UNIT PLAN de Primer a Sexto Grado

8/13/2019 UNIT PLAN de Primer a Sexto Grado

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GUION DE CLASES

ASIGNATURA

UNIDAD

CONTENIDO CONCEPTUAL

CONTENIDO PROCIDEMENTAL

CONTENIDO ACTITUDINAL

INDICADOR DE LOGRO

VALOR A FOMENTAR

EJE TRANSVERSAL

DESARROLLO DEL CONTENIDO

EVALUACION DIAGNOSTICA:

FORMATIVA:

SUMATIVA:


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ENGLISH FIRST TO

SIXTH


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EVALUATION ACTIVITIES

DIAGNOSTIC EVALUATION: Performers, home works, memory game

FORMATIVE EVALUATION; Vocabulary, participation

SUMMARY EVALUATION: Paint the book activities

UNIT PLAN

SUBJECT ENGLISH FIRST GRADE

NUMBER AND NAME OF THE UNIT 1 BACK TO SCHOOL

SPECIFIC OBJECTIVE

Students will be able to understandand say their names and respond tothe commands in the class

CONTENT CONCEPTS

Teacher introduce commands aroundthe classroom

Studentrepeat

CONTENTS PROCEDURES

Students performed their self andstudy the numbers.

Students pay attention to the colorsand repeat.

CONCENTS ATTITUDES

Students listen the tape and repeatthe new vocabulary

Student stand-up and p0ass in front ofthe class and introduce thierself.

METHODOLOGICAL REFERENCE

Teacher presents the alphabet soundand students repeat each letter page82-83

ACHIEVEMENT INDICATORS

Teacher prepares photocopies toeach students to identify the items onthe worksheet and color

MATERIALS

Cd, book, pencil


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DIAGNOSTIC EVALUATION: Teacher check their homework about family

FORMATIVE EVALUATION; Participation, intonation, pronunciation

SUMMARY EVALUATION: Family tree (task), photocopies

UNIT PLAN


NUMBER AND NAME OF THE UNIT 2 MY FAMILY

SPECIFIC OBJECTIVE

Students will be able to identify familymembers using picture card

CONTENTS CONCEPTS

Teacher introduce by pictures cards

and photo pictures. Students Practice the vocabulary and

memorized

CONTENTS PROCEDURES

Talk about your family

Students stand-up they talks aboutfamily and what do.

CONCENTS ATTITUDES

Teacher presents the picture cardsrelated top family members

Student repeats the vocabulary thatthe teacher says


Students practice the command andmake a circle.

Students presents their family and dothe genealogical tree.

ACHIVEMENTS INDICATORS

Teacher presents the alphabet soundand students repeat each letter page82-83

MATERIALS Cd, book, pencil, picture cards, photo

LESSON PLAN


NUMBER AND NAME OF THE UNIT 3. ON A PICNIC

SPECIFIC OBJECTIVE Students emphasizes picture of apicnic or picture of food item

CONTENTS CONCEPTS

Students review a precious vocabulary

and listen and repeat.. Hold-up picture cards says the words

and repeat

CONTENTS PROCEDURES

Teacher formulated some sentencesaccording to food.

Students understand and respond withcommands to eat


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DIAGNOSTIC EVALUATION: Students responds with commands

FORMATIVE EVALUATION; Participation, intonation, pronunciation

SUMMARY EVALUATION: sing a song, formulated sentences

CONCENTS ATTITUDES

Studentsanswers some questionswith Do you like chicken? Yes , I do,no I dont

Student makes a circle and tellsaround then class what does theirfavorite food? Or fruit?


Teacher sent picture cards relatedfood or picnic

Teacher asks the students like anddislike


Teacher repeat some word relatedtofood

MATERIALS

Cd, book, pencil, picture cards, candy


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DIAGNOSTIC EVALUATION: Vocabulary, participation

FORMATIVE EVALUATION; Homework, pair work

SUMMARY EVALUATION: Listing a song, group work.

UNIT PLAN


NUMBER AND NAME OF THE UNIT 4. HAVING FUN

SPECIFIC OBJECTIVE

Students can point to and say swimskate, skate board, fly a kite, draw,ride a bike and sing

CONTENTS CONCEPTS

Students talk about abilities and skillswhen they have fun.

CONTENTS PROCEDURES

Students understand commands totake off shoes or close the door.

CONCENTS ATTITUDES

Students performs some abilitiesusing the auxiliary CAN

Understand and produce this unittarget language.


Teacher introducesgrammar and askquestion with CAN. Ex. Can you

swim? Can you dance?


Introduce the new vocabulary andpractice

MATERIALS

Cd, book, pencil, picture cards,

UNIT PLAN


NUMBER AND NAME OF THE UNIT 5. PET DAY

SPECIFIC OBJECTIVE

Students introduce the vocabulary ofdifferent sound animals

CONTENTS CONCEPTS

Teacher presents picture related

animal and formulate sentence.

CONTENTS PROCEDURES

Teacher introduce dialogues

CONCENTS ATTITUDES

Teacher introduce different soundanimals male in English


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DIAGNOSTIC EVALUATION: Pair work, participation

FORMATIVE EVALUATION; Homework, conversation

SUMMARY EVALUATION: Dialogues , game


DIAGNOSTIC EVALUATION: Song, participation

FORMATIVE EVALUATION; Vocabulary


Students listen some pronunciation ofletters D and T

Teacher role play the dialogues usingpicture cards


Students listen and repeat each sound

MATERIALS

Cd, book, pencil, picture cards, toyanimals

UNIT PLAN


NUMBER AND NAME OF THE UNIT 6. IN THE CLASSROOM

SPECIFIC OBJECTIVE

Students mentions some classroomobject amend the class

CONTENTS CONCEPTS

Teacher introduced vocabulary aboutclassroom object

CONTENTS PROCEDURES

Bring some classroom object

CONCENTS ATTITUDES

Teacher introduce

Students repeat the dialogues


Students can understand and respondto commands: Turn on the computer.Go to the board. Stand up, Sit Up.Raise your hand

Repeat the classroom object and sing


Teacher presents some dynamic aboutsay command like Simon Say

MATERIALS Cd, book, pencil, picture cards, toy

animals


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SUMMARY EVALUATION:Sentence, group work


DIAGNOSTIC EVALUATION: Dialogues, pair work

FORMATIVE EVALUATION; Brainstorming

SUMMARY EVALUATION: sentences with ING form, reading, story

+

UNIT PLAN


NUMBER AND NAME OF THE UNIT 7 AT HOMESPECIFIC OBJECTIVE Students are able to studies the

presents continuous with ING

CONTENTS CONCEPTS

Listen and point using IMG with someverbs

CONTENTS PROCEDURES

Introduce dialogues, teacher draw alarge T.V screen on the board and askif like to watch T.V

CONCENTS ATTITUDES

Teacher introduce grammar poem andread a story and students repeat storyaloud

Teacher a game Simon Says usingcommand


Students can ask for and giveemission using verbs with presentscontinuous

Students can understand and respondsome command Example Do yourhome? Brush your teeth? Wash yourface?


Play the record and listen the song

and repeat

MATERIALS

Cd, book, pencil, picture cards,octopus picture


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DIAGNOSTIC EVALUATION: pair work

FORMATIVE EVALUATION; Participation

SUMMARY EVALUATION: Homework, alphabet song

UNIT PLAN


NUMBER AND NAME OF THE UNIT 8. PLAYING SPORTS

SPECIFIC OBJECTIVE

Students are able to show somesports items or draw the board

CONTENTS CONCEPTS

Teacher di Brainstorm related sports:

Baseball, basketball, bat, racket, ball,helmet.

