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 what 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
10 pts.
activity - Worksheet practicing all the topics seen so far. (Link)
4 Exercises of My English lab – MEL – No PMA activity. 10 pts.
5 Notebook/class notes (work in class and notes). PMA activity -
10 pts.
Graphic organizer of the topics seen in class.
6 Bingo book vocabulary words PMA activity – MEL 5 extra
5 pts.
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.
TOTAL 100 pts.

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 1ST. LEARNING CYCLE – UNIT No. 1
Class 1 Achievement indicator and class objective:
Day and date Speech plan: talks about what you are doing by writing and sharing a
conversation.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. Agenda - general announcements – Join to the course
3. Word of the day: speaking.
4. Word of the year: practice.
WARM UP (Activation of Previous Knowledge):
1. Memory game:
o Ss should open the link of the memory game about
actions and they have 4 minutes to complete it.
o They should take a screenshot from their memory work
done and save it for later. (Link 1, link 2, and link 3)
PRESENTATION:
2. T projects the e-book and explains the topic of the day: present
continuous for temporary situations. (Page 6).
3. T provides examples.
PERSONAL WORK (Guided/semi-guided practice):
1. Listens to the examples and solve the exercises C from
pronunciation.
2. Work on the exercise A and B from Conversation in (page 7).
COOPERATIVE WORK (semi-guided / free practice):
Discussion in pairs (classwork #1):
● Listen and repeat. Exercise C, Conversation.

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 ● Create a new conversation, using the vocabulary seen on page 6
including the actions from the memory game.
● They should write the conversation in their notebooks and they
should present to the class.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
1. Presentation (click here)
2. Final project information
3. Book and notebook.
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. How was the class topic for you? Easy or difficult? Why?
Learning outcome:
1. Students should have the conversation in their notebooks and it
should be stamped as class work #1.
a. Handles future situations in a temporary perspective.
2. They should show their screenshots.
a. Uses vocabulary of activities.

Class 2 Achievement indicator and class objective:

Day and date Speech plan: establishes as a communicative objective the
comprehension of his/her ideas. – recalls present continuous for
temporary situations by
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: power.
5. Word of the year: practice.
WARM UP (APK):
I see something:
1. T writes on the whiteboard: “I see something (color), Is it___?”
2. The students should guess the object in the classroom.
PRESENTATION:
1. The teacher reviews the topic present continuous for
temporary situations. (Page 6).
2. T uses the book for the explanation and the vocabulary words
“life events”. (Page 6).
PERSONAL WORK (Guided/semi-guided practice):
1 minute writing:
1. T provides sheets of paper.
2. Ss should write about “temporary activities that you are doing
now”.
COOPERATIVE WORK (semi-guided / free practice):
Pair work – role-play:

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 1. Ss should provide an example on their notebooks and create a
short story in pairs.
2. Then, when the ss finish, they should exchange their notebooks
with another pair and correct their mistakes.
3. Then the ss should share with the class their short story as role-
play.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation (click here).
● (Checklist for speaking)
● Book.
WRAP-UP (Metacognition, self-directed learning)
Reflection time!
1. What do you think about learning from your mistakes?
Learning outcome:
1. The teacher checks the short story while they’re presenting.
a. Speaking class work#1
Handles the topic learned in real situations, leaning from their mistakes.

Class 3 Achievement indicator and class objective:

Day and date Speech plan: Understands and apply the simple past tense with when,
before, and after by
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: power.
5. Word of the year: practice.
WARM UP (APK):
Three wishes:
1. Ask students to close their eyes and think about a person that it’s
important for them (like their mom, dad, husband, wife, dog,
etc.), tell them to think about what are they doing right now (for
example 'She is preparing lunch', 'he is working', 'he is running',
etc.)
PRESENTATION:
The teacher inserts the simple past tense + when, before, and after

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 using the book for the explanation and the vocabulary words “life
events”. (Page 8).
PERSONAL WORK (Guided/semi-guided practice):
Book exercise:
1. Ss should solve exercise B from page 8 using the vocabulary
words, exercises A and B from the conversation in page 9.
2. Share with the rest some of your answers.
COOPERATIVE WORK (semi-guided / free practice):
Role-play:
1. Solve the e exercise A from “Try yourself” on page 9.
2. Talk about your family. Ask questions to get more information
from your classmates and prepare a role-play.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation (click here).
● (Checklist for speaking)
● Book.
WRAP-UP (Metacognition, self-directed learning)
Reflection time!
1. What did you learn today?
2. How can you apply what you learned today?
Learning outcome:
1. Role-play
a. Speaking class work#2

Class 4 Achievement indicator and class objective:

Day and date Mature writing: Practices the previous topic by writing.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: persistence.
5. Word of the year: practice.
WARM UP (APK):

