Title: 1st Trimester
Course: 2024 English 9

1st trimester topics

         GRAMMAR:

                        1.- the sentence

               2.- punctuation

               3.- pUNCTUATION for academic paper

            mYON:

             Project #1

           shaping my language

               1.- human right and diversity

               2.- environment and natural resources

Expected Learning:

    1.- Construye una propuesta de comunicación en inglés oral y escrita, donde contraste, valore y promueva rasgos de una sociedad intercultural, identificados en pueblos de habla inglesa.

     2.- Investiga y recupera manifestaciones culturales y artísticas de su comunidad, para difundirlas en inglés.

WEEK 1  august  26TH  -  30TH

TOPIC: subject introduction

Ses 1 Aug | None | 1.- Student introduces himself/herself to his/her classmates. 2.- Student gets acquainted with the subject's directions, evaluation rubrics, classroom rules, topics, etc. | None
Ses 2 Aug | None | 1.- Student gets acquainted with the subject's directions, evaluation rubrics, classroom rules, topics, etc. 2.- Student applies an English diagnostic test. | None
Ses 3 Aug | None | Myon Project |
Ses 4 Aug | None | Myon Project |
Ses 3 Aug | None | 1.- Student applies an English diagnostic test. | None

Week 2  September 4th  -  8th

Topic: disability: how to live with it?

Ses 1 Sep | None | 1.- Student recognizes a sentence and its parts. 2.- Student writes on the left if the items are sentences or fragments in ex. 1 p. 29. 3.- Student  writes in his/her notebook ten sentences using the fragments from ex. 2 p. 30. | None
Ses 2 Sep | None |  | None
ses 3 Sep | None | Myon Project | None
Ses 4 Sep | None | Myon Project | None
Ses 5
 Sep
None
1.- Student writes what his/her life would be like if he/she had a disability in ex. 1 p. 24
   2.- Student reads the different blogs and completes the chart with information from the
          text in ex. 2 p. 26.
   3.- Student uses the information in the text to identify who would agree with these
          statements: Stephen Hawking (S), Richard Branson (R), or bothin ex. 3 p. 26.
  4.- Student reads “Being on the Spectrum” and write three things you learned about ASD in
         ex. 2 p. 28.
5.- Student reads the pairs of sentences and write if the actions are “finished” or if they
        “continue” in ex. 5 p. 29.
  6.-  Student reads the Language Key and completes the sentences with the correct form of
         the verb in parentheses in ex. 6 p. 29.
Listening
  1.- Student listens to a podcast and writes “T” if the statements are true or
        “F” if they are false in ex. 5 p. 25.
 2.- Student listens again and writes what each number refers to in ex. 6 p. 25.
       Go to your UNOi account and listen to "Extraordinary Athletes"
 3.- Student listens to Terry Fox’s life and puts the events in order in ex. 7 p. 27.
        Listen to "Terry Fox and the Marathon of Hope"

Week 3  September  9th  -  13th

Topic: DISABILITY: how society can be inclusive?

Ses 1
 Sep
None
1.- Student recognizes a run-on sentence.
  2.- Student corrects the run-on sentences using the directions each has in ex. 3 p. 32.
  3. Student underlines the complete subject in the sentences in ex. 4 p. 33 - 34.
  4. Student writes in his/her notebook seven sentences using the subjects from ex. 5 p. 34.
None
Ses 2 Sep | None | Grammar | None
Session 3 |  | MYOn |
Session 4 |  | MyOn |
Session 5
None
1.- Student checks (✓) what he/she notices when he/she first meets someone in ex. 1 p. 34.
  2.- Student reads the script of the student council meeting and crosses (✗) the proposals
         discussed in ex. 6  p. 37.
 3.- Student identifies if the expressions are polite “P” or direct “D” in ex. 7 p. 37.
  4.- Student reads the Language Key and identifies if the sentences refer to future actions in
        progress or completed action in ex. 5 p. 39.
  5.- Student uses the timetable to complete the sentences and uses future continous or future
        perfect in ex. 6 p. 39.
6.- Student writes three sentences about your week using the Future Continuous and Perfect in
       ex. 7 p. 39.
Listening
 1.- Student listens the audio and circles the statement that best summarizes the
        presentation in ex. 5 p. 35.
 2.- Student listens again and writes “T” if they are true, “F” if they are false, or “DS” if
        it isn’t stated in ex. 6 p. 35.
       Listen to "Types of Inequality"
  3.- Student listens the audio and completes the facts and the opinions below from
        what you hear in ex. 3 p. 36.
       Listen to "Bridging the Digital Divide"