CONTENTS PROCEDURES

Students listen and point

Students listen and chant

CONCENTS ATTITUDES

Student practice some dialogues andperforming two group

Teacher uses picture cards and usethe auxiliary DO and DOES


Practice the vocabulary and repeatalone

Uses the alphabet sound


Brainstorm about sport

MATERIALS


UNIT PLAN


NUMBER AND NAME OF THE UNIT 9. CRAFT TIME

SPECIFIC OBJECTIVE

Students are able to emphasize itemaround the classroom

CONTENTS CONCEPTS

Identify Examples: ruler crayons,

staplers, eraser, pen, color, pencil,markers

CONTENTS PROCEDURES

Teacher introduces dialogues andlisten to the story


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DIAGNOSTIC EVALUATION: Participation , listening some activities

FORMATIVE EVALUATION; sentence with how many and How much

SUMMARY EVALUATION: Commands performer song

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CONCENTS ATTITUDES

Student can makes statements usingHAVE

Students are able to ask answer usingHow many. How much


Students stand-up introduce someclassroom objects using: Where is

the__?Where is that____?

Introduce command using theclassroom object


Students develop some skills bywriting and listening some sentenceswith How much and How many

MATERIALS



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UNIT PLAN

SUBJECT ENGLISH SECOND GRADE

NUMBER AND NAME OF THE UNIT 1. FEELING

SPECIFIC OBJECTIVE

Students will be able to understandand say their names and respond tothe commands in the class

CONTENTS CONCEPTS

Hold-up name and mine each feelingfor pictured cards related adjective3s.

Students listen and number andrepeat the new vocabulary to picturescards 1-8

CONTENTS PROCEDURES

The teacher practice and introducedialogs and students introducesthemselves.

Student can understand and respondto commands.

CONCENTS ATTITUDES

Students can make a statement aboutfeeling using

Students can sing the are you happy?song

Students can say the letter name. andsound of a -1

Students can understand and producethis unit target Language can chantthe How are You? Chant


Students open their books and then

listen, point and repeat some dialogs Email.

[email protected],

www.pearsonlogman.com


Students book at are you happy?Song at the bottom of P.8 in thestudents book play CD track A9

Encourage students to point to andsay in the names of the feeling whenthey hear word in the song

MATERIALS

mailto:[email protected]:[email protected]://www.pearsonlogman.com/http://www.pearsonlogman.com/http://www.pearsonlogman.com/mailto:[email protected]


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DIAGNOSTIC EVALUATION: Vocabulary and Brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION; Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz

UNIT PLAN


NUMBER AND NAME OF THE UNIT 2. OUR HOUSE

SPECIFIC OBJECTIVE

Teacher introduces the vocabularyhold up picture, say the words andhave students repeat.


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CONTENTS CONCEPTS

Students can greet each other using.

Can ask and answer How old areYou?

Students can understand and respondcommands. Make the bed, wash thedishes, wipe the table

CONTENTS PROCEDURES

Students can make statement using(someone name)

Students can ask and answer usingWhere is (someone is name)

CONCENTS ATTITUDES

Students can say the letter namesound of m, z

Students can understand and producethis unit target language

Monkeys in the middle (fruits basket)teacher guide p.20


Play what is missing? Teacher isguide p.15, p.16. p.11, p.150. Bookp.12 guide p.150

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Students have the letter from init onthe board have individual studentspoint to a letter, name that letter andsay its sound. Have the rest or theclass thinks of other words thatbeginning with it.

MATERIALS

Picture cards 9-16 CD


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SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz

UNIT PLAN


NUMBER AND NAME OF THE UNIT 3. WEATHER

SPECIFIC OBJECTIVE

Student can point to and nameCloudy, Sunny, Windy, Rainy, Snowy,Foggy, warm and cool

CONTENTS CONCEPTS

Warm-up/ review the vocabulary fromthe previous unit using picture card 9-16 play memory list (teachers guidep.14)

Show the weather forecast section ofa new paper. Draw the weather iconson the board


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SUMMARY EVALUATION: activity book, workbook, dialogs perform, exercises, quiz,newspaper

CONTENTS PROCEDURES

Students can introduce someoneusing this is my friends

Students can say lets go to the parkand respond with good idea

Students can understand and respondto commands to put on your raincoat,

put on your boots, open your umbrella,walks in the rain, jump in the puddleand close tour umbrella

CONCENTS ATTITUDES

Students can pronounce, read andwrite- at, an, and ad words.

Students can understand and producethis unit target language. And canchant the this is my friend.

The final sound in English is voice.Speakers of some language sound Tford at the and of words. Havestudents practice the final


Activity book p.16 can now beassigned for homework or used inclass see answer key teacher guide p.152

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Have students practice dialog 1 ingroup of three. Encourage students touse hand gesture when introducingeach other have students practicedialog 2 and 3 in pairs

MATERIALS

Picture cards 9-16 CD


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 4. TELLING TIME

SPECIFIC OBJECTIVE

Students can point to and say thecorrect time(hour, quarter hours andhalf hours only)

CONTENTS CONCEPTS

Students can compliments each otherand respond by saying 1 like yourwatch. Thanks

Students can make statements usingits time to car lunch.

Introduce dialog 1 choose students(s1) who wearing watch, point to thewatch smile and say

CONTENTS PROCEDURES

Students can understand and respondto command to get up at 6:30 go to

school at 8:15. Eat lunch at 12:00 dohomework at 4:30 take a bath at 7:45and go to the bed at 9:00

Students can may statements abouttime using Its

Students can sing the what time is it?song


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CONCENTS ATTITUDES

What time is it? (track is teacher guidep.68)

Questions on cue (teachersguide

p.17). Students can pronounce, read and

writeot andoc-k work

Students can sig the I like your watchsong


Show the clock say today we aregoing to talk about time. Hold uppicture cards 25-39 say the words andhave students repeat

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Have students turn to students bookp.31 and look at part A play CD track

A64 Have students listen and repeat

MATERIALS

Clock, TPR Cards unit 4, CD


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 5. IN A TOY STORE

SPECIFIC OBJECTIVE

Students can point to name kites,video, games toy cards, comicsbooks, yo-yos balloons and rocket

CONTENTS CONCEPTS

Students can understand and respondto commands to put your market onstart. Throw the dice count the dotsmove your market go forwards 3spaces and go back 2 spaces

CONTENTS PROCEDURES

Students can may statements usingthese /those are can sing what arethese? song

Students can understand and producethis units target language

CONCENTS ATTITUDES

Students can sing the toy car? song

Review the dialogs from the talk aboutit section. Have individual students actout the dialogs. Play cd track A 86

have Activities book p.35 can now be

assigned for home work or used inclass


Play the CD again. Have individualstudents rep[eat the item name thepicture in random order. Havestudents point to the picture or wordshave students turn to students book


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pag 34-25

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Bring as many toys, e.q. kites modelcars as possible put the toys near youand point to them. Say these are toys.Todayswe are going to talk aboutthings in a toy store

MATERIALS

Clock, TPR Cards unit 5, CD, sometoys, dice, yoyos, balloons books,paintbrushes


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 6. EATING OUT

SPECIFIC OBJECTIVE

Students can point to name spaghetti,French, fries ,fish salad, ice cream,noodles, fruit and soup

CONTENTS CONCEPTS

Students can talk about themselvesusing Im really hungry and can

respond using me, too. Students can ask can you use

chopsticks. And respond with no, Icantcan you? Yes I can

CONTENTS PROCEDURES

Students can understand and respondto commands to get in line, chooseyour food, take your food, find a seateat your lunch and throw away thetrash.

