School: ESTI 5 30DST0005Y

Grade:

CONTENTS

Teacher: Monserrat Rodrguez Cevallos

Social Practice of the Language: Produce
texts to participate in academic event.
Specific Competency:
Rewrite information to explain a graphic exhibition.

1st

Group: B, G. H, I , J , K

Week Dates: April 25th to May 20th

Learning Environment:
Product 1:
Academic and educational.
Exhibition about a science topic
Achievement (s): Identifies and distinguishes types of sentences
that express main ideas within paragraphs, using previously established
goals. Uses various strategies in order to point out relevant information.
Selects information in order to rewrite and paraphrase sentences.
Organizes sentences to make a paragraph. Points out and clarifies doubts
in order to edit notes.

Knowing about the Language:

Text organization patterns.
Repertoire of words necessary for this social practice of the language. (basic)
Composition of expressions. (to learn , understand and use)
Relative pronouns (e.g., who, that, which).
Connectives (e.g., because, as for, despite). ( limit to because and despite)
Verbs: modals, phrasal. (few samples and use)
Verb forms: passive. (This would be too advance for them to understand grammatically but we will see it within the rest of the context)
Differences between British and American variants: -l-/-ll- (e.g., canceled, cancelled, etc.). (just explain that for regular verbs British duplicate
the consonant when it is vowel followed by consonant at the end)
Punctuation: period, colon, indentation. (explain the use is very similar to Spanish)

Doing with the Language:

Check a Science topic in diverse sources. Select illustrated texts about a scientific topic. Activate previous
knowledge. Identify topic, purpose and intended audience. Examine graphic and text components. Recognize
textual organization.
Understand the general meaning and main ideas in diverse texts. Read texts from diverse sources. Anticipate
the general meaning. Detect new words. Identify key ideas in paragraphs. Distinguish the types of sentences used
to express key ideas and back-up information. Use diverse strategies to point out relevant information. Classify
information based on purpose.
Rewrite information. Select previously classified information. Complete sentences with key ideas from a text. Add
information to key ideas of sentences to exemplify, support or enrich them. Formulate and write questions concerning the
information in a text. Order words to construct sentences that answer questions. Paraphrase sentences in order to
rewrite them. Rewrite sentences. Order rewritten sentences to articulate them and form paragraphs. Choose
paragraphs to construct notes. Write notes to fill-in cards. Check cards to present a graphic exhibition.
Edit notes with the teachers guidance. Check the use of punctuation and spelling conventions. Mark and clarify
doubts. Detect mistakes and correct them. Write final version. (All the blue should be closely guided by teacher,
since ss just recognize cognates , few vocabulary and can only structure very basic sentences)
Being through the Language:
Show willingness to learn to learn.
Make efforts and dialogue to reach common goals.
Take action and favorable decisions about our environment.

Lesson
/ Week/
Class

Less
on
Stages

Activities

Stag
e 1:
I
know

START

Lesso
n1

Lesso
n2
Stag
e 3:
I
think

Development

Stag
e 2:
I
build

LISTEN TO THE
TEACHER AND EXPLAIN
WHAT YOU
UNDERSTOOD.
1. Decide if the
following pictures
represent something that
is good or bad for the
environment.
2. Look at the
pictures in Activity 1 and
label them with the
correct topic from the
box. 3. Skim the text for
the main idea, then
Check the picture that
best represents the
problem described.
4. Label the text in
Activity 3 with Now,
Pollution, and Then.
5. Listen to questions
and circle the best
answer on board. Then
do the sane in the book
exercise but reading the
questions and circling the
best option for each one.
6. How do you think
the ideas talked about in
the text in activity 3 have
affected your
community?
7. Choose a phrase or
word from each column
to match and make
complete sentences.
8. Which words link
the information in the
sentences in activity 7?

Procedures

1. Ask Ss to open their Student Books to page 128, ask them to

identify what they can see in the pictures. Then have them decide if
they represent something which is good or bad for the environment by
drawing a happy or sad face next to the picture. Encourage Ss to share
their thoughts.
2. Read out the words from the box and check Ss understand
meaning. Then read them out again and have Ss call out a
corresponding picture number from activity 1. Then have them label
the pictures in their Student Book.
3. Point to the pictures in Activity 3 and elicit what they can see.
Read the rubric and elicit the meaning of skim. Tell Ss not to worry
about understanding every word. Then have skim the text and graphic
components, have them skim the text and check the picture it refers
to. Check answer as a class.

