english corner 3 lesson plans

ENGLISH CORNER 3 UNIT 1

MEMORIES

Main PurposeTo enable students to discuss their memories and describe actions that happened when others were in progress

SOCIAL PRACTICES: 1. Giving and obtaining factual information of a personal or non-personal kind

FUNCTIONS: □ Asking for and giving information about past memories□ Describing what people were doing at a certain moment in the past

EXPECTED LEARNING: Understanding a real conversation about past memoriesSharing anecdotesChatting about something interesting you did in the past.Interviewing someone about an interesting topicWriting an entry for a blog and your diary describing memories of your last vacationWriting a short story and friendly letterWriting a biography of a famous person Writing an email about a day in the pastCreating a blurb for the back cover of a book

ENGLISH III

NAME OF SCHOOLWeek 1

Unit 1Group:

Teacher:Dates:

MemoriesTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIV

E

INTERACTIO

N & TIME

MATERIAL PROCEDURE NOTES

Talking about a summer vacation

To write about summer vacation actions.

SESSION 1

Individually50 min

Textbook, pen or pencil

- T asks Ss what a blog is and what information people write on it.- Ss read the blog and answer the questions.- Ss reflect on the tense used in the text.- Ss complete a fact file to prepare a last summer vacation.- Ss write in their notebook their personal blog about last summer vacation.

The writing can be included in the portfolio.

Writing a diary entry.

To review past forms.

SESSION 2

Individually50 min


- T asks Ss if they keep a diary.- Ss read someone´s diary entry to respond some questions.- Ss reflect on the past form use.- Ss complete a dictionary entry about verbs.- Ss think about what they did last weekend in order to write a diary entry.

This entry can be in the portfolio.

Talking about someone´s past actions.

To reflect on the use of did as an auxiliary and as a verb.

SESSION 3

IndividuallyPair work

50 min

CD player, CD, textbook, pen or pencil

- T asks Ss where the best place to meet people is.- Ss look at the picture to predict what the situation is about.- Ss listen to an audio and respond to the questions.- Ss reflect on the use of did.- Ss classify the use of did in some sentences.- Ss develop a fact file about a friend´s past action.- Ss get in pairs to have a conversation to talk about their friend´s past actions.

ENGLISH III


Unit 1Group:

Teacher:Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Creating a story

To review simple past through a story.

SESSION 4IndividuallyGroup work

50 min


- T asks Ss what they know about pre-Hispanic stories.- Ss look at the picture to predict what the story is about.- Ss read the story and choose the correct option to answer the questions.- Ss reflect on the use of the simple past.- Ss get in groups of four and plan a story. They develop a fact file.- Ss share the stories with other classmates.

Reading biographies

To recognize past events in biographies.


50 min


- T asks Ss who Gandhi was.- Ss read Gandhi´s biography and answer the questions.- Ss number events in order.- Ssreflect on the sequence words in the biography.- Ss write a short biography using linking words.- Ss get in groups to write the biography of someone they admire.

Chatting about the past

To use a chat room to talk about past events.

SESSION 6IndividuallyPair work

50 min


- T asks Ss if they chat online.- Ss read a conversation of a chat room and answer the questions.- Ss write about what they have done recently.- Ss get in pairs to have a chat room conversation.

It is a good time to have the first partial exam

ENGLISH III


Unit 1Group:

Teacher:Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Talking about actions in progress in the past

To identify past actions in progress

SESSION 7

Individually50 min


- T asks Ss if they have to be at home at a specific hour, what would happen if they came home late.- Ss listen to a telephone conversation and answer the questions.- Ss reflect on actions in progress in the past.- Ss complete someone´s email.- Ss write about what was happening when they got home one night.- Ss get in pairs to have a conversation talking about the situation in the previous exercise.

Talking about actions in progress at different times.

To talk in past progressive when writing an email.

SESSION 8

Individually50 min


- T asks Ss if they stay with relatives when they go on vacation.- Ss read an email to respond the questions.- Ss reflect on the spelling of some verbs in ing form.- Ss play tic tac toe- Ss write an email to a friend about the things they were doing one day they didn´t go to school.