Students can sing what do you want?

song Students can understand and produce

this units target language

CONCENTS ATTITUDES

Students can sing the can you seechopsticks? song

Bring in some real menus from a fastfood restaurant coffee shop, etc. shoestudents the menu add ask what doyou want? If students dont know howto answer have them model the word

they want to know and have themrepeat


Activity book p.14 can now beassidned for homework or usedinclass. See answer key, teacher guidep.160 now that students havecomplete unit 6 they can gothereward.


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I say today we are going to talk aboutfood. Hold up picture cards 48-55 saythe word and have students

MATERIALS

Clock, TPR Cards unit 6, CD,


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 7. ART CLASS

SPECIFIC OBJECTIVE

Students can point to name scissorspaint brushes, paints stickers pins, in

on and under

CONTENTS CONCEPTS

Students can ask and answers aboutclasses using whats your favoriteclass? Art class

Students can ask and answer how doyou spello- x? fo-x

CONTENTS PROCEDURES

Students can understand and respondyoucommands to draw a head andbody draw 2 ears and the tail draw 4legs, draw eyes and a nose, color thepicture and write f-o-x under thepicture.

Students can make statements usingtheare in/ on/ under the box

Can sing the where are paints? song

CONCENTS ATTITUDES

Students can pronounce, read andwrite- it- in- words

Put some classroom items un variousplaces in the classroom make surethey either in our or under something


Write the on the board, point to saythe word have students repeat

Write the review sight words an and itson the board. Point to and illicit eachword

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Show someclassism items e.q scissorpaint brushes Paints sticker, pins.Hold up each of item and name them.Have students repeat put each of theitems in/on

Clock, TPR Cards unit 5, CD, pictue of


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MATERIALS animals

UNIT PLANSUBJECT ENGLISH SECOND GRADE

NUMBER AND NAME OF THE UNIT 8. AFTER SCHOOL

SPECIFIC OBJECTIVE

Students can point to name Englishclass, math class calligraphy class,swimming class, dance class soccer


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practice judo practice

CONTENTS CONCEPTS

Students can ask are you ready to go?And respond with yes? How aboutyou? Students can answer uh-huh.Lest go

Student can make statements usingbye see you at soccers practice canrespond using see you them

CONTENTS PROCEDURES

Students can understand and respondto command to put your book in yourbag, put on your jacked. Say goodbyeto your teacher, put on your inform,run to baseball practice and join yourteam

Students can sing the where are yougoing? song

CONCENTS ATTITUDES

Students can pronounce, read andwrite- -un, -up words

Students can chant the are you to go?chant


Activities book p.55 can now beassigned for homework or used inclass sees answer key, teachers guidep.165 now that students havecompletes unit 8

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Draw a time line on the board writes6:00 get 8:00 3:45after school 3:45after school in a time line on theboard, point to after school. Say today

we are going to talk about afterschool, hold up picture card 64-71 saythe words and have students repeat

MATERIALS

Clock, TPR Cards unit 8 CD,


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LESSON PLAN


NUMBER AND NAME OF THE UNIT 9. CLASS PARTY

SPECIFIC OBJECTIVE

Students can point to name eating asnack, drinking juice, play in thedrums, watching a DVD ,reading abook, feeding the hamster, paintingpicture

CONTENTS CONCEPTS

Students can statements using goodbye students can respond Studentcan make statements using I had agreat time thank you

Students can understand and respondto command to pick up the toys, put

away the toys, sweep the floor, wipethe desk/

CONTENTS PROCEDURES

Students can ding the whats chipdoing? Song

Students can produce, read and writeame-ake and as words


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CONCENTS ATTITUDES


Students can sin the this is for yousong

Review the dialog from the talk aboutit section have individual student act

out the dialog


Have students turn to students bookpp. 62-63 and look the activities at thebottom of the pages play CD track B55 have student listen and point to thepicture

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Pretend that you are reading a bookask a male student to come to thefrom and do the same action

MATERIALS

Clock, TPR Cards unit 9 CD, picturecards 64-79.some toys, a broom andcloth

Picture Cards 72-79 (teacher guidep.179)


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UNIT PLANSUBJECT ENGLISH THIRD GRADE

NUMBER AND NAME OF THE UNIT 1. DAYS

SPECIFIC OBJECTIVE

Students will be able to talk aboutdays of the week

CONTENTS CONCEPTS

Student are able to talk about days ofthe week

Students can say dialogs 1 usingdifferent character names.

Students can make state about the

days of the week using its

CONTENTS PROCEDURES

Students identify days of the weekexample: what day is it today? Itssunny.

Students read and recognized theletters sound add the teacher checkthe pronunciation.

Teacher divide the class in two grouphold-up picture card what day is ittoday? And students ask: its Sunday

and everybody repeat.

CONCENTS ATTITUDES

Students listen point and repeatSunday, Monday, Tuesday,Wednesday, Thursday, Friday,Saturday

Teacher divide the class in two grouphold-up picture card what day is ittoday? And students ask: its Sunday


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DIAGNOSTIC EVALUATION: Spelling word, participation

FORMATIVE EVALUATION: Repeat the world, reading a paragraph

SUMMARY EVALUATION:Memorized the days of the week

and everybody repeat.

METHODOLOGICAL REFERENCE Students can sing the what day is it

today? Song

Students fill in the blanks exercise

about days

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Students listen a song everybody singa song

MATERIALS Picture cards 1-7 CD for eachstudents, calendar

TR 1: teacher guide p.29nfor tony andsandy, CD picture cards 1-7

Coins


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UNIT PLAN

SUBJECT ENGLISH THIRD GRADE

NUMBER AND NAME OF THE UNIT 2. FAVORITE SPORT

SPECIFIC OBJECTIVE

Students are able to introduce theirfavorite sports around the classroom

CONTENTS CONCEPTS

Teacher presents a brainstorm relateto spots example: ping pong, soccer,volleyball, gymnastics, badminton,running, tennis, hockey racket

CONTENTS PROCEDURES Have students listen and pointdifferent sports equipment and namethe sports.

CONCENTS ATTITUDES

Students stand-up and talk theirfavorites spots equipment

Student talk about famous playersaround the world.

METHODOLOGICAL REFERENCE Students play a game question to

another student find someone who

play basketball

Students can be able to ask and

answer whats your favorite sport?

Email.

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Students pass on front of the classand performer the dialogue andanother role play the activities

MATERIALS Picture cards 1-15 Picture card 8-15 CD


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DIAGNOSTIC EVALUATION: Dialogues, participation

FORMATIVE EVALUATION:Review of the vocabulary

SUMMARY EVALUATION: Listen and point, group work, activity book

LESSON PLAN


NUMBER AND NAME OF THE UNIT 3. LUNCH

SPECIFIC OBJECTIVE

Students are able to introduce theirfavorite food and fruit and drink


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DIAGNOSTIC EVALUATION:, Participation ,pair work

FORMATIVE EVALUATION: Photocopy some favorite food, homework

SUMMARY EVALUATION: Exercise with auxiliary Doesand Do

CONTENTS CONCEPTS

Student introduces vocabulary aboutfood. Example pizza, cheese,watermelon, pretzels ,grapes,potatoes, chip, crackers spaghetti

CONTENTS PROCEDURES Students point and names of

vocabulary words.