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 How do you say this in English?
1. T projects 3 unscrambled sentences with the previous topic.
2. Sentences: He quit his job when his office moved. / I was upset
when I heard the news. / I was trying hard this exercise when the
time was up.
3. Ss should take 2 minutes to organize them.
4. The s who finishes first is the winner.
PRESENTATION:
1. T reviews previous topic “the simple past tense + when,
before, and after” with the grammar chart from the book.
2. Provides more examples.
PERSONAL WORK (Guided/semi-guided practice):
Pair work!
1. Ss should create their own version of the conversation from the
example in conversation exercise A and B.
COOPERATIVE WORK (semi-guided / free practice):
Cooperative work:
1. 10-minute writing.
2. Ss should apply the topic studied. They can add examples and
also charts if they need, as in exercise A.
3. Learn from our mistakes! Ss should share their work.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation (click here).
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. Would you like working in groups?
2. How can we improve our language? Would you try it?
Learning outcome:
1. 10-minute writing. Written class work #1

Class 5 Achievement indicator and class objective:

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 Mature writing: Makes and responds to invitations by writing a sticky
note story.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: persistence.
5. Phrase of the year: practice.
WARM UP (APK):
How do you say this in English?
1. T shows pictures of the previous vocabulary words.
2. Ss should say the words aloud.
PRESENTATION:
1. T explains the topic “suggestions with Let’s and why don’t”
with the grammar chart from the book.
2. T provides more examples.
PERSONAL WORK (Guided/semi-guided practice):
Pair work!
1. Ss solve the exercise B from the page 10.
2. In pairs, solve work on the exercise C.
Day and date
COOPERATIVE WORK (semi-guided / free practice):
Cooperative work (sticky note story):
1. In groups of three, get together and work on the page 11 from the
book.
2. Shares ideas with classmates.
3. T shares a sticky note to each student and the ss should join the
sticky notes with a part of the story. All the parts should form a
coherent story.
4. From the vocabulary and the topic studied, create a sticky note
story.
5. Deliver your work to your teacher.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
1. Presentation (click here).
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. How did you feel working with your classmates and sharing
ideas of traveling and other activities?
Learning outcome:
Students handle invitations and applies the grammar part with the
vocabulary words seen in a sticky note story.

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 Class 6 Achievement indicator and class objective:
Day and date Mature writing and intrapersonal communication. – Practices
previous knowledge by a short test.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: discipline.
5. Word of the year: practice.
WARM UP (APK):
Complete the phrase of your classmate:
1. T starts with a sentence.
2. One student should continue with another sentence adding
coherence to become it a story.
PRESENTATION:
1. T explains the mechanics of the class. Topics to be evaluated in a
short test:
a. Present continuous for temporary situations.
b. The simple past tense + when, before, and after.
c. Suggestions with Let’s and why don’t.
PERSONAL (Cooperative) WORK (Guided/semi-guided practice):
Work yourself:
1. Ss have 10 minutes to check their notes from the book and
notebook.
2. T provides the short test.
3. They will have 35 minutes to solve it.
4. When they finish, they should check their work.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Physical book.
● Notebook
● Thinking and analysis routine.
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. What was the most difficult in this class?
2. Did you improve your writing and listening through practicing?

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 Learning outcome:
● Handles the grammar and listening from the exercises and
examples.
● Reinforces the content and concepts from previous classes with a
short test.

Class 7 Achievement indicator and class objective:

Day and date Comprehensive reading: practices and reinforces the lessons learned
before by reading.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: commitment.
5. Word of the year: practice.
WARM UP (APK):
Guess the vocabulary word matching:
1. T projects some vocabulary words “false friends”.
2. Ss should guess what word belongs to Spanish.
PRESENTATION:
Friendships at work lesson:
1. T project the e-book and checks the vocabulary words of the
lesson. (Page 12).
2. Ss listen to the pronunciation.
3. Ss solve the mini exercise A, circling the answer.
PERSONAL WORK (Guided/semi-guided practice):
1. Let’s read the article from the article form the book.
2. Ss listen to the article, step by step.
3. Then, ss should check their understanding in exercise A, B and C
from page 11.
COOPERATIVE WORK (semi-guided / free practice):
Discussion time!
1. Do you have your answers?
2. Share them and let’s discuss them.

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 ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book, check the vocabulary words to describe an object.
(page18). (checklist for reading)
WRAP-UP (Metacognition, self-directed learning)
1. What did you learn today?
2. In case you find difficult this reading, how can you improve your
study routine?
Learning outcome:
Improves their listening and understanding when reading by discussing
and solving the questions from an article.