5. Ask Ss to open their Student Books to page 129 and have them read
through the questions in Activity 5. Check for understanding. Explain that they
are going to read the article in activity 3 again, but this time they need to read
it more carefully in order to look for specific information to answer the
questions. Check answers.
6. Elicit from Ss how pollution and other points discussed in the article
have affected their community and their country. Then ask Ss what we are
doing nowadays to help the environment and write down their suggestions on
the board. Ask Ss to rank the problems in the order they consider to be most
serious.
7. Elicit from Ss what a noun is and have them give you examples. Have
Ss look at Activity 7 in their Student Books. Direct them to the first column and
tell them to underline the final noun in each sentence. Elicit which one refers
to people. Remind them to look for the commas in the first part of the
sentences as this is a big clue. Then ask them to match the sentences with the
relative pronouns and the correct second part of the sentence. Monitor and
check.
8. In pairs have Ss answer the question. Ask for volunteers to call out the
answers.
9. Ask Ss to match each relative pronoun with the sentence it
describes. Check answers as a class.

Notes
&
Materials

All
Ready
Students
Book 1
p.
128
Read
er
p.
111-120

All
Ready
Students
Book 1
p.
129 &
130

Lesso
n3

Stag
e 4:
I
practic
e

Closing

I
think

Lesso
n5

Stag
e 5:
I
can

Stag
e 1:
I
know
Stag
e 2:

Development

Lesso
n4

Start

Stag
e 4:
I
practic
e

9. Match the words

to the sentences they
10. Read the text in
Activity 3 again and write
the verbs which have two
parts.
11. Do the verbs in
Activity 10 have literal or
non-literal meanings?
Check your answer in the
Glossary on page 164. ( T
explains)
12. Look at the
sentences and circle the
best option to complete
each one. 13. Choose a
phrase or word from each
column to match and
make complete
sentences.
14. Rewrite these
sentences using words
from Activity 13.
15. Complete the text
with the words from the
box.
16. Unscramble the
words to make sentences
that answer the
questions.
17. Rewrite the
following sentences. Use
the relative pronouns in
parentheses. 18. Read
the text and make notes.
19. Use your notes to
present the information
to a classmate.
1. Look at the
following photographs.
What do you think are
the causes of these
problems?
2. What do you think

10. Ask Ss to open their Student Books to page, in pairs, have them find
and write down as many verbs as they can. Explain that there are some verbs
which have a verb and preposition and that these are known as phrasal verbs.
Walk around and check Ss understand what they are looking for.
11. Check Ss understand the difference between literal and non-literal
meaning. Elicit which has a literal meaning and which has a non-literal
meaning. Tell Ss to look at the phrasal verbs and decide which ones have a
literal meaning and which do not. Check answers.
12. Draw Ss attention to the Reflection Box and have them complete it.
Check answers as a class.
13. Ask Ss to open their book at page 131 and match the words from each
column to make complete sentences. Monitor and provide individual help if
necessary.
14. Ask Ss to describe what they can see in the photograph in activity 14.
Tell them to read the first sentence and point out that here are many ways we
can say the same thing. To paraphrase sentences in order to rewrite them, ask
Ss to rewrite the sentences, and encourage them to check their answers with
a partner before giving feedback to the whole class.
Evaluation : Checklist

15. Ask Ss to open their Student Books to page 132, refer Ss back
to the reflection box from activity 9 on page 130 and remind them
when to use that, who, and which. Elicit when we add a comma. Ss
choose the correct word to fill the gaps. Check answers as a class.
16. Ss unscramble the sentences in their books. Walk around and
monitor.
17. Refer Ss back to the model in Activity 16 and have them work
together to rewrite the information to compose sentences. Check
answers.
18. Have Ss turn to page 133 and explain that they will read a
leaflet, and present the main ideas. They will do this by taking notes
and extracting only the most important information.
19. Ask Ss to get into pairs, and using their notes from the previous
activity, have them take turns to try to reconstruct the text verbally
without looking at it, but adding details that their patterns give them.
1. Ask Ss to open their Student Books to page 134, ask them to
look at the photographs. Have them identify the problem in each
photo and what they think causes the problem. Encourage them to use
full sentences.
2. Elicit how the situations were before. To help them, if necessary,
write some key words on the board.