CONCENTS ATTITUDES

Teacher introduce dialogs andstudents performer the action.

Student talk about their favorite foodand drink

METHODOLOGICAL REFERENCE Students understand and produce this

unit target language.

Teacher check the process around the

class


Student are able to write sentenceswith auxiliary Does and Doaffirmative and negative sentences.

MATERIALS Picture cards 16-23, a bag of pretzel,a bag of potato chip, CD


NUMBER AND NAME OF THE UNIT 4. MONTH

SPECIFIC OBJECTIVE

Students can point to and say thecorrect time(hour, quarter and half


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DIAGNOSTIC EVALUATION:, Participation ,pair work

FORMATIVE EVALUATION: Photocopy some favorite food, homework

SUMMARY EVALUATION: Exercise with auxiliary Does and Do

hours only)

CONTENTS CONCEPTS

Student talk about some celebration

CONTENTS PROCEDURES The teacher presents a real calendarand say the month of year

CONCENTS ATTITUDES

Students listen point and repeat themonth of the year.

Student can say the vocabulary

METHODOLOGICAL REFERENCE Students understand and produce this

unit target language.

Teacher check the process around the

class


Student are able to write sentenceswith auxiliary Does and Doaffirmative and negative sentences.

MATERIALS Picture cards 16-23, a bag of pretzel,a bag of potato chip, CD


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NUMBER AND NAME OF THE UNIT 5. CAREERS

SPECIFIC OBJECTIVE

Students talk about professions andthey point to and name picture of the

vocabulary

CONTENTS CONCEPTS

Identify vocabulary reacted toprofession

Listen point and repeat

Listening and matching words withpicture of occupations


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CONTENTS PROCEDURES Recognized adjectives related tocareers

Talks about the profession accordingto the families and their functions

Introduce the vocabulary using the

pictures cards

CONCENTS ATTITUDES

Demonstrating the importance of eachprofessionStudents pays attention and listen tothe listen to the story about careers

Teacher introduce dialog and studentsperform

METHODOLOGICAL REFERENCE Teacher introduce the vocabulary

related careers and grammar point

and also she/he explains the

importance about professions thane

students practice the dialogs and

performer around the classroom to the

teacher check their pronunciation can

letter thethe teacher play CD many

times and students how to repeat the

item

ACHIVEMENTS INDICATORS Showing interest e identifying anddescribe some common professions

MATERIALS Picture cards 24-43, a picture ofsomeone who has one of the careersof the target vocabulary (e.g.a picturecut out a magazine) CD

Picture Cards 36-43. TR1: teacher


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DIAGNOSTIC EVALUATION:, vocabulary about careers, brainstorming, discussion andquestions.

FORMATIVE EVALUATION: Group-work, responsibility, pair work, attitude, responsibility,photocopies

SUMMARY EVALUATION: Review of notebook, test/quiz, vocabulary and pictures card

guide p.29. for Ms. Long and Chip CD,reduce picture Cards 36-43 (Teacherguide p.180)

TR teacher guide p.29 for chip andsandy, CD picture Cards 36-43

UNIT PLAN


NUMBER AND NAME OF THE UNIT 6. HIS AND HER

SPECIFIC OBJECTIVE

Have students to introduce thepossessive adjectives and say dialogsusing vocabulary words withpossessive pronouns

CONTENTS CONCEPTS

Have students practice the facialexpression for emotions sentenceswith adjectives examples Youre sadHes angry hes happy whose keyis this? Its her key

CONTENTS PROCEDURES Introduce grammar. Draw a girl faceon the board and label it with her. Holdup card point to his/her face and sayits his key so students introducesentences with her in the same waylistening

Play the Cd students repeat the itemsand point to the pictures in order to thename.

CONCENTS ATTITUDES

Introduce the vocabulary andformulatedsentences with possessive pronouns


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DIAGNOSTIC EVALUATION:,students learn the vocabulary according to diagnostic: topicand make brainstorm relate the topic.

FORMATIVE EVALUATION: students motivate the compression, responsibility andemphasize some structure

SUMMARY EVALUATION: Exercise, test work book

METHODOLOGICAL REFERENCE Teacher introducessome dialogs forhis/her in the way. Students divide theclass in two and the students changesroles with new pictures cards studentslisten and repeat and make a circle

with exercises

ACHIVEMENTS INDICATORS Students develop sentences includingadjectives then performer the action

MATERIALS Picture Card 36-51, CD Picture Cards 44-51, teacher guide,

p.29. for chip, mojo Beth, towel,baseball cap CD

TR teacher guide p.29 for chip andsandy, CD picture Cards 36-43


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 7. WHAT I DID

SPECIFIC OBJECTIVE

Students can point to and name someverbs in the simple past and talk about

the calendar

CONTENTS CONCEPTS

Take a calendar ask what date istoday.

Students answer and students point tothe day on the calendar

Students answer an repeat somesimple past verbs

CONTENTS PROCEDURES Saying come past verbs in Englishthey have to formulated sentencesaccording to the picture

Play the Cd students repeat andnumbers the picture

Listening to the story and introducethe main scenes and talks the day ofweek.

CONCENTS ATTITUDES

Students listen and chat using theauxiliary DID past

Student repeat the dialog with days ifweek and using past tense verbs


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DIAGNOSTIC EVALUATION:,Using picture cards 52-59 name the card suing the presenttense and student translate the past tense.

FORMATIVE EVALUATION: students performs in group and develop their skills in thedialogs


METHODOLOGICAL REFERENCE Put students into pair and practicedialogs with different phrases as wellas other phrases they can think.Teacher give then sufficient time toprepared practice the dialogs. Teacher

review some clothing item (sneakers,shoes, sock, pant)

ACHIVEMENTS INDICATORS Students are able to name both thepresents tense, and the simple pasttense of the vocabulary phrases

MATERIALS Picture Card 44-59, CD, calendar, asmall card

Picture 52-59. Calendar. CD Phonics cards unit 7


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 8. MY DAY

SPECIFIC OBJECTIVE

Identify your favorite day of the weekand talk about the daily activities andhobbies

CONTENTS CONCEPTS

Practice the dialogues in group andintroduce the vocabulary in the simplepast verb.

Complement the exercise according to

the exercise listening

Listen and number the picture

CONTENTS PROCEDURES Student can make statement withirregular verbs in simple past tenseusing we/they

Student can ask and answer aboutevents in the past using what didyou/they do today? Wethey

Students work in group A-B face andask what did you do today? And talkabout hobbies and act

CONCENTS ATTITUDES

Students listen point and repeat theitem picture

METHODOLOGICAL REFERENCE Teacher present song-chat thenstudents complement their homeworkassigned is class, to finish unit 8

review the picture card 60-67 whatdisyou do. How students answer, Iswam in the pool

ACHIVEMENTS INDICATORS Students are able to name theiractivities


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DIAGNOSTIC EVALUATION:, pronunciation, pair work

FORMATIVE EVALUATION: students performs in group and develop their skills in thedialogs


MATERIALS Picture Card 60-67, CD

Phonics cards unit 8,


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 9. AROUND TOWN

SPECIFIC OBJECTIVE

Students are able to talk some placearound town like restaurant pet shop,toy store, bookstore

CONTENTS CONCEPTS

Teacher talks about place aroundtown and hold-up picture cards onpage 67-75

Students repeat the vocabulary aloudlesion by lesson and practice thepronunciation

CONTENTS PROCEDURES Introduce dialogs in group of 3students

Students talks about places to visitaround the town and teacher write onthe board and students repeat

Student do some sentences relatedplaces examples: he is going to therestaurant

CONCENTS ATTITUDES Students play listen the record CD andpractice dialogs in front of otherclassroom

METHODOLOGICAL REFERENCE See the picture 67-75 around theclass talk about beautiful place,introduce grammar focus. Reference

[email protected],www.pearsonlogman.com

ACHIVEMENTS INDICATORS Students are able to mentions somefamous person and famous placearound town



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DIAGNOSTIC EVALUATION:, vocabulary mad brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION: Group work, responsibility, photocopies, activities

SUMMARY EVALUATION: activity workbook dialog perform, exercised

Phonics cards unit 8,

UNIT PLAN

SUBJECT ENGLISH :FOURTH GRADE

NUMBER AND NAME OF THE UNIT 1. COUNTRIES

SPECIFIC OBJECTIVE

Students can and name Australia, Japan.