Class 8 Achievement indicator and class objective:

Day and date Mature writing: writes and describes two similar things.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: focus.
5. Word of the year: practice.
WARM UP (APK):
Guess the vocabulary word:
1. T projects a set of words in English and some in Spanish related
to the vocabulary words seen before and some others new.
2. In two groups the students should guess the word.
3. The group who guess more words, is the winner.
PRESENTATION:
1. The T projects the vocabulary words from the page 18.
2. The teacher reviews the topic sensory verbs + like with the
grammar structure and examples from the book. (Page 18).
3. It is included a mind map in the presentation to explain the topic.
PERSONAL WORK (Guided/semi-guided practice):

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 All together:
● Solve the exercises from Conversation, A and B.
● The T plays the audios for the class and everyone should circle
and fill in the blanks in their books. (Page 18).
COOPERATIVE WORK (semi-guided / free practice):
Discussion time!
1. In groups of three.
2. The T writes on the board, “describe something. Don’t say what
it is”, from try yourself on page 19. T provides an example
a. A: It smells like coconuts, and it feels like…
b. B: It is a…?
3. Ss should have a conversation and practice their English and the
topic. They may use their vocabulary words from the book.
4. They should write their answers in their notebook.
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)
1. What did you learn today?
2. In case you find difficult this topic, how can you improve your
study routine?
Learning outcome:
Uses and handles the sensory verbs and like.
Questions and answers. / Group discussion.

Class 9 Achievement indicator and class objective:

Day and date Mature writing: writes and describes two similar things.

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DAILY ROUTINE – ANNOUNCEMENTS:
6. Greetings
7. English only (checklist with students’ names).
8. Agenda - general announcements
9. Word of the day: focus.
10. Word of the year: practice.
WARM UP (APK):
Guess the vocabulary word:
4. T projects a set of words in English and some in Spanish related
to the vocabulary words seen before and some others new.
5. In two groups the students should guess the word.
6. The group who guess more words, is the winner.
PRESENTATION:
4. The T projects the vocabulary words from the page 18.
5. The teacher reviews the topic sensory verbs + like with the
grammar structure and examples from the book. (Page 18).
6. It is included a mind map in the presentation to explain the topic.
PERSONAL WORK (Guided/semi-guided practice):
All together:
● Solve the exercises from Conversation, A and B.
● The T plays the audios for the class and everyone should circle
and fill in the blanks in their books. (Page 18).
COOPERATIVE WORK (semi-guided / free practice):
Discussion time!
5. In groups of three.
6. The T writes on the board, “describe something. Don’t say what
it is”, from try yourself on page 19. T provides an example
a. A: It smells like coconuts, and it feels like…
b. B: It is a…?
7. Ss should have a conversation and practice their English and the
topic. They may use their vocabulary words from the book.
8. They should write their answers in their notebook.
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)
3. What did you learn today?
4. In case you find difficult this topic, how can you improve your
study routine?
Learning outcome:
Uses and handles the sensory verbs and like.
Questions and answers. / Group discussion.

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 Class 13 Achievement indicator and class objective:
Day and date Speech plan: Describes personal traits.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Motivation routine: Look at your hands. They are beautiful, with
them you can do anything you want, but choose correctly how to
use them for the future.
5. Word of the year: practice.
WARM UP (APK):
How am I?
1. The T brings real object to stimulate the ss senses and then asks:
how does it smell? It smell like…
PRESENTATION:
1. T explains the topic: be + adjectives + infinitive.
2. Check the vocabulary words on page 20.
3. It is used the grammar structure from the book.
PERSONAL WORK (Guided/semi-guided practice):
1. T plays the audios from the e-book, from the conversation part,
(page 21).
2. Ss should circle the answers from their book and fulfil the chart
from the exercise A and B.
COOPERATIVE WORK (semi-guided / free practice):
What are they talking about?
1. All the classroom should answer.
2. T plays the exercise from conversation A and the students should
work on the five sentences.
3. Later, in pairs. Ss should work on the exercise B.
4. A s helps to spin a picker wheel to check which group is going to
present the conversation.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation: (click here)
● Book page 20 and 21.
● (Checklist for speaking)
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. Do this practice help you to your learning?

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 a. How?
Learning outcome:
Uses adjectives and infinitives with verb to be.
Reading, recognizing vocabulary.

Class 18 Achievement indicator and class objective:

Day and date Oral expression (speech plan) – Talks about how people do things.
DAILY ROUTINE – ANNOUNCEMENTS:
1. Greetings
2. English only (checklist with students’ names).
3. Agenda - general announcements
4. Word of the day: determination.
5. Word of the year: practice.
WARM UP (APK):
1. One-minute writing.
2. Topic: describe a friend. Personality and traits.
3. Use the vocabulary adjectives seen in previous class.
4. T project a chronometer.
PRESENTATION:
1. T provides 4 stations and ss should analyze the topic presented.
The idea is they can check the material provided to know the
topic.
2. Later T explains the topic adverbs of degree and manner.
3. T uses two chart to provide the topic.
PERSONAL WORK (Guided/semi-guided practice):
Let’s work together!
1. In groups of three.
2. Ss work on the exercises from listening, A, B, and C from page
23.
ASSESSMENT (Formative or summative, hetero, co, auto) –
Assessment instrument
● Presentation (click here)
WRAP-UP (Metacognition, self-directed learning)
Time to reflect!
1. How did you feel on this different learning practice?
2. Did this practice help you to learn the vocabulary words and the

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 grammar structure provided?
3. What would you improve from this practice?
Learning outcome:
Knows the topic analyzing the different parts that it has. - Sharing ideas.

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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