All
Ready
Students
Book 1
p.
130 &
131

All
Ready
Students
Book 1
p.
132 &
133

All
Ready
Students
Book 1
p.
134 &

Lesso
n8
Lesso
n9
Product
1

Sta
ge 4:
I
practic
e

Sta
ge 5:
I
can
Sta
ge 1:

Start

Lesso
n7

Developm Closing

Lesso
n6

Stag
e 3:
I
think
Sta
ge 3:
I
think

Closing

I
build

the situations shown in

the photographs in
Activity 1 were like
before?
3. Skim the text for
the main ideas. 4. Read
6. Read the text in
Activity 3 again and
circle all the verbs you
find.
7. Match the
9. Read the text in
Activity 3 and circle the
connectors.
10. Complete the
table with the connectors
from the text in Activity 3.
11. Complete the
sentences with words
from the box.
12. Look at the
sentences and choose the
best option to complete
them.
13. Look at the
diagram and write
sentences about the
process.
14. Read the text and
write MI for Main Idea or
SI for Supporting Idea.
15. Work in pairs and
discuss the questions.
16. Listen to the
interview with an organic
farmer and take notes.
1. Look at the list of
topics and check the two
you feel most interested
in.

3. Ask Ss to Skim the text and summarize each paragraph. Check

answers.
4. Have Ss read the text in activity 3 again and answer the
sentences in activity 4 as either true or false. Monitor and check.
5. Tell Ss to skim the text on page 135 and tell you the main ideas.
Then read the questions with them to check the new vocabulary. Give
6. Ask Ss to open their Student Books to page 136 and read the
text in Activity 3 again and circle all the verbs they can find.
7. Tell Ss to work in pairs and match the beginning of each
sentence to the correct ending.
8. Ask Ss to read each paragraph and determine the main idea of

9. Ask Ss to open their Student Books to page 137, elicit

connectors they already know and have them look at the text and
circle other connectors.
10. To sort information based on purpose, encourage Ss to make
sentences using the connectors they found in the previous activity.
Then elicit which column they go in, and have Ss complete the table
in activity 10.
11. Encourage the class to make some sentences about their
classmates using and, as well as, and also. Ss complete the sentences
in their Ss Books with the correct connector. Monitor and check.
12. Have Ss read the sentences in Activity 12 and choose the
correct words to complete the gaps. Check answers.
13. Have Ss look at the diagram and write sentences about the
process.
14. Ask Ss read the text and write MI for Main Idea or SI for
Supporting Idea. Check answers.

15. Ask Ss to open their Student Books to page 139, explain Ss

they are going to listen to an organic farmer talk about his farm. Tell
Ss to look at the table, encourage them to think about the information
they will hear before they listen.
16. Play the CD and tell them to take notes under distinct
1. Ask Ss to open their Student Books to page 140. Tell them to
look at the list of topics and choose the two they feel most interested

135

All
Ready
Students
Book 1
p.

All
Ready
Students
Book 1
p.
137 &
138

All
Ready
Students
Book 1
p.
All
Ready
Students
Book 1

Start

I
get
ready

Development

Sta
ge 2:
I
plan

Sta
ge 3:
I do

2. Work in pairs and

discuss the reasons for
your selection. Decide on
one topic to research.
3. Decide on the
sources of information
you will use to do your
research.

4. What materials do
you need? Make a list.
5. Use the organizer
on page 180 in the
worksheets section to
make notes about the
information researched.
6. Write three main
ideas and three
supporting ideas.
7. Put your
information together in a
paragraph. Remember to
use the passive and
connectors.
8. Check the spelling
and punctuation. Correct
any mistakes.
9. Use index cards to
make simple notes for
reference about your
paragraph.
10. Add simple
sketches to the index
cards to help you
remember the
information. Look at the
example provided.

in.
2. Encourage Ss to share their decision from Activity 1 with the
class, and try to give reasons for why they choose those topics. Divide
Ss into pairs and have them decide on a topic to research together.
3. Ss decide on the sources of information they will use to do their
research.