Mxico, the U.S. Korea, the U.K., Brazil,China, Spain and Taiwan


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CONTENTS CONCEPTS

Students can say schools out in three daysand respond with I can`t for summer

vacation student can agree by saying Ican`t either

Students can say our class trip is in Juneand ask where are you going? Canrespond with first, were etc.

CONTENTS PROCEDURES Students can ask and answer Are yougoing to the U.K? yes, we are

Student can introduce someone by sayingthis is Mr. Gray student can ask and

answer is he a tour guide?

Student can say dialog 4 using vocabulary

words review from level 3 unit 5

CONCENTS ATTITUDES Students can chant the are you going toBrasil? Chan

Country bingo (track 1: teacher guide p.29 Do they speak English? Place picture

cards 1-10 on the board. Talk about the

thecontries and what language is spoken ineach country

Student can pronounce, read write br, gr,

and tr words Student can understand and produce this

unit`s target language

METHODOLOGICAL REFERENCE Have student turn to student book p.p 6-7and look at the flags at the bottom of the

pages. Play cd track A 1. Have students

listen and point to the picture

Email:[email protected];www.pearsonlongman.con

ACHIVEMENTS INDICATORS Show student real world map. Say todaywe are going to learn some names ofcountries around the world. Hold up

picture cards 1-10 one at a time and say

the words
mailto:[email protected]:[email protected]:[email protected]://www.pearsonlongman.con/http://www.pearsonlongman.con/http://www.pearsonlongman.con/mailto:[email protected]


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DIAGNOSTIC EVALUATION:, Diagnostic Evaluation; Vocabulary and brainstorm,discussion, reading dialogs

FORMATIVE EVALUATIONFormative Evaluation; Group- work, responsibility,photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises, test

MATERIALS World map, picture card 1-10, CD Calendar Reduce picture cards 1-10 (teacher

guide p.169) Red sock, Phonics cards Unit 1 (TR 2:

Teacher Guide p.30) Coins

LESSON PLAN

SUBJECT ENGLISH :FOURTH GRADE

NUMBER AND NAME OF

THE UNIT

2 IN MY BACKPACK

SPECIFIC OBJECTIVE Students can point and name suitcase, tooth brush,camera, flash light, journal passport, ticket, mine, hisand hers

CONTENTS CONCEPTS

Students scan say excuse me. Wheres the (restroom)?And respond with Its over there, next to the telephones

Student can ask and answer did you bring your flash light?Yes, I did or No, I didnt

CONTENTS

PROCEDURES

Student can ask and answer May I see your ticket andpassport, please? Here they are

Student can ask and answer Is This your (suitcase)? Noits not, Its his/hers


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DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, readingdialogs

FORMATIVE EVALUATIONGroup- work, responsibility, photocopies, activities

SUMMARY EVALUATION: ; Activities book- work book, dialogs perform, exercises,test

Students can say dialog 1 using vocabulary wordsreviewed from level 3 unit 9

Student can make statement about possessions usingits not (mine), Its(hers)

CONCENTS ATTITUDES Students can pronounce, read and write pr, fr, and cr.

Words

Student can understand and produce this units targetlanguage.

METHODOLOGICAL

REFERENCE

Encourage student to imagine that theyre going to takea trip. Have student names some items they wouldbring with them. The student with any word they dontknow in English

Email:[email protected];

[email protected];www.pearsonlongman.con

ACHIVEMENTS

INDICATORS

Show the passport and the ticked and say today weregoing to talk when we go on vacation. Hold up picturecards 11-20 one at a time and say the words. Havestudents repeat

MATERIALS Passport, ticket, picture Cards 11-20, CD Phonics cards unit 8,

Red sock phonics cards unit 2
mailto:[email protected]:[email protected]:[email protected]://www.pearsonlongman.con/mailto:[email protected]:[email protected]://www.pearsonlongman.con/http://www.pearsonlongman.con/http://www.pearsonlongman.con/http://www.pearsonlongman.con/mailto:[email protected]://www.pearsonlongman.con/http://www.pearsonlongman.con/mailto:[email protected]


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DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, reading dialogs

FORMATIVE EVALUATION: Group- work, responsibility, photocopies, activities

SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises,test

CONCENTS ATTITUDES Student can chant Is a Kangaroo fast?Chant

Student can pronounce, read andwrite pl, fl, and cl words

Student can understand and producethis units target language

METHODOLOGICAL REFERENCE Have student turn to student book p.p18-19 and look at the picture at thebotton of the pages. Play CD track A31 have student listen and point to the

picture


ACHIVEMENTS INDICATORS Say today we are going to talk aboutanimal in Australia. Hold up picturecards 21-30 one at time and say thewords. Have student repeat

MATERIALS Picture Card 11-20 (teacher Guide p.

170) picture cards 21-30, envelop orbag, CD

Picture cards 21-30, picture of AyersRock, camera

Red sock phonetics cards unit 3
mailto:[email protected]:[email protected]://www.pearsonlongman.con/http://www.pearsonlongman.con/http://www.pearsonlongman.con/mailto:[email protected]


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UNIT PLAN

SUBJECT ENGLISH FOURTH GRADE

NUMBER AND NAME OF THE UNIT 4 SOUVENIRS IN JAPAN

SPECIFIC OBJECTIVE

Students can point to and name fans,

key chains, postcards, T-Shirts, sweatshirts wallets, mugs, in from of behindand above

CONTENTS CONCEPTS

Students say Hi Im sandy andrespond with Im Ichiro. Student asksare and answer where are you from?Im from Tokyo.Student can ask and answer whereare the fans? Theyre behind the keychains

CONTENTS PROCEDURES Student can ask and answer what areyou buying? Some postcards for myfriends

Students can ask and answer whatday is it today? Its Wednesday

Student can say dialog 4 usingvocabulary words reviewed from level3 unit 1

Student can cant where are thewallets? Chant

CONCENTS ATTITUDES students can pronounce, read andwrite sw, st and sl words


Have student at the modeled question.Read out the question and havestudent repeat


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DIAGNOSTIC EVALUATION:, Vocabulary and brainstorm, discussion, reading dialogs


SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises,

test

METHODOLOGICAL REFERENCE Have student look at student book pp

28-29 and look the pictures at thepictures at the botton of the pagesplay CD track A 57 have student listenand point to the pictures


ACHIVEMENTS INDICATORS Hold up the postcards some mugs andkey chain. Say today were going totalk about souvenirs. Hold up picturecard 31-40 one at a time and say the

words. Have student repeat

MATERIALS Picture Card 31-40 postcards, mug,key chain, CD

Cards with different days written oneach one

Classroom items( pens, pencils,rulers) (multiples sets) boxes

Phonetics cards unit 4


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 5 : A FAMILY IN MEXICO

SPECIFIC OBJECTIVE

Students can point to name grandma,aunt , uncle, cousin, tall, taller, short,shorter, strong, stronger old, older,young and younger

CONTENTS CONCEPTS

Student can say Its really hot adsunny today and respond

Student can say these tacos aredelicious! and respond with than youMy aunt made themStudent can ask and answer Chosstronger your brother or your cousin?My brothers stronger.