Week 4  September  16th  -  20th

Topic: immigration: facing changes

Ses 1
 Sep
None
1.- Student recognizes the simple subject and simple predicate in a sentence.
  2.- Student underlines the complete subject and circles the simple subject in ex. 6 p. 35.
  3.- Student underlines the complete predicate and circles the simple predicate in ex. 7
         p. 36
None
Ses 2 Sep | None | Grammar | None
session 3 | none | Myon |
session 4 | none | Myon |
Ses 5
 Sep
None
1.- Student ranks the changes he/she might face from most difficult (1) to least difficult (8)
         if he/she immigrates to another country in ex. 1 p. 48
  2.- Student reads “I’m Glad You Asked That!” and circles the statement that best represents
         the main argument in ex. 2 p. 50.
  3.- Student underlines the reasons used to support the argument in the text and writes the
          most important reason here in ex. 3 p. 50.
 1.- Student reads “World Refugee Day- No One Wishes They Were Refugees” and matches the
        columns to make accurate sentences in ex. 2 p. 52.
 2.- Student explains why immigrants from the text chose those wishes in ex. 3  p. 52.
 3.- Student reads the Language Key and chooses the correct word to complete the wishes in ex. 4 p. 53.
 4.- Student writes what the wish statement refers to in ex. 5  p. 53.
Listening
 1.- Student listens the audio and matches their names to their home countries
       in ex. 5 p. 49.
  2.- Student listens again and completes the chart in ex. 6 p. 49.
        Listen to "From There to Here"
 3.- Student listens the audio and writes the reasons for each suggested activity
        in ex. 7 p. 51.
       Listen to "United Nations Day Events"

Week 5  September  23th  -  27th

Topic: IMMIGRATION: changes in local community

Ses 1
 Sep
None
1.- Student presents his/her topic to the group.
  2.- Student underlines the compound subject and circles the verb in the sentences in ex. 9
         p. 39 - 40.
  3.- Student underlines the subject and circles the compound verb in the sentences in ex. 10 p. 40.
None
Ses 2 Sep | None | Grammar | None
Session 3 |  | Myon |
Session 4 |  | MyOn |
Ses 5
 Sep
None
1.- Student presents his/her topic to the group.
  2.- Student reads the transcript of a debate in a class and checks ( ✔) each of the topics discussed
        ex. 7 p. 61.
   1.- Student presents his/her topic to the group.
   2.- Student reads the sentences, circles the condition, and underlines the consequences in ex. 5
          p. 63.
   3.- Student completes the sentences with the correct form of the verb in parenthesis in ex. 6
         p. 63.
Listening
 1.- Student listens the audio and completes the chart with the people who arrived
       in Latin America in ex. 5 p. 59.
 2.- Student istens again and writes the main reasons these newcomers arrived in
        Latin America in ex. 6 p. 59.
        Listen to "Immigration to Latin America: A Surprising History"
 3.- Student listens the audio and answers the questions in ex. 3 p. 60.
        Listen to "Multiculturalism on a Plate"

Week 6  SEPTEMBER  30TH  -  OCTOBER    4TH

Topic: music: power to change society

Ses 1
 Sep/Oct
None
1.- Student recognizes the complement in a sentence.
  2.- Student underlines the simple subject, circles the verb, and writes brackets around the
         complement in the sentences in ex. 11 p. 41 - 42
  3.- Student  writes complements to complete the sentences in ex. 12 p. 42.
  4.- Student writes "predicate nominative" or "predicate adjective" on the left to the sentences
          in ex. 13 p. 44.
  5.- Student writes a noun or an adjective to complete the sentences and writes if the sentence
         is "predicate nominative" or "predicate adjective" in ex. 14 p. 44.
None
Ses 2 Sep/Oct | None | Grammar | None
Session 3 |  | Myon |
Session 4 |  | Myon |
Ses 5
 Sep/Oct
None
1.- Student uses his/her favorite song and completes the chart in ex. 1 p. 72.
  2.- Student reads “Music Is Everywhere!” and answers the questions in ex. 2 p. 74
  3.- Student underlines in the text how the writers first discovered the genre of
         music they write about in ex. 3 p. 74
   1.- Student reads “Classical Is a Must” and answers, with a classmate, the questions in ex. 2
         p. 76.
  2.- Student reads the text again and ompletes the sentences with the correct tense of the
        verb in parentheses in ex. 4 p. 76.
  3.- Student reads the Language Key and underlines the correct meaning in ex. 5 p. 77.
 4.- Student writes the senteces in the correct order in ex. 6 p. 77.
Listening
 1.- Student listens to the audio and matches the instruments to the descriptions
         in ex. 5 p. 73.
 2.- Student listens again and takes notes on the most important points in the
        presentationin ex. 6 p. 73.
          Listen to "The Global Instrument"
  3.- Student listens to the audio and underlines the phrases Natalie uses to describe
        how the performance made her feel in ex. 7 p. 75.
          Listen to "The Music of My Life"