This email can be included in the portfolio.

Talking about anecdotes

To talk about simple past actions and past progressive through anecdotes.

SESSION 9

IndividuallyGroup work

50 min


- Ss predict the situation in a photograph.- Ss listen to an anecdote and answer the questions.- Ss listen to the anecdote again to find out the meaning of some words.-Ss think about an anecdote to write about.-Ss go around sharing their written anecdotes.

The anecdote is included in the portfolio.

ENGLISH III


Unit 1Group:

Teacher:Dates:


MAIN ACTIVITIES OBJECTIVEINTERACTION

& TIMEMATERIAL PROCEDURE NOTES

Writing a blurb To review the simple and past progressive

SESSION 10


50 min


- T asks Ss what they enjoy reading.- Ss read a text to find out the tittle of it. Then they answer the questions.- Ss reflect on the simple past and the past progressive together in a sentence.- Ss complete the missing information in a text.- Ss get in groups to write a blurb. Then they share their work with other classmates.

Reading news To review the simple past and progressive.

SESSION 11


50 min


- T asks Ss if they read the newspaper.- Ss read a newspaper article and answer the questions.- Ss reflect on the use of adverbs in news.- Ss identify cognates.- Ss get in groups of three to prepare a news segment.- Ss share their work with other classmates.

Communicating with relatives or friends

To identify the parts of a letter.

SESSION 12


10 min


- T asks Ss how often they communicate with relatives or friends. If they use a letter.- Ss read a letter to answer the questions.- Ss identify the parts of the letter in the previous text.- Ss put the pieces of a letter in order.- Ss plan a letter deciding who they are writing to and why.

It is time to do the second partial exam.

ENGLISH III


Unit 1Group:

Teacher:Dates:


MAIN ACTIVITIES

OBJECTIVEINTERACTION


Doing the project

To write a biography

SESSION 13Individually 50

min

boardtextbook,pencil, pen, notebook

-Ss have a discussion about Bill Gates.- Ss read the biography and answer the questions.- Ss write a biography about a successful person.

Evaluation To have Ss evaluate classmates and themselves.

SESSION 14Whole group

50 min

-Ssdopeer evaluation.-Ss evaluate themselves.

Evaluation To measure Ss knowledge


50 min

Term Exam - Ss do the term exam.


RULES AND REGULATIONS

Main PurposeTo enable students to interpret and discuss rules and regulations and warning signs and or notices, as well as to express obligation.

SOCIAL PRACTICES: 1. Carrying out certain transactions

FUNCTIONS: □ Giving warnings and stating prohibition□Expressing obligation.

EXPECTED LEARNING: Designing warning and prohibition signsTalking and giving your opinion about rules and regulationsCreating rules for your school and other placesGiving and asking for information about you or others´ obligationsHaving a conversation about security in a public placeDiscussing environmental problems and measures people can takeDesigning a poster to help the environment and save wildlifeWriting an article explaining how to save our forestsParticipating in a debate.

ENGLISH III


Unit 2Group:

Teacher:Dates:

Rules and RegulationsTHIRD GRADE GROUP: ______

Martha Angélica de Alba Flores

MAIN ACTIVITIES OBJECTIVEINTERACTION


Identifying warnings.

To identify warnings by using the imperative.


50 min


-Ss discuss about a picture to predict the text.- Ss read the website and answer the questions.- Ss reflect on the imperative form to be used as warnings.- Ss read the text again to complete the tips for cyclists.- Ss get in groups of three to discuss possible warnings for people who ride motor scooters

.

Identifying signs. To look at signs in order to identify prohibition.


Reading, textbook, pencil or pen

- T asks Ss what they see in the signs.- Ss read the transcript to reflect on the verb that expresses prohibition.- Ss associate some signs by saying which ones are warning or prohibition.- Ss get in pairs to design a warning sign and a prohibition sign choosing some public places.