CONTENTS PROCEDURES Student can say look at the dancers!Your uncle is good and responds withyes, but my father is better.

Student can say dialog 1 usingvocabulary words review from level 2unit 2 and 3

Student can chant the whos kaller?chant

Student can pronounce, read andwrite o, ou and u words

CONCENTS ATTITUDES Student can understand and produce

this units target language.

Put student into pairs. Have them askeach other about their family membersas they did in the activity above. havesome pair share their dialogs with thewhole class.

METHODOLOGICAL REFERENCE Have student at student book pp.34-35 and look at the people at thebottom of the pages, play CD track A72 have student listen and point to the



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DIAGNOSTIC EVALUATION:, Vocabulary , brainstorming, discussion and questions



ACHIVEMENTS INDICATORS Show some photos of your extendedfamily, such as grandparents, auntsuncles and cousins. Say today weregoing to talk about our families hold uppictures cards A1-50 one at a time

and say the words have studentrepeat

MATERIALS Picture Card 41-50, family photo, CD Pictures tacos Weather forecast pages from

newspapers Phonics cards unit 5,

UNIT PLAN


NUMBER AND NAME OF THE UNIT 6 : PLACE IN NEW YORK

SPECIFIC OBJECTIVE Student can point to and name postoffice, bank arcade, museum,drugstore, hospital police station,candy store and gift shop


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CONTENTS CONCEPTS

Student can say we can`t find tony,student can ask and answer Did youlook in the arcade? Yes, but shes notthere.Student can ask and answer howmuch are the sweatshirts? Theyre 25

dollars, student can respond with ok,Ill take this one

CONTENTS PROCEDURES Student can say there she is studentcan ask and answer whats shedoing? Shes eating some candy

Student can say and answer wherewere you? I was in the candy store

Student can say dialog 2 usingvocabulary words reviewed from level1 unit 1 and Discover it! 2 and level 3unit 6 and 8

CONCENTS ATTITUDES Student can make a statement about

where people were using (I) was in

the- /she was in thestudent can

chant the where were you? Chant.

Student can pronounce, read and

write or, ar, and ur words

Student can understand and producethis unit target language

METHODOLOGICAL REFERENCE Have student turn to student book pp4-41 and look at the pictures at thebottom of the pages play CD track B1have student listen and point to thepictures


ACHIVEMENTS INDICATORS Say today we are going to talk about

places around town. Hold up picturecards 51-60 one at a time and say thewords. Have student repeat

MATERIALS Picture Card 51-60, CD Reduced Picture Cards 51-60


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DIAGNOSTIC EVALUATION:, Vocabulary and Brainstorm, discussion, reading dialogs



(multiple copies) Phonics cards unit 6

UNIT PLAN


NUMBER AND NAME OF THE UNIT 7 SIGHTSEEING IN KOREA

SPECIFIC OBJECTIVE Student can point to and name gogoing sightseeing. Take picture, playcards, take a bout ride buy somesouvenirs , send e-mail, call homewrite postcards, go to the aquariumand see a show

CONTENTS CONCEPTS

Student can ask answer whats thedate today? Its June 23 rd.Student can ask and answer whatshould we do now? Lets buy somesouvenirs student can respond withO.K. then lets go to the aquarium

CONTENTS PROCEDURES Student can ask and answer DoesToni want to take a board ride? No,she doesnt. she wants to see a show

Student can ask and answer couldyou take our picture please? Suresmile!


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SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises,

test

Student can say dialog 1 usingvocabulary words reviewed from level3 unit 1 discover it! 2

CONCENTS ATTITUDES Students can make statements about

preferences using she doesnt want toI he wants to student can chant theDoes Toni want to take a boat ride?Chant

Student can pronounce, read andwrite I g h, Ie and y words

Student can understand and producethis unit target language.

METHODOLOGICAL REFERENCE Have student look at studentsbook pp 50-51 at the pictures atthe bottom of the pages. Play CD

track b 27. Have student listen andpoint to the picture


ACHIVEMENTS INDICATORS Hold up picture cards 61-70 one at atime and say the words. Have studentrepeat


Reduced Picture Cards 51-60(multiple copies)

Phonics cards unit 6


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 8 FUN DAY IN THE U.K

SPECIFIC OBJECTIVE Student can point to and name merry-go-round, bumpers cars, Ferris wheel,roller coaster, cable cars, cottoncandy, ice cream caramel corn,corndogs and snow cones

CONTENTS CONCEPTS

Student can say this amusement park,is great! Student can say look at allthose rides and respond with thatroller coaster looks scary.

Students can ask and answer whatare you going to do?

CONTENTS PROCEDURES Student can ask and answer DoesToni Student can say Im really hungrystudent can ask and answer Do you toget some corn dogs? Thats a greatidea.

Student can ask and answer can wego on the merry- go- round now? Ok,but come right back

Students can say dialog3 suingvocabulary word reviewed from level 1unit 3 level 2, discovery it! 2 and level3 unit 3


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CONCENTS ATTITUDES Student can make a statement aboutplans using were going to go on thethen were going to get some --,student can chant the are you going todo? chant

Student can pronounce, read andwrite au a and o words

Student can understand and producethis units target language.

METHODOLOGICAL REFERENCE Have student turn to student bookpp 56-57 and look at the picturesat the bottom of the pages. PlayCD track B42 have student listenand point to the picture


ACHIVEMENTS INDICATORS Say today were going to talk aboutAmusement parks hold up picturecards 71-80 one at a time and say thewords. Have student repeat


Paper token


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 9 WHAT WE DID

SPECIFIC OBJECTIVE Student can point to and name saw aclimbed a mountain, made a new friends.

CONTENTS CONCEPTS

Student can ask answer how was yourtrip? It was fantastic

Student can say we look a boat ridestudent can ask and answer what elsedid you do?Student can ask and answer what didyou do in the U:K:? rode a roller coaster

CONTENTS PROCEDURES Student can say I got this is in Australia,

student can ask and answer what is it?Its a boomerang

Student can say dialog 4 usingvocabulary words reviewed from level 4unit 1 and 4

CONCENTS ATTITUDES Student can pronounce, read and writeoo and oo words

Student can understand and produce thisunits target language

METHODOLOGICAL REFERENCE Have student turn to student book pp 62and look at the pictures at the bottom ofthe pages play track B57 have studentslisten an point to the pictures


ACHIVEMENTS INDICATORS Say to day we are to ing to talk about

what the super kids did during their trips

MATERIALS Picture Card 81-90, CD Phonics cards unit 9
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UNIT PLAN

SUBJECT ENGLISH FIFTH GRADE

NUMBER AND NAME OF THE UNIT 1. INTRODUCTION

SPECIFIC OBJECTIVEStudent can point to and name buildmodels. Collect stickers. Cook ice-skate,go on the internet

CONTENTS CONCEPTS

Student can ask answer whos that? Myfriend Diego and continue with where hefrom?

