CONTEXTUALIZATION

Let’s start a new adventure! The unit II is full of new knowledge, practices, and learning
opportunities. This class is going to be full of joy, games, activities, and special moments
where you can discover new abilities that you have. During this unit, you will have
important assignments, yeah, but they will help you to learn and achieve your goals in the
language. So, the question to answer during this unit is: how can we improve even when we
are afraid? Our learning activities will help us to improve the essential skills, speaking,
reading, writing, and listening activities. From now on, your collaboration in the class,
teamwork and sharing is going to be meaningful during this unit. So, are you ready?

COMPETENCIES

✔ Speaking production
✔ Writing production
✔ Learning by reading
✔ Teamwork
✔ Creativity

ACHIEVEMENT INDICATORS

✔ Reading:
o Can understand simple factual titles and headlines relating to common
events. (P) (Page 11)
✔ Listening:
o Can identify key details in a simple recorded dialogue or narrative. (P)
✔ Speaking:
o Can express enthusiasm and excitement in a limited way. (P) (Page 7)
o Can ask and answer questions about habits and routines. (C) (Page 7)
o Can ask and answer questions about past times and past activities. (C) (Page
9)

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 o Can use simple language to describe people’s personality and emotions. (P)
(Page 21)
o Can give an extended description of everyday topics (e.g. people, places,
experiences). (N2000a) (Page 23)
o Can give an extended description of everyday topics (e.g. people, places,
experiences). (N2000a) (Page 33)
o Can participate in short conversations in routine contexts on topics of
interest. (C) (Page 33)
✔ Writing:
o Can write short, simple notes, emails and messages relating to everyday
matters. (Ca) (Page 18)

VALUES - ATTITUDES

Truth
Expresses your opinions, act openly, and honestly, in accordance with what you
think and feel, while respecting the dignity of others.
● He/she is willing to apply the values of excellence, justice and responsibility
in each task assigned.
Excellence
Strives to achieve the set goals.
● He/she is willing to get knowledge.
● He/she is always willing to be responsible in getting early to each class,
following instructions in each task, delivering the work on time in a neat way,
and respecting classmates.
● She is always willing to get the corresponding feedback in each correction
given and willing to make any correction in order to be better every day.

CONCEPTUAL CONTENT

✔ Speaking
● Present continuous for temporary situations.
o Talks about what you're doing. (Page 6 and 7)
● Simple past + when, before and after.
o Talks about you're family. (Page 8 and 9)
● Be + Adjective + Infinitive
o Describe personal traits. (Page 20 and 21)
● Adverbs of degree and manner
o Talks about how people do things. (Page 22 and 23)
● Present perfect for past experiences.
o Talks about past experiences and activities. (Page 32 and 33)
✔ Reading
● Suggestions with Let's and why don't.
o Verifies how to make and respond to invitations by reading (Page 10 and
11)
✔ Writing
● Sensory verbs + like
o Writes and describes two similar things. (Page 18 and 19)
● Listening

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 ● Ability/Inability in the past (page 34)
o Listens to the podcast and checks the right answers.

✔ Grammar
● Present continuous for temporary situations (book unit I)
● Simple past + when, before and after (book unit I)
● Suggestions with Let's and why don't (book unit I)
● Sensory verbs + like (book unit II)
● Be + Adjective + Infinitive (book unit II)
● Adverbs of degree and manner (book unit II)
● Participial adjectives (book unit III)
● Present perfect for past experiences. (book unit III)
● Ability/Inability in the past (book unit III)

✔ Vocabulary
● Present continuous for temporary situations – Activities (Page 6)
● Simple past + when, before and after – Life events (Page 8)
● Suggestions with Let's and why don't – Tourist activities (Page 10)
● Sensory verbs + like – Sensory verbs (Page 18)
● Be + Adjective + Infinitive – Attitudes (Page 20)
● Adverbs of degree and manner – Adverbs of manner
● Participial adjectives (page 30)
● Present perfect for past experiences. – Past participle (Page 32)
● Ability/Inability in the past – Adjectives to describe feelings (page 34)