4. Write presentation on the board and elicit materials Ss may

wish to use for their presentation. Ss decide on the materials they will
need for their presentation.
5. Ss may use the organizer on page 180 in the worksheets
section to make notes about the information researched.
6. Have Ss write three main ideas and three supporting ideas,
when they finish, elicit connectors and their uses. Have them insert
the appropriate connector between the main and supporting ideas.
7. Ask Ss to open their Student Books to page 141. They may put
their information together in a paragraph. Tell the Ss to remember to
use the passive and connectors. They can exchange their work with a
classmate for peer editing.
8. Ask Ss to check the spelling and punctuation. Correct any
mistakes. They can exchange their work with a classmate for peer
editing.
9. Remind them to use index cards to make simple notes for
reference about their paragraph.
10. Ask Ss what they can see in the picture and go through their
cards and the information and draw corresponding illustrations to
provide a graphic presentation.

p.
140

Closing

Lesso
n 10
Produ
ct 1

Sta
ge 3:
I do

11. Use your index

cards to present the
information to the rest of
the class.

11. Tell Ss that they are now going to present their research
project to the rest of the class, tell them that they can use their index
to present the information.

Sta
ge 4:
All
ready
to
share
Self
test
Home
work
Lesso
n 11
Evalu
ation

I
learn

For
mal
assess
ment

Check the I learn box.

1. Unscramble the words

to make sentences.
2. Circle the best option.

Ask Ss what they can do now that they couldnt do at the

beginning of the learning environment and listen to their responses.
Encourage them to identify the activities that they found especially
helpful during the process of making the product.

Briefly have Ss discuss their responses to the self-assessment in

groups or with the rest of the class. Give positive feedback for their
effort and progress.

All Ready 1
Lesson Plan
Unit 5Lessons 3

All
Ready
Students
Book 1
p.
141

All
Ready
Students
Book 1
p.
141
All
Ready
Students
Book 1
p.
174

School: ESTI 5 30DST0005Y

Grade:

Teacher: Monserrat Rodriguez Cevallos

1st

Group: B.G,H, I, J, K
Week Dates: May 23rd to June 24th

CONTENTS

Social Practice of the Language: Interpret

Learning Environment:
Product 2:
and express everyday life instructions.
Familiar and community
Oral warnings
Specific Competency:
Achievement (s): Adjusts volume, tone and intonation to
Understand and express specific warnings of public places.
emphasize warnings. Understands conditional and nonconditional warnings. Requests information to confirm the
understanding of warnings. Indicates causes and effects of
warnings. Associates warnings to particular situations.
Knowing about the Language:
Acoustic features.
Conditionals (e.g., If there is an emergency, you must).
Verb forms: imperative.
Connectors.
Sentence types.
Repertoire of words necessary for this social practice of the language.
Lexical differences between British and American variants (e.g., car, park, parking lot; motorway,
freeway).
Doing with the Language:
Check warnings relative to public places. Identify topic, purpose and intended audience from previous
knowledge. Recognize situations and public places in which warnings are communicated. Distinguish
speakers attitudes and turns of participation. Identify volume, intonation and tone. Understand the general
meaning and main ideas of warnings. Listen to warnings particular to public places. Anticipate the general
meaning. Establish the reason for some warnings. Distinguish between conditional and non-conditional
warnings. Determine sequence of statements (e.g., description, instruction). Relate warning statements to
their written form. Identify speech register.
Express warnings particular to public places.
Organize sentences into a sequence. Use non-verbal
language to aid the elaboration of warnings. Use strategies to emphasize meaning. Express causes and
effects of warnings. Paraphrase the message of some warnings. Express warnings particular to public places
Being through the Language:
Use language to prevent problems and respect social norms.
Assume responsibilities in society.
Recognize cultural differences in social norms.

