPRESS POSSIBILITY? __________________  IN YOUR NOTEBOOK WRITE SOME IDEAS ABOUT YOUR FUTURE. USE MAYBE, PERHAPS, NOT SURE OR CERTAIN AND THE IDEAS FROM THE BOX.  WORK IN GROUPS OF FOUR AND SHARE YOUR NOTES ABOUT YOUR FUTURE. GIVE YOUR OPINION AND DISCUSS WHAT YOU THINK THEIR FUTURE WILL BE WITH YOUR CLASSMATES. CLOSING:  PORTFOLIO: EX. 2, P. 141.  CD-ROM: CONCENTRATION ACTIVITY.

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