Talking about permission and prohibition

To review prohibition and identify permission.


textbook, pencil or pen

- T asks Ss where they see signs about permissions, prohibitions or warnings.- Ss look at the picture to predict where the people are. Then they read to choose the correct option.- Ss look at some signs to indicate which ones a person refers to.-Ss look the picture to find more examples of permissions and prohibitions.-Ss match two columns to review permissions and prohibitions.- Ss get in pairs to have a conversation between a bus station official and someone who is not paying attention to one or more of the signs in the bus station.

ENGLISH III


Unit 2Group:

Teacher:Dates:



MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Identifying obligation and prohibition

To reflect on the verb that expresses obligation and prohibition.


Group work50 min

Read, textbook, pencil or pen

- T asks Ss if they like going to the zoo.- Ss might get in pairs to predict the information of the next text.- Ss read the text and answer the questions.- Ss reflect on the use of must and mustn´t to indicate obligation and prohibition.- Ss talk about some signs used at zoo by saying what must and mustn´t be done in that place.- Ss get in groups of four to talk about what you should do at the zoo.- Ss create a leaflet including some rules.

Make projects about different places in the city

Talking about rules

To talk about rules with the use of imperative and some modal verbs.


Whole group50 min


- T asks Ss if they know their school rules.- Ss read the text and put a check to the statements that are the same in their school.-Ss reflect on the way of saying rules.- Ss read some situations to make logical rules.- Ss get in groups of four to set up some rules for their English class.- Ss present their work to the whole class.

Reviewing rules

To review rules


Whole group50 min

Read,textbook, pencil or pen

-Ss discuss some questions about a picture.- Ss listen to a conversation to respond to some questions.- Ss listen again to identify the rules mentioned.- Ss get in groups of three to prepare the rules for an earthquake or hurricane safety drill. Then they present their work to the whole class.

ENGLISH III


Unit 2Group:

Teacher:Dates:



MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Talking about chores at home

To identify what we must do at home.

SESSION 7


50 min

Read, textbook, pencil or pen

-Ss look at the picture and say what the person is doing.- Ss read and answer the questions.-- Ss read to the conversation to find out another way to express obligation.- Ss read the transcript to find “have to”.- Ss complete a chat room.- Ss get in groups to talk about what chores they have to do at home.

Talking about things we don’t have to do.

To talk about things that are not necessary to do.

SESSION 8


50 min


- T asks Ss if it is important to recycle.- Ss read the text to answer the questions.- Ss reflect on the things that are not necessary to do.- Ss read some statements to put a check on the ones that people have to do.- Ss design a Change for the future poster for their neighborhood.

The poster can be used in the portfolio.

Finding degrees of obligation

To use two forms of expressing an obligation.

SESSION 9


50 min


-Ss predict what the magazine is about.- Ss read the magazine article to answer the questions.- Ss reflect on the form have to and must.- Ss look at the pictures of some animals and discuss what care they need.- Ss plan article for the school magazine about how responsible a person must be when having a pet.

The plan can be included in the portfolio.

ENGLISH III


Unit 2Group:

Teacher:Dates:



MAIN ACTIVITIES



Writing leaflets To review modal verbs by writing a leaflet.

SESSION 10


50 min


-Ss predict the information of a leaflet.- Ss read the leaflet to respond to some questions.- Ss read the leaflet again to find the meaning of words they don’t know.- Ss get in pairs to discuss about what animals are in danger of extinction. They prepare a leaflet to present to the class.

Creating a website

To create a website to suggest solutions.

SESSION 11

Individually50 min


- T asks Ss what they think about water shortage.- Ssread the text quickly to predict.- Ss read the text to answer some questions.- Ss reflect on the verbs that express obligation and prohibition.- Ss complete the some sentences.- Ss look at some environmental problems to plan the solutions.- Ss prepare a website about the solutions they suggest about the environmental problem they chose.

The website can be included in the portfolio.

Reading and writing short stories

To review prohibition.