PROCEDURAL CONTENT

✔ Reading:
● Verifies how to make and respond to invitations by reading
✔ Listening:
● Describes your emotions.
✔ Speaking:
 Talks about what you're doing.
 Talks about what you're family.
 Describes personal traits.
 Talks about how people do things.
 Expresses how you feel.
✔ Writing:
● Writes and describes two similar things.
✔ Grammar:
● Present continuous for temporary situations (book unit I)
● Simple past + when, before and after (book unit I)
● Suggestions with Let's and why don't (book unit I)
● Sensory verbs + like (book unit II)
● Be + Adjective + Infinitive (book unit II)
● Adverbs of degree and manner (book unit II)
● Participial adjectives (book unit III)
● Present perfect for past experiences. (book unit III)
● Ability/Inability in the past (book unit III)

Cycle I Cycle II Cycle III Cycle IV

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✔ Vocabulary:
● Present continuous for temporary situations – Activities (Page 6)
● Simple past + when, before and after – Life events (Page 8)
● Suggestions with Let's and why don't – Tourist activities (Page 10)
● Sensory verbs + like – Sensory verbs (Page 18)
● Be + Adjective + Infinitive – Attitudes (Page 20)
● Adverbs of degree and manner – Adverbs of manner
● Participial adjectives (page 30)
● Present perfect for past experiences. – Past participle (Page 32)
● Ability/Inability in the past – Adjectives to describe feelings (page 34)

ASSESSMENT CHART

No. Summative Assessment Activity Value

1 Speaking participation in class (checklist for speaking)
PMA activity – Record a video speaking for 5 minutes about the 10 pts.
topic: talk about your family using the vocabulary from page 8.
2 Reading and comprehension work (checklist for reading) PMA
10 pts.
activity – Lesson 1, 2 and 3 from pages 125 – 128.
3 Writing work #1 (Short test) - (checklist for writing) PMA
5 pts.
activity - Worksheet practicing all the topics seen so far. (Link)
4 Worksheet - (checklist for writing) PMA activity – The same
10 pts.
worksheet. (Link)
4 Exercises of My English lab – MEL – No PMA activity. 10 pts.
5 Notebook/class notes (work in class and notes). PMA activity -
5 pts.
Graphic organizer of the topics seen in class.
6 Planning of the final project of the unit - PMA activity – MEL 5
5 pts.
extra lessons from the unit 1.
7 Physical book filled and worked up until established units. –
5 pts.
No PMA activity.
8 Final project of the unit II (album of vocabulary words/presenting)
20 pts.
– No PMA activity.
Procedural
9 Values and attitudes 20 pts.
Breakdown of the attitudinal score:
He/she is willing to get knowledge. 5 pts.
He/she is willing to apply the values of excellence, and truth in each task
5 pts.
assigned.
He/she is always willing to be responsible in getting early to each class,
following instructions in each task, delivering the work on time in a neat 5 pts.
way, and respecting classmates.
She is always willing to get the corresponding feedback in each
correction given and willing to make any correction in order to be better
5 pts.
every day.
Rubric to check the activities.

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 TOTAL 100 pts.

Activities done
Activities pending

GUIDE CYCLE 3
Class 14 Achievement indicator and class objective:
April 22nd. Reading: learning and practices vocabulary by reading a letter.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Analyze.
WARM UP (APK):
The shortest tale ever:
El dinosaurio.
“Cuando despertó, el dinosaurio todavía estaba allí” by Augusto
Monterroso.
Teacher’s tale: Crush. “Al verla, Bruno inmediatamente se
enamoró”/When he saw her, Bruno immediately fell in love.
1. Think how you can write a tale smaller than Augusto’s.
2. How would you do it?
3. Come to the front and show to the class your idea, let’s see if
you can go beyond than him.
PRESENTATION:
1. The T reminds the previous topic.
2. Ss place on the page 24 (lesson 4 of unit 2).
3. All together check the vocabulary words.
PERSONAL WORK
Part 1:

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 1. With the vocabulary studied, go to page 155 and solve the
exercise “Unit 2, lesson 4”.
Part 2:
1. Read the letter to a newspaper editor on the exercise B, page 24.
2. Take notes of the words that you don’t understand, and also the
main or important ideas, write them in your notebook.
3. Later, check your comprehension, on page 25.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Bring materials (recycled if needed) next class.
● Presentation: (click here)
● Book, check the vocabulary words for the album again, if
necessary.
● (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
1. How many new words did you got from the letter?
2. How do you feel with the new vocabulary words learned today?
Learning outcome:
Reading and comprehension./Questions and answers.