I
build

Closing
Development
Start

Lesso
n2

I
know

Activities

Development

Lesso
n1

Less
on
Stages

I think

Closing

Lesso
n/ Week/
Class

Procedures

1. Listen to
warnings and identify
them written, Then
match the words or
phrases to signs.

1. Teacher will say the warnings and ss will look for them in a set of
cards, Then Teacher will ask ss to psate warning signs around the
classroom and ss will have to match them with their corresponding
word (s).

2.Check the signs

that are in your
community.
3a.
Why
Look at the
pictures

2, Ask Ss to open their Student Books to page 142. Tell Ss to check

the signs that are in their community.
3a
some
volunteer
to read
out loud
the 142.
questions:
do at
AskAsk
Ss to
open
their Student
Books
to page
Ask SsWhy
to look

and predict what each

situation is about.
4. Listen to the
information and
number the situation in
Activity 3 in the order
you hear them.
5. Listen to the
information again and
write who gives the
following instructions.
6. Why do you think
the instructions in
Activity 5 are
necessary?

7. Read the text.

Circle the words that
express cause and
underline the effects.
8. Complete the
table with examples
that demonstrate the
rules.

the pictures and predict what each situation is about.

4. Tell Ss to listen to the information and number the situations in
Activity 3 in the order they hear them.

5. Have Ss listen to the information again and write who gives the
following instructions.
6. Ask a volunteer to read the question: Why do you think the
instructions in Activity 5 are necessary? Ss answer in their notebooks.
Read the text and clarify unknown words.

7. Elicit Ss to read the text. Tell them to circle the words that
express cause and underline the effects.
8. Tell Ss to complete the table with examples that demonstrate the
rules.

Note
s
&
Materia
ls
All
Ready
Student
Book 1
p.
142
Read
er
All
Ready
Student
Book 1
p.
142 &
143
CD
Audio
track 29

I
know

I
build
Lesso
n4

I
think

Start
ClosingentDevelopm
Start

Lesso
n4

ClosingentDevelopm

I can

Start

Lesso
n3

I
practice

9. Listen and match

the signs to what they
tell us to do.
10. Look at the
sentences and choose
the best option(s) to
complete each one. 11.
Classify the following
signs. Then add one
more sign to each
category.
12. What do you
notice about the
colours?
Unscramble the
words to make
16. Complete the
table. Then draw one
more symbol in the last
column and complete
the information about
1. Work in pairs.
Discuss the following
question.
2. Match the
warning signs to the
3. Listen to the
extract and number the
signs you hear
mentioned in the
correct order. 4. Listen
5. Listen to the
police officer again and
number the
information in the
correct order.
7. Listen to the text
the teacher will read,
then read the text.
Circle the words that
express cause and

9. Ask ss to listen to what a ign tell us to do or not to do and

represent it with a drawing., then Ss open their Student Books to page
144. Invite Ss to look at the pictures and match the signs to what they
tell us to do.
10. Elicit Ss to look at the sentences and choose the best option(s)
to complete each one.
11. Tell Ss that they are going to classify the following signs. Then
tell them that they have to add one more sign to each category. After
that, ask them to answer the next question: What do you notice about
the colors?

All
Ready
Student
Book 1
p.
144 &
145

12. Ask Ss to look at the words and then, in pairs, to unscramble

the words to make sentences. They can check with other pairs.
13. Ask Ss to open their Student Books to page 145 and look at the
words in the box, you can ask for some examples of their use to
confirm Sss comprehension. Then Ss rewrite these sentences using the
16. Now Ss have to complete the table. They need to draw one
more symbol in the last column and complete the information about it.
17. To finish, Ss continue working in pairs to share tables and
compare notes.

All
Ready
Student
Book 1
p.
145-147

1. Ask Ss to open their Student Books to page 148. Have Ss work in

pairs. Discuss question. Ask for some volunteers to read their answers
out loud.
2. Tell Ss to look at the pictures and match the warning signs to the
places in Activity 1.
3. Play the CD so Ss listen to the extract and number the signs they
hear in the correct order. Play the CD again if necessary.
4. Now explain Ss that they are going to listen to the police officer
talk about the Highway Code, and they have to write down the
information they hear about the signs.
5. Play the CD again so Ss listen to the police officer again and, in
pairs, number the information in the correct order.
6. Tell Ss they are going to listen one more time to the police officer
and to circle T for True or F for False.