SESSION 12

Individually50 min


- T asks Ss if they like reading short stories.- Ss read an excerpt from a story to respond to the questions.- Ss underline the sentences that express prohibition.- Ss write a short story about prohibition.

It is time to present the second partial exam.

ENGLISH III


Unit 2 Group:

Teacher:Dates:



MAIN ACTIVITIES



Doing the project

To prepare a debate

SESSION 13Individually 50

min


-Ss discuss some questions about using a cellphone.- Ss read a text to put a check on the statements that they agree or disagree with.- Ss get in groups of four to plan a debate about being in favor or against using a cellphone.- The whole class has to be divided in two, one group in favor and another against using the cellphone.- One student must be the panelist and one must be the moderator.



50 min

-Ss dopeer evaluation.-Ss evaluate themselves.



50 min

Term Exam -Ss do the term exam.


FOOD AND DRINK

Main PurposeTo enable students to participate in conversations in which food and drink are ordered as well as to describe food and drink that they know or like and their recipes, and learn about food and drink and other parts of the world.

SOCIAL PRACTICES: 1. Carrying out certain transactions2. Giving and obtaining factual information of a personal and non- personal kind

FUNCTION: □ Ordering a meal□ Discussing food and giving recipes

EXPECTED LEARNING: Ordering food in a café or in a restaurant in several waysTaking food orders, ordering a meal in a formal or informal restaurantUnderstanding a menu and its different sectionsTalking and writing about food likes and dislikesReading a food label, understanding it and deciding if you would consume the productUnderstanding a recipe on the radio or on TVSaying and writing the ingredients and their quantities in a recipe, saying how to prepare a dish step by step, inventing delicious recipes

ENGLISH III


Unit 3Group:

Teacher:Dates:

Food and DrinkTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Creating a menu

To introduce vocabulary about food and drinks.

SESSION 1


Pair work50 min

Textbook, pen, pencil, CD player, CD

- T asks Ss if they like junk food. If there is a snack bar in their school and what it sells.- Ss listen to some conversations and answer the questions.- Ss unscramble the words to make a conversation between a waiter and a customer.- Ss get in groups of three to create a menu.- Ss get in groups again to make a role play about being in a restaurant.

Ordering a meal

To review food and drinks.

SESSION 2


Pair work50 min


- T asks Ss if they eat out in restaurants and who they went last time with.- To predict the situation, Ss look at the picture and circle the food they´d like to order.- Ss listen to the conversation to answer some questions. Then they listen again to complete the order form.- Ss reflect on the use of asking or ordering food-- Ss complete a conversation between a waiter and a customer.- Ss put a conversation in the correct order.- Ss get in groups of three or four to contextualize a situation at a restaurant. They make a role play.

Ordering a meal online

To order food throughout the net.

SESSION 3


50 min

Textbook pen or pencil

-Sslook at the text to predict what kind it is. They will think if it is a good idea to order a meal on the net.- Ss read the text to respond some questions.- Ss get in pairs to create an internet food order form.- Ss can exchange their forms with other pairs.

ENGLISH III


Unit 3Group:

Teacher:Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Reviewing the service at a restaurant

To describe restaurant service.


50 min


- T asks Ss what type of food they like and if they are adventurous eaters.- Ss look quickly at the text to predict what it will be about.- Ss read the text and answer the questions.- Ss reflect on the verbs that express likes and dislikes.- Ss complete some sentences.- Ss get in groups of four to prepare a restaurant review.- Ss write a restaurant review. They will show their review to the whole class.

The review can be included in the portfolio.

Talking about nutritious facts

To identify nutrition concepts.


50 min


- T asks Ss if they ever read food labels.- Ss read the mini texts and match them to the information they refer to.- Ss read the text again to answer some questions.- Ss get in pairs to read another food label and answer the questions.- Ss judge the nutritional food and reflect where it comes from.

It is time to do the first partial exam.

Designing a menu for special occasions.

To review food, drink on special events.