Class 15 Achievement indicator and class objective:

April 23rd. Creativity: Works on the album and practice vocabulary.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Cooperate.
WARM UP (APK):
Memory:
1. T project a set of pictures and vocabulary.
2. Ss should look at it during 30 seconds.
3. T covers the vocabulary and ss should come to the front and
write the ones that they remember.
PRESENTATION:
1. T provides instruction to the ss to start working on their album.
2. T asks for their notebooks by rows to check it and take notes of
their advances during the lessons.
PERSONAL WORK (Guided/semi-guided practice):
Album progress:
● In groups of three.
● Continue getting ideas and developing the album of vocabulary
words.
● You may listen to music but not aloud, otherwise, headphones
out.

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 COOPERATIVE WORK (semi-guided / free practice):
Album development!
1. Continue working on your album.
2. Remember to ask questions when you need.
3. If you are not sure about what you should advance, provide your
ideas to the teacher.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book check the vocabulary words.
● (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket:
1. How are your advances going?
Learning outcome:
Development of the album, following the planning.
Questions and answers. / Group discussion.

Class 16 Achievement indicator and class objective:

April 24th. Analyzes the ideas by writing a recommendation.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: fun.
WARM UP (APK):
Riddles:
1. What has to be broken before you can use it?
2. What question can you never answer yes to?
3. What goes up but never comes down?
PRESENTATION:
T supports to the student’s work providing specific explanations or
details regarding to the album.
T provides the information about the presentation and delivery of the

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 album.
PERSONAL/COOPERATIVE WORK (Guided/semi-guided
practice):
All together:
● Work on your album.
● Check the instructions here and your plan to have clear the idea
of what it should be done.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page26). (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
1. How was today’s class?
2. Did you practice enough?
Learning outcome:
An album of vocabulary.
Questions and answers. / Group discussion.

Class 17 Achievement indicator and class objective:

April 25th. Creativity: Works on the album and practice vocabulary.
DAILY ROUTINE – ANNOUNCEMENTS:
5. Greetings
6. English only (checklist with students’ names).
7. Agenda - general announcements
8. Word of the day: Cooperate.
WARM UP (APK):
Memory:

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 4. T project a set of pictures and vocabulary.
5. Ss should look at it during 30 seconds.
6. T covers the vocabulary and ss should come to the front and
write the ones that they remember.
PRESENTATION:
3. T provides instruction to the ss to start working on their album.
4. T asks for their notebooks by rows to check it and take notes of
their advances during the lessons.
PERSONAL WORK (Guided/semi-guided practice):
Album progress:
● In groups of three.
● Continue getting ideas and developing the album of vocabulary
words.
● You may listen to music but not aloud, otherwise, headphones
out.
COOPERATIVE WORK (semi-guided / free practice):
Album development!
4. Continue working on your album.
5. Remember to ask questions when you need.
6. If you are not sure about what you should advance, provide your
ideas to the teacher.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book check the vocabulary words.
● (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket:
1. How are your advances going?
Learning outcome:
Development of the album, following the planning.
Questions and answers. / Group discussion.

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 Achievement indicator and class objective:
Writing and speaking: learns participial adjectives by classifying them.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Feeling.
WARM UP (APK):
Adjectives:
1. Are you able to describe how people is?
2. Can you explain how people feels?
3. Would you mention and adjective?
PRESENTATION:
1. T provides instructions to work on the lesson.
2. Reminds what an adjective and a verb is.
3. Topic of the day: participial adjectives. Provides examples.
4. The students move to stations in the classroom to get more
information related to the topic.
PERSONAL WORK (Guided/semi-guided practice):
Class 18 All together:
April 29th. ● Ss provide an example to the class (spoken) with the visual aids
in the presentation.
COOPERATIVE WORK/PERSONAL (semi-guided/free practice):
Discussion time! / The whole classroom (virtual modality).
1. Ss go to the stations again and they classify correctly the verbs
and participial adjectives, according to the examples.
2. In pairs, with the material given by the T, the ss should 5 verbs
from the stations and build 5 sentences.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page30). (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket
1. How are composed the participial adjectives?
2. Share an example.
Learning outcome:
Participial adjectives building sentences.
Questions and answers. / Group discussion.

Class 19 Achievement indicator and class objective:

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 Speaking: Reinforces the participial adjectives by speaking.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Attitude.
5. Word of the year: practice.
WARM UP (APK):
Describe:
1. What is the word of the year?
2. Come to the front and provide as many adjectives as you
remember from previous class.
3. Don’t open your book yet.
4. Let’s check them all.
5. Are they correct?
PRESENTATION:
1. The T projects the vocabulary words from the page 30.
2. The teacher reviews the topic participial adjectives with the
grammar structure and examples from the book. (Page 30).
3. It is included a mind map in the presentation to explain the topic.
April 30th. PERSONAL WORK (Guided/semi-guided practice):
1. Go to page 31 and 131 to work on the lesson.
COOPERATIVE WORK (semi-guided / free practice):
Speaking!
1. With real situations of your life, have a conversation similar to
the video with the adjectives.
2. Share with your partner (speaking).
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page18). (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket
1. What do you think of this picture? Click here to see the picture.
2. How does this picture make you think?
3. How does the person feel?
Learning outcome:
Speaking time!
Practices participial adjectives.
Questions and answers. / Group discussion.

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Class 20 Achievement indicator and class objective:
May 2nd. Speaking: Reinforces the participial adjectives by writing a letter to my
best friend, (bestie)
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Friendship.
5. Word of the year: practice.
WARM UP (APK):
Describe:
1. Do you remember the previous lesson?
2. What did we learn?
PRESENTATION:
1. The T projects the vocabulary words from the page 30.
2. The teacher starts checking the book and notebook by calling
every student in order of the list.
PERSONAL WORK (Guided/semi-guided practice):
1. Go to page 31 and 131 to help yourself with the vocabulary and
structures.
2. Brainstorm about writing a letter, you may do it in your
notebook.
3. Write some ideas related to your friend or friends. It may be also
a family member too.
4. You may use a chart to organize your ideas. Click here.
COOPERATIVE WORK (semi-guided / free practice):
Speaking!
1. With your brainstorming previously done in your notebook.
2. Start writing your letter individual, but sharing with others
working cooperatively.
3. Remember that you need to include the participial adjectives in
your letter.
4. When you finish, answer to the following questions below your
letter:
a. What is the importance of recognizing virtues in others?
Explain.
b. How do you feel when someone recognize virtues in

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 yourself? Explain.
c. Do you think that treasuring friendship is important?
Explain why?
d. Is it essential to let to my friends know that you
appreciate them?
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page30). (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket
1. What did you learn today?
2. What was the most important part of the class that makes you
learn something?
3. Did you practice participial adjectives?
Learning outcome:
Letter to a friend or a family member.

Class 21 Achievement indicator and class objective:

May 3rd. Speaking: Recalls previous topics by solving a worksheet.
Section A DAILY ROUTINE – ANNOUNCEMENTS:
only. 1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: Friendship.
5. Word of the year: practice.
WARM UP (APK):
Describe:
1. Do you remember the previous lesson?
2. What did we do?
3. Would you like to share your work with the rest of the class?
PRESENTATION:
Some students from this section has shown some confusions with the
simple present and the simple present with the verb to be.
1. T gives keys of both topics.
2. The teacher starts checking the book and notebook by calling
every student in order of the list.
PERSONAL WORK (Guided/semi-guided practice):
1. Ss should solve a worksheet to review previous topics in the
notebook. Simple present tense click here. Simple present tense
with verb to be click here.
2. The T will be checking the notebook and book of every student.
ASSESSMENT (Formative or summative, hetero, co, auto) –

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 Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page30). (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Exit ticket
1. What did you learn today?
2. What was the most important part of the class that makes you
learn something?
3. Did you practice participial adjectives?
Learning outcome:
Worksheets in the notebook.

Total Physical Response (TPR) – Dimensions

● TPR-able words
● Modeling / hesitate / stop
● Individual work: Narrative – reactions
● Individual work: Adding more words – recycling, chain commands
● Group work: Chain commands, performance, and observation
● Assessment

Team based learning (TBL) – Dimensions

● Pre-task
● Task
● Post task
● Review
● Assessment

Communicative approach (CA) – Dimensions:

● Focus
● Presentation
● Setting stage
● Individual work: Guided, semi-guided, free practices
● Group work: Guided, semi-guided, free practices
● Review (assessment)
● Feedback

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