Students can ask and answer what doeshe like to do? Models and respond with


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cool.Student can ask and answer what did youdo in the U.K? rode a roller coaster

CONTENTS PROCEDURES Student can say He, Diego I am chuckand Hello, Chuck, nice to meet you

student respond with nice to meet youtoo.

Student can ask and answer what thelanguage do they speak in Mexico theyspeak Spanish

CONCENTS ATTITUDES Student can make statements about whatsomeone likes to do.

Students can produce, read and write thesoft sound of a And g

Students can understand an produce this

units target language

METHODOLOGICAL REFERENCE Have student to turn book p.p. 6-7 andlook the flags at the bottom of the pages.Play cd track A.1. have students listenand point to the picture


ACHIVEMENTS INDICATORS Greet students as they come into theroom say Hi my names (teacher namehave students say HI. Teacher bane!Continue with nice to meet you

MATERIALS Picture Card 1-10, CD, world map CD Level 2 Picture Cards 41(video game)

and 44 (comics books) or a real videogame and comic book stopwatch

Phonics cards unit 1 Picturecards 1-5


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UNIT PLAN

SUBJECT ENGLISH FIFTH GRADENUMBER AND NAME OF THE UNIT 2. THE BEST

SPECIFIC OBJECTIVE

Students can point to and name tallest,shortest, oldest, fastest, best, chessplayer, soccer player, actor artist andsinger

CONTENTS CONCEPTS

Student can ask answer how tall are you

Students can say Diego is taller than meand ask and answer whos the tallest enthe class

CONTENTS PROCEDURES Student can ask and answer whos thebest chess player .

Students can ask and answer are yougood at playing chess

Students can perform dialogs


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CONCENTS ATTITUDES Student can make pronounce, read andwrite n,n,g and k.

Students can understand an produce thisunits target language

Students can listen to stories about Bethand Diego and answer the question

METHODOLOGICAL REFERENCE Have students turn book pp 12-13 andlook at the picture at the bottom of thepages play CD track A 16 have studentslisten and point to the picture


ACHIVEMENTS INDICATORS Show picture cards 1-10 one time andstudents make a sentences about eachcard

MATERIALS Picture Card 11-20, picture from amagazine of the chess

Height chart or measuring tape CD Level 4 picture cards 30 (slow) 50(young)

48(strong) or other magazine picture toillustrate these adjective



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SUMMARY EVALUATION: Activities book- work book, dialogs perform, exercises,tes

UNIT PLAN


NUMBER AND NAME OF THE UNIT 3. GETTING UP

SPECIFIC OBJECTIVE

students can point and tell about illness

CONTENTS CONCEPTS

Student can say good morning Students can ask and answer dis you

brush your teeth

CONTENTS PROCEDURES Student can say Imfeeling better. Student can performer using dialogs Students can make statements about

past actions

CONCENTS ATTITUDES

. Students can produce, read and write the

air, are, an, ere Students can understand an produce this

units target language Students can write sentences about

someone whos sick or about whatsomeone did

METHODOLOGICAL REFERENCE Play how many can you name> (teacherguidep.14)

To review the vocabulary words fromthe previous unit. Use picture cards11-20 to check students answers.Email:[email protected];www.pearsonlongman.con

ACHIVEMENTS INDICATORS Play how many can you name? (Teacherguide p.14) to reviewed? The vocabulary


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words from the previous unit. Use picturecards 11-20 to check students answer

MATERIALS Picture Card 11-30, CD, A teapot or a picture of a teapot

Level 3 picture cards 53 (study English)60 (make a posters) 70 (pet shop) 72(museum) and level 4 picture cards53(arcade) and 54 (play cards)or othermagazine picture to illustrate thesepalaces, ;level 5 picture cards 26-28 CDa blindfoldPicture cards 26-30, pronouns cards I,you, he, she



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UNIT PLAN


NUMBER AND NAME OF THE UNIT 4. PLANMING A FAIR

SPECIFIC OBJECTIVE

students can point to and name have aninternational fair send the invitation, puton the play visit a farm pick strawberries,tonight tomorrow on Thursday next weekand next month.

CONTENTS CONCEPTS

Student can say were going to have aninternational fair students can ask andanswers. When? In the spring

Students can ask and answer can weinvite our friend? Of course.

CONTENTS PROCEDURES Student can ask and answer what areyou buying? Some

CONCENTS ATTITUDES

. Students can produce, read and write

METHODOLOGICAL REFERENCE Play how many can you name..Email:[email protected];www.pearsonlongman.con

ACHIVEMENTS INDICATORS The vocabulary words from the previousunit.

MATERIALS Picture Card 21-40. Clock with movablehands, calendar. CD,

Picture cards 21-40Level 4 picture cards 65(buy souvenirs)64 (take a boat ride) 61 ( go sightseeing)69 (go to the aquarium) 88(had a picnic)picture cards 37,33,39

Picture cards 31-40 Phonics cards unit 3


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UNIT PLANSUBJECT ENGLISH FIFTH GRADE

NUMBER AND NAME OF THE UNIT 5. A SCHOOL FIRE DRILL

SPECIFIC OBJECTIVE

students can point to and nameclassroom, playground, gym, office,talking to the principal, doing gymnastics,


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 6. HELPING AT HOME

SPECIFIC OBJECTIVE

students can point to and name rake thelives, wipe the table, take out the trash,

pull the weeds, sweep the steps, washthe dishes, vacuum the carpet, makeyour bed, hang up your clothes and cleanup your room.

CONTENTS CONCEPTS

Introduce dialogs between students . students recognize different thing in

their environments


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CONTENTS PROCEDURES Introduce commands. Progressive continuous

CONCENTS ATTITUDES.

Students can statements how help theirat home.

Student ask and answer what help athome.


.Email:[email protected];www.pearsonlongman.con

ACHIVEMENTS INDICATORS Students can introduce new vocabulary

in order to apply.

MATERIALS Picture Card 41-60 CD reduce pictureCards 51-60 (teacher guide p. 176) (oneset for each group of 3-5Ss)

Picture cards 51-60 CD Small mirror. Clip or tape Phonics cards unit 6

UNIT PLAN


NUMBER AND NAME OF THE UNIT 7. GETTING AROUND


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SPECIFIC OBJECTIVE

students can point to and name taketrain, take bus, take the subway, go bycar, walk, always, usually, sometimes,hardly ever and never.

CONTENTS CONCEPTS

Student introduce adverb of frequency

Students can apply new vocabulary.

CONTENTS PROCEDURES Student can ask and answer what aretheir activities?

Students can ask and answer wherewere you?

CONCENTS ATTITUDES

. Students can statements what people

were doing using. Student asks and answers what place

visits.



ACHIVEMENTS INDICATORS Students can identify the different typethe place. And apply the adverbs thefrequency.

MATERIALS Picture Card 51-70. CD,Picture cards 61-70

Clock wirh moveable hands, CD, pictureCards 61-66

Picture cards 61-70


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 8. SETTING THE TABLE

SPECIFIC OBJECTIVE

students can point to and name bowls,plates, knives ,forks, spoons, soy sauce,salt, pepper, sugar, and ketchup

CONTENTS CONCEPTS

Student applies their target language.

Students introduce statements withvocabulary will learn..

CONTENTS PROCEDURES Student can ask and answer says thedialog again on their own. Help them by

whispering their lines if necessary. Students can ask and answer where

were you?

CONCENTS ATTITUDES

. Students can statements what people

were doing using. Student can use object to identify

different type of thing into home.


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.Email:


ACHIVEMENTS INDICATORS Recognize different type the thing thathave into the home

MATERIALS Picture 61-Cards 61-80 real table items:bowls, plates, knives, forks, spoons andfood items: soy sauce, salt pepper sugar,ketchup, CD, multiple sets of reduced.Picture Cards 71-80.

Box, pair of scissors or tor pencil Phonics cards unit


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 9. THE INTERNATIONAL FAIR

SPECIFIC OBJECTIVE

students can point to and name bowls,plates, knives ,forks, spoons, soy sauce,salt, pepper, sugar, and ketchup

CONTENTS CONCEPTS


Students can achievements test and

vocabulary

CONTENTS PROCEDURES Student applies new vocabulary.Language is introduced contextually andin categories..

Students are able to learn and rememberrelated vocabulary

CONCENTS ATTITUDES

. Teacher used to model the language

item and task before expecting childrento speak or complete a task.




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ACHIVEMENTS INDICATORS Recognize different type the thing thathave into the home

MATERIALS Picture 61-Cards 61-80 real table items:

bowls, plates, knives, forks, spoons andfood items: soy sauce, salt pepper sugar,ketchup, CD, multiple sets of reduced.Picture Cards 71-80.

Box, pair of scissors or tor pencil Phonics cards unit


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UNIT PLAN

SUBJECT ENGLISH SIXTH GRADE

NUMBER AND NAME OF THE UNIT 1. SUMMER VACATION

SPECIFIC OBJECTIVE

Students can point to and name southAfrica, Hawaii, Canada the grandcanyon, the great barrier reef. Summercamp, the wildlife park, the mountains,the beach and my grandparents house.

CONTENTS CONCEPTS


Students can recognize places,countries.

CONTENTS PROCEDURES Student are also able take partconversation and passages, answerquestions after listening to conversationand passages and create simple role-plays when given a model.

Students are able to learn and rememberrelated vocabulary

CONCENTS ATTITUDES

. Functional dialogs that are useful in daily

life



ACHIVEMENTS INDICATORS Students models for the phoneticssounds


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MATERIALS Picture 61-Cards 1-10pieces of paper,world map. CD

1-10 4 picture card 2 (japan) 6(the U.K)5.(Korea) 1(Australia) and 3(Mexico)

Phonics cards unit.

Clock with movable hands, toy, car


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 2. LOST IN HAWAII

SPECIFIC OBJECTIVE

Students can point to and name straightblack hair, long blond hair, curly red hairand I me, you ,he, she, her, we, us they,them.

CONTENTS CONCEPTS


Students can recognize description ofpeoples.

CONTENTS PROCEDURES Student are also able practice filling inthe banks of the sentences with wordswriting answer to questions after readingshort passages and writing phoneticswords

CONCENTS ATTITUDES


life Apply the four skill ( reading, listening,

speaking writing)



ACHIVEMENTS INDICATORS Systematically progressive thought thefour skill.

MATERIALS Picture Cards 1-20 CD 4picture card 11-20

Magazine picture of people wearingdifferent clothing

Phonics cards unit.2


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 3. SUMMER CAMP IN CANADA


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SPECIFIC OBJECTIVE

Students can point to and name gonecanoeing, made a campfire, slept in atent, used a compass, caught a fishsleeping,

CONTENTS CONCEPTS


Play the CD. have students listen to thestory and point to the people or object inthe main scene as they are mentioned.The story helps to reinforce thevocabulary and provide a context it.

CONTENTS PROCEDURES Introduce the grammar statements. Holdup the picture cards of the vocabularyitem be used in the statements

CONCENTS ATTITUDES


life Apply the four skill ( reading, listening,

speaking writing)



ACHIVEMENTS INDICATORS The statements form of the unitsgrammar point.The students are be able use targetlanguage

MATERIALS Picture Cards 1-20 CD 4picture card 11-20 Magazine picture of people wearing

different clothing Phonics cards unit.


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 4. ON SAFARI IN SOUTH AFRICA

SPECIFIC OBJECTIVEStudents can point to and name friendly,funny, funniest, scary, scariest, noisy,noisiest, ugly, ugliest, most poisonoussnake, most beautiful bird, most colorfullizard, most intelligent animal and mostdangerous cat


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CONTENTS CONCEPTS


Introduce superlative with most is usedadjective that are longer.

CONTENTS PROCEDURES Introduce grammar statements. Hold upthe picture Cards of the vocabulary itemto be used in the statements.

CONCENTS ATTITUDES

. For the reading, listening and writing

review the target language and explainthe procedure. Have students completethese activities individually.


.Email:


ACHIVEMENTS INDICATORS The students increase their vocabularystep by step.

MATERIALS Picture Cards 31-40picture of anotherkind of snake, CD



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UNIT PLAN


NUMBER AND NAME OF THE UNIT 5. HAVING FUN AT THE BEACH

SPECIFIC OBJECTIVE

Students can point to and name gonesurfing snorkeling. Scuba diving, sailing,is windsurfing, every day, every otherday, three times a week, every weekendand twice a month.

CONTENTS CONCEPTS


Students learn to s peak English bysaying thing they wants to say inmeaningful context.

CONTENTS PROCEDURES Apply all situation diary life. The activitiesthat their realized.


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CONCENTS ATTITUDES

. A gradual introduction to reading and

writing. Sounds that have similar mouthpositions are taught together so studentscan acquire the sands more easily andlearn to differ net between them.



ACHIVEMENTS INDICATORS Functional dialogs that are useful in dailylife.

MATERIALS Picture Cards 31-50 calendar, CD picture card 41-50


UNIT PLAN


NUMBER AND NAME OF THE UNIT 6. SETTING UP CAMP

SPECIFIC OBJECTIVE

Students can point to and name pickup the rock, put up the tent , put dawnthe backpack, turn on the lantern, turnoff the flashlight, a lot of corn, a lot ofpotatoes salad, a littler pudding, a lot


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of sandwiches and a fewmarshmallows

CONTENTS CONCEPTS


Students learn to use uncountable and

countable nouns

CONTENTS PROCEDURES Teacher demonstrates with examplewhen the things are countable anduncountable nous.

CONCENTS ATTITUDES

. Activities into the classroom to

difference between countable andcountable nouns



ACHIVEMENTS INDICATORS Student have to ability the differencesbetween countable end countablenoun

MATERIALS Picture Cards 41-50, CD reducepicture cards 51-60 (teacher guide p.175) (one copy for each group)

Stopwatch Phonics cards unit.3 Picture cards 56-60 multiple, copies of

reduced cards 56-60


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UNIT PLAN


NUMBER AND NAME OF THE UNIT 7. A SCARY NIGTH

SPECIFIC OBJECTIVE

Students can point to and name bat,cockroach, cobra, mosquito, spider,stepped on something, cut my hand, felldown, hit my head and hurt my leg

CONTENTS CONCEPTS

Help students introduce new vocabulary.And performance into the classroom

CONTENTS PROCEDURES Teacher introduces new vocabulary.

Vocabulary building of nouns and verbs.

CONCENTS ATTITUDES

. Students are used to model the language

items and task before expecting childrento speak or complete a task.



ACHIVEMENTS INDICATORS Some vocabulary items sometimeappear in the main scenes. Name itemsin random. Have students point to thecorresponding item in the main scenes.

MATERIAL

Documents

UNIT PLAN de Primer a Sexto Grado