50 min


-Ss look at a special menu and decide what suitable title they should give.- Ssdesign a special menu for the Day of the Dead.- Ss get in groups of three to prepare special menus by choosing different holidays.

ENGLISH III


Unit 3Group:

Teacher:Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Talking about the food for Thanksgiving Day

To review food and drink

SESSION 7


Pair work50 min


- T asks Ss if they know celebrations from other countries and what they know about Thanksgiving.- Ss read the conversation to answer the questions.- Ss identify desserts.- Ss get in groups of three to plan an article about what people eat on Christmas.- Ss write an article about what food people eat on Christmas.

The article can be included in the portfolio.

Shopping for groceries

To buy food when having a party.

SESSION 8


50 min


- T asks Ss what food they buy when they have a party.- Ss listen to an audio to fill a shopping list.- Ss answer the questions about the audio.- Ss reflect on the singular and plural form of some foods.- Ss get in groups to prepare a shopping list for the next party.

Reading recipes

To talk about quantities.

SESSION 9


50 min


- T asks Ss if they like cakes or desserts and if they bake them or not.- Ss listen to a radio program to complete the information that isn´t clear.- Ss listen one more time to answer the questions.- Ss listen again to the radio program to find the uncountable nouns.- Ss complete the quantities for uncountable nouns.- Ss get in groups of four to talk about the ingredients of a recipe.- Ss present their work to the whole class.

ENGLISH III


Unit 3Group:

Teacher:Dates:


MAIN ACTIVITIES



Writing a recipe.

To review food and quantities

SESSION 10Individually

50 min


- T asks Ss what their favorite Mexican food is if they like cooking.- Ss read a recipe and find words that they will match with their definitions.- Ss reflect on giving instructions in a recipe.- Ss complete the sentences.- Ss write a recipe about a dish they like the most.

The recipe can be included in the portfolio.

Talking about recipes.

To review about desserts.


Group work50 min


-Ss look at a picture to comment what the people are doing. - Ss listen to the conversation and respond to some questions.- Ss reflect on the use of how much and how many.- Ss listen to the conversation again to find examples of how much and how many.- Ss get in pairs to ask questions about ingredients using how much and how many.- Ss get in pairs. One chooses one card and the other person chooses the other one.- Ss get in groups to share a recipe they know.

Preparing a sandwich and pancakes

To use sequence words in recipes.


50 min


- T asks Ss how often they eat sandwiches and where they can get the ingredients.- Ss read a recipe to answer the questions.- Ss reflect on the word that links the procedure in the recipe.- Ss read some steps for French Toast and put them in order.- Ss get in groups of three to write a recipe of pancakes.

Time to do the second partial exam

ENGLISH III


Unit 3 Group:

Teacher:Dates:


MAIN ACTIVITIES



Doing the project

To write an article about a foreign recipe.

SESSION 13Group workPair work

50 min


-Ss read the recipe and answer the questions.- Ss get in pairs to ask and answer questions about some foreign dishes.



50 min

-Ss dopeer evaluation.-Ss evaluate themselves.- Ss discuss some questions about foreign dishes.- Ss get in groups of three to talk about a foreign dish to write an article on.



50 min

Term Exam -Ss do the term exam.


PLANNING HOLIDAYS

Main PurposeTo enable students to describe and discuss future plans in the context of holidays and travel

SOCIAL PRACTICES: 1. Carrying out certain transactions2. Establishing and maintain social contacts

FUNCTION: □ Asking for and giving travel information□Talking about future plans

EXPECTED LEARNING: Asking for information and making a reservation in a hotelBooking a flightReading a travel brochure or a map and give information about itAsking for and giving information about a place and how to get thereDiscussing vacation plans and a dream vacation with othersPlanning a travel guide and an itineraryWriting a personal letter or an email about travel plans, and accepting or refusing invitationsWriting a letter giving information about hometownsFilling in questionnaires about vacation preferencesWriting an advertisement for a website and a travel brochure

ENGLISH III


Unit 4Group:

Teacher: Dates:

Planning HolidaysTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME

MATERIA

LPROCEDURE NOTES

Booking a room at a hotel.