Week 7  October  7th  -  11th

Topic: music: what can it contribute to

Ses 1
 Oct
None
1.- Student recognizes the direct and indirect object in a sentence.
 2. Student underlines the direct object in the sentences in ex. 15 p. 45 - 46.
 3. Student underlines the direct object and circles the indirect object in ex. 16 46.
 4. Student writes if the sentence is declarative, interrogative, imperative, or
      exclamatory in ex. 17 p. 47 - 48.
None
Ses 2 Oct | None | Grammar | None
Session 3 |  | MyOn |
Session 4 |  | MyOn |
Ses 4
  Oct
None
1.- Student checks (✓) or crosses (✗) the statements depending on whether he/she
         agrees or disagrees with them in ex. 1 p. 82.
  2.- Student reads “The Town that Music Saved” and writes “T” if the statements are
         true, “F” if it is false, or “N” if no information is given in ex. 7 p. 85.
  3.- Student uses the prompts to create the questions Caroline may have asked Vicky
         in ex. 8 p. 85.
 1.- Student chooses the meaning that best represents the sentence in ex. 5 p. 87.
 2.- Student reads the Language Key and circles the correct option to complete
         the sentences in ex. 6 p. 87.
 3.- Student uses the prompts to create sentences that are true for him/her in
        ex. 7 p. 87.
Listening
  1.- Student listens to the audio and matches the type of music
        discussed with the speaker’s name in ex. 5 p. 83.
  2.- Student listens again and completes the chart with the
         information from the audio in ex. 6 p. 83.
         Listen to "Folk Music in Latin America"
  3.- Student listens to the audio and completes the sentences in
         ex. 3 p. 84.
          Listen to "Making Plans"

Week 8  October  14th  -  18th

Topic: who has to fight climate change?

Ses 1
 Oct
None
1.- Student learns rules of punctuation: period and comma.
  2.- Student writes the periods to end the sentences in ex. 1 p. 174.
  3.- Student writes the periods where they are needed and delete them if they are
         in the wrong place in ex. 2 p. 174.
  4.- Student writes the commas in the sentences in ex. 3 p. 176.
None
Ses 2
 Oct
None
1.- Student circles the climate change effects that are happening in his/her
         community in ex. 1  p. 98.
  2.- Student reads “Fellows” and answers if the questions are “True” or “False” in ex. 2
         p. 100.
  3.- Student writes adjectives to describe the tree from the text “Fellows” in ex. 3 p. 100.
  4.- Student writes intructions for the situations in ex. 4 p. 100.
None
Ses 3
 Oct
None
1.- Student reads “The Case of Norway” and circles the right option to complete the
         sentences in ex. 2 p. 102.
 2.- Student matches the sentences in ex. 3 p. 102.
 3.- Student reads the Language Key and circles the right option to complete the
          sentences in ex. 4 p. 102.
 4.- Student completes the sentences so they are correct in ex. 5 p. 103.
Listening
 1.- Student listens to the audio and answers tthe questions in ex. 5 p. 99.
        Listen to "What’s Data?"
 2.- Student listens to the audio and fills in the blanks with the words in ex. 7
         p. 101.
 3.- Student listens again and writes the steps taken by the Calfornia project in
           ex. 8 p. 101.
        Listen to "This Is Serious"

Week 9  october  21th  - 25th

Topic: what developed countries should do with climate change?

Ses 1
 Oct
None
1.- Student presents his/her topic to the group.
  2.- Student learns the rules for comma (punctuation mark).
 2.- Student writes the commas in the sentences in ex. 4 p. 177 - 178.
 3.- Student rewrites the sentences joining them with the given coordinating conjuction
        in ex. 5 p. 178.
None
Ses 2
 Oct
None
1.- Student presents his/her topic to the group.
 2.- Student looks at the pictures on the page and writes what they have in common
         ex. 1 p. 108.
 3.- Student writes in his/her notebook predictions about how the future looks like if
         climate change continues.
 4.- Student reads the "teacher" text and completes the sentences with the words in
         ex. 7 p. 111.
None
Ses 3
  Oct
None
1.- Student presents his/her topic to the group.
 2.- Student reads the Language Key and underlines an option to complete sentences
       that express a hypothetical present action with its consequence in ex. 5 p. 113.
Listening
 1.- Student listens to the audio and puts the events from 1–7 in the correct order
         in ex. 5 p. 109.
 2.- Student listens again and matches the words and phrases in ex. 6 p. 109.
        Listen to "For a Better World"
  3.- Student listens to the audio and answers the questions in ex. 2 p. 110.
 4.- Student listens again and writes the order of the steps to create geothermal
         energy in ex. 3 p. 110.
         Listen to "Geothermal Energy"

Week 10   october  28th  -  november  1st

Topic: deforestation in africa

Ses 1
  Oct/Nov
None
1.- Student learns the rules for comma (punctuation mark).
  2.- Student writes the commas in the sentences in ex. 7 p. 181 - 182.
  3.- Student writes the commas where necessary and underlines the appositives in the sentences
         in ex. 9 p. 183 - 184.
  4.- Student writes the commas in the sentences in ex. 10 p. 184.
None
Ses 2
  Oct/Nov
None
1.- Student writes how can