All
Ready
Student
Book 1
p.148
& 149
CD
Audio
track 30
& 31

7. Ask Ss to open their Student Books to page 150. Ask for

volunteers to read each of the sentences out loud. Then ask them to
circle the word if in each sentence and underline the verbs. They can
check answers with a partner.

All
Ready
Student
Book 1
p.

Lesso
n5

I can

Closing

I
practice

Development

Lesso
n5

I get
ready
I
plan
Start

Lesso
n6
Product
2

I do

9. Underline the
modal verbs and circle
the infinitive verbs.
10. Complete the
sentences with words
from the box. 11.
Match the beginning of
each sentence to the
correct ending.
12. Unscramble the
words to make
sentences.
15. Rewrite these
warnings.
16. Work in groups.
Make notes about the
different ways that you
can contribute to
making a better
society. Think of signs
and warnings needed.
17. Write warnings
using the notes from
Activity 16.
18. Share the
warnings with the rest
of the class.
1. Write one
sentence about what
you have learned about
the following things.
2. Work in pairs and
choose two things from
the list above. Write
two appropriate
announcements of
warnings for them. 3.
What materials do you
need? Make a list.
4. Check the
spelling and
punctuation, correct
any mistakes.

9. Explain what modal verb is and the differences with infinitives.

Then ask Ss to underline the modal verbs and circle the infinitive verbs.
10. Ss are going to look at the words from the box and then
complete the sentences with words them. 11. Ask Ss to open their
Student Books to page 151. Then ask them to match the beginning of
each sentence to the correct ending.
12. Ss need to look at the words, and then tell them to unscramble
them to make sentences.
13. Ask Ss to look at the pictures. Ask some volunteers to describe
them, then tell the Ss that they need to write warnings for these public
places.

All
Ready
Student
Book 1
p.
151 &
152

15. Ask Ss to open their Student Books to page 153. Ask Ss the
meaning of must, have them remember when they use must and find
the expression that means the opposite, Tell Ss to look at the
sentences and ask them what they mean. Ask them to underline the
words which express obligation; ask what word we can use to replace
them. Then have them to paraphrase the three warnings.
16. Tell the Ss to work in groups to make notes about the different
ways that they can contribute to making a better society. Think of signs
and warnings needed.
17. Write warnings for the situations discussed in Activity 16 using
appropriate language for their audience.
18. Tell the Ss to share the warnings with the rest of the class.

All
Ready
Student
Book 1
p.
153

1. Divide the class into pairs and tell them to look at the topics on
page 154 of their Student Book. Ss then write a sentence about each of
the things listed in their Student Books.
2. Tell the Ss to work in pairs and choose two things from the list
above. Now they are going to write two appropriate announcements of
warnings for them.
3. Ss decide what materials they are going to need to create their
oral announcements.
4. Explain the importance of using comma between the two parts of
a sentence in conditional sentences. Ss check the spelling and
punctuation, correct any mistakes.

All
Ready
Student
Book 1
p.
154 &
155

All
ready
to
share
Lesso
n8
Selftest
Lesso
n9
Formal
assessm
ent

I
learn

Form
al
assess
ment

Development

I do

Closing

Lesso
n7
Produ
ct 2

5. Draw graphics to
go with your
announcements.
6. Practice
presenting your
announcements with
the information in the
correct order. Point to
the pictures at the
appropriate times.
7. Use your pictures
to present your

Check the I learn box.

1. Identify the types of

warning. Write C for
Caution, P for prohibition, I
for Information, and S for
Safety.
2. Match the warnings to
their meanings.

5. Ask Ss to open their Student Books to page 155. Ask Ss to draw

graphics to accompany their announcements.
6. Ask Ss to practice presenting their announcements with the
information in the correct order.

7. Tell the Ss to use their pictures to present their information to the

rest of the group.
8. Ss should vote on the announcements. Decide on which they
thought was the most creative, the most informative, and the best

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Ready
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Ask Ss what they can do now that they couldnt do at the beginning
of the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.

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Briefly have Ss discuss their responses to the self-assessment in

groups or with the rest of the class. Give positive feedback for their
effort and progress.

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Observations and Comments

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