To have a conversation about booking a room at a hotel.

SESSION 1


50 min


- T asks Ss if they have ever stayed at a hotel. - Ss look at a picture to predict what someone does for a living.- Ss listen to an audio and answer the questions.- Ss put a scrambled conversation in order about booking a room at a hotel.- Ss get in pairs to fill in a booking form.- Ss get in pairs to role play a conversation between a hotel guest and a receptionist.

Booking a flight

To have a conversation about booking a flight

SESSION 2


50 min


- Ss look at a picture and answer some questions about it.- Ss listen to an audio to answer the questions about someone booking a flight.- Ss listen again to check the information in the flight form.- Ss reflect on the language used when booking a flight.- Ss complete a conversation.- Ss get in pairs to make a role about booking a flight.

Talking about public transportation

To identify public transportation

SESSION 3


50 min


- T asks Ss what public transportation they use on a typical day.- Ss listen to a conversation to find out what some people have in common.- Ss listen to the conversation again to answer some questions.- Ss reflect on how a tourist asks for directions by listening to the CD one more time.- Ss get in pairs to have a conversation between a tourist and a local person.

ENGLISH III


Unit 4Group:

Teacher: Dates:


MAIN ACTIVITIES

OBJECTIV

E

INTERACTI

ON & TIME

MATERIA

LPROCEDURE NOTES

Using maps

To use maps to locate places in a city.

SESSION 4

Individually

Pair work50 min


- T asks Ssif they know when people use street maps.- Ss listen to an audio to mark the places that a tourist is talking abouton the map. - Ss listen again to answer the questions.- Ss reflect on the way of asking for existence in singular and plural forms.- Ss write some questions made by a tourist to complete a conversation.- Ss look at key places to talk about different things than can be done in each place.- Ss get in pairs to make a conversation between a local person and a visitor. They can draw a map.

Reading and writing a letter about someone who wants to visit another city

To write about a person pretending to visit a friend in other city.

SESSION 5

Individually

Group work

50 min


- T asks Ss when was the last time they wrote a letter.- Ss read the letter and answer some questions.- Ss reflect on the way to describe the weather.- Ss get in groups of three to talk about the weather in different cities in Mexico.- Ss work individually to write a letter in which they ask for information about a city they want to visit.

The letter can be included in the portfolio.

Planning a vacation

To write a plan for a vacation.

SESSION 6

Individually

50 min


- Ss describe the people in the pictures.- Ss read a vacation ad to say the best option in the ad for the people described previously.- Ss tell the teacher what vacation ad they´d prefer and why.- Ss answer some questions to plan a vacation.Ss create a vacation spot.

The vacation spot can be included in the portfolio.

ENGLISH III


Unit 4Group:

Teacher: Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Talking about visited places

To talk about trips in Mexico.

SESSION 7


50 min


- T asks Ss what places in Mexico they´ve visited.- Ss predict a text by choosing the correct option.- Ss read the text and answer the questions.- Ss get in groups of four to plan a travel guide. Ss need to illustrate their work in order to present it to the whole class.

It could be time to present the first partial exam.

Planning holidays

To plan a holiday using be going to

SESSION 8

Individually50 min


-Ss look at some pictures about famous world places and say where they were taken.- Ss read an email to answer the questions.- Ss reflect on the use of be going to.- Ss complete the missing information of a note.- Ss plan a holiday by writing an email.

The email can be included in the portfolio.

Making plans for a long weekend.

To review the use of be going to

SESSION 9


50 min


- T asks Ss what they usually do on weekends.- Ss listen to an audio and answer the questions.- Ss reflect of the use of be going to again.- Ss put the words in order to form sentences about plans.- Ss get in pairs to make plans about a long weekend.- Ss go around the classroom to ask another pair about their plans.

ENGLISH III


Unit 4Group:

Teacher: Dates:


MAIN ACTIVITIES



Talking about a dream vacation

To review a vacation plan using a webpage.


50 min


-Ss look at the text about two people chatting.- Ss read the chat room and respond some questions.- Ss circle the question that each person asked.- Ss complete a competition webpage.- Ss write about what they are going to do on their dream vacation.

Ss can put this work in their portfolio.

Planning an itinerary

To talk about itineraries reviewing going to.


50 min


- T asks Ss if they think it is a good idea to visit places with a guide or by ourselves, pros and cons.- Ss look at a picture and listen to an audio to answer the questions.- Ss reflect on sequence words. They read the transcript and circle those words.- Ss complete the missing information in an email.- Ss get in groups of four to write an itinerary. Then, they can share their work with another group.

Talking about invitations

To accept and refuse invitations.


50 min


-Ss predict what type of text they will read.-Ss read the text to answer the questions about it.- Ss read some information to check punctuation.- Ss write a note inviting a partner to do something.- Ss write an answer accepting or refusing the invitation.

It is time to do the second partial exam.

ENGLISH III


Unit 4 Group:

Teacher: Dates:


MAIN ACTIVITIES



Doing the project

To write a travel brochure


50 min


- Ss look at a travel brochure and answer the questions.- Ss get in groups of four to prepare a travel brochure. They may choose an area in their country.- They can show their work to another group.



50 min

-Ss dopeer evaluation.-Ss evaluate themselves.- Ss discuss some questions about foreign dishes.- Ss get in groups of three to talk about a foreign dish to write an article.



50 min



LIFE IN THE FUTURE

Main PurposeTo enable students to make predictions about their life in the future

SOCIAL PRACTICES: 1. Carrying out certain transactions

FUNCTIONS: □ Making predictions about the future□Expressing degrees of certainty and doubts

EXPECTED LEARNING: Understanding horoscopes in a newspaper or magazineReading horoscopes out loudDiscussing fortune-tellerGiving predictions and listening to others talking about life in the futureTalking about expectations and discussing life and the futureReading and giving opinions about high-tech products in the futureWriting a horoscope for a friendWriting an email about possible future plansWriting a TV guide entry with predictions for the next episode of a TV showWriting a review for a new product in a technology magazineInterviewing somebody about their future and writing an article

ENGLISH III


Unit 5Group:

Teacher: Dates:

Life and the FutureTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Reading horoscopes

To read predictions in the future by reading horoscopes.

SESSION 1


Pair work50 min


- T asks Ss if they believe in horoscopes. - Ss get in groups of four or five. One student reads the horoscope for the members.- Ss answer the questions individually about the text.- Ss reflect on the use of will.- Ss complete sentences using will or won´t.- Ss get in pairs and write a horoscope for each other.

The horoscope can be included in the portfolio.

Talking about predictions

To talk about predictions using occupations.

SESSION 2


Group work

50 min


- T asks if they know what they want to do when they finish middle school.- Ss listen to an audio to answer the questions.- Ss reflect on the use of will with the pronouns.- Ss get in pairs to talk about predictions.- Ss get in groups of three to talk about predictions about the job they will do when they grow up.

Listening to a fortune teller

To review future by listening to a fortune teller.

SESSION 3


50 min


- T asks Ss to look at the picture and asks them if they have gone to a fortune teller.- Ss listen to an audio and answer the questions.- Ss complete a conversation.- Ss do a role play in which one is the fortune teller and the other is a costumer.

ENGLISH III


Unit 5Group:

Teacher: Dates:

Life in the futureTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIV

E

INTERACTI

ON & TIME

MATERIA

LPROCEDURE NOTES

Talking about soap operas

To read a TV guide in order to understand vocabulary.

SESSION 4

Individually

Group work

50 min


- T asks Ss if they watch soap operas and if so, why?- Ss read a TV guide to answer the questions.- Ss find words and phrases in the text to match the dictionary entries.- Ss get in groups of three to write a TV guide entry.- Ss show their work to the class.

Discussing about living in a city or the country.

To talk about how life will be in ten years.

SESSION 5

Individually

Pair workGroup work

50 min


- T asks Ss if it is better to live in a city or in the country.- Ss listen to a conversation and answer the questions.- Ss read some predictions and complete them in pairs.- Ss get in groups of three to discuss the future of Mexico in the next ten years. Then, they join another group to compare their ideas.

Creating a magazine horoscope

To review the use of will.

SESSION 6

Individually

Pair workGroup work

50 min


-Ss get in pairs to answer some questions.- Ss listen to an audio to check the answer of the previous questions.- Ss get in groups of four to create a magazine horoscope.

Each draft by a member can be included in the portfolio.

ENGLISH III


Unit 5Group:

Teacher: Dates:

Life in the FutureTHIRD GRADE GROUP: ______

MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Talking about plans and predictions

To talk about the difference between a plan and a prediction.

SESSION 7


50 min


- T asks Ss if they have a plan for their next vacation.- Ss look at some pictures and explain where they think the photos were taken.- Ss listen to an audio to respond the questions.- Ss reflect on the structure of a prediction and a plan.- Ss get in groups of four to complete a chart about plans and predictions.- Ss compare their chart with another team.

It is time to do the first partial exam.

Reading articles about products

To talk about certainty.

SESSION 8


Group work

50 min


-Ss look at a headline from an article and predict what it will be about.-Ss read the article to respond some questions.- Ss get in pairs to look for the meaning of some words from the article.- Ss reflect on words that express certainty.- Ss get in groups of three to write an article about a product advertized in a magazine.- Ss may display their product on the board.

Talking about probabilities

To talk about things that might happen or not.

SESSION 9


50 min


- T asks Ss where young people go on a date. - Ss listen to an audio to answer some questions.- Ss reflect on the use of possibilities.- Ss complete some sentences.- Ss think what they will do next time they have a date. They can get in groups of three to show their work.

ENGLISH III


Unit 5Group:

Teacher: Dates:


MAIN ACTIVITIES

OBJECTIVE

INTERACTIO

N & TIME


Reading scientific articles

To read opinions about articles related to science.

SESSION 10


50 min


-Ss predict what the article will be about by looking at the picture.- Ss listen to the CD and respond the questions.- Ss read the transcript and find examples of how to express an opinion.- Ss get in groups of three to talk about the topic: futuristic.- Ss can continue discussing with the whole class about the same topic.

Planning to continue studying

To talk about predictions with some degrees of certainty.

SESSION 11

IndividuallyWhole class

50 min


- T asks Ss if they will continue studying when they finish middle school and what options they will have.- Ss listen to two students in the audio to answer the questions.- Ss match to columns about the information each person from the audio gave.- Ss think about their plans and write notes.- Ss may present their notes to the whole group.

Ss may present the second partial exam.

Reading newspaper articles

To analyze information about events.

SESSION 12


50 min


- T asks Ss if they have a local newspaper in their hometown.. Ss read a newspaper article to identify its parts. Then, they answer the questions about the article.-Ss read the article again to underline specific information about the events.- Ss get in pairs to interview their classmates by asking their future plans, dreams and expectations. They take notes.- Ss write an article about the person they interviewed.

The article can be included in the portfolio.

ENGLISH III


Unit 5Group:

Teacher: Dates:


MAIN ACTIVITIES



Doing the project

To list the changes that will happen in the future.


50 min


- Ss look at some pictures and explain how they can help people in education.- Ss match phrases to make a paragraph about the school of the future.- Ss get in groups of four to plan a chart about changes in the future.- Ss list the changes that will be made in the future.



50 min

-Ss dopeer evaluation.-Ss evaluate themselves.- Ss discuss some questions about foreign dishes.- Ss get in groups of three to talk about a foreign dish to write an article.



50 min


english corner 3 lesson plans

Documents

ss number events

past events

simple past

past forms

past form use

pencil t

past expected learning

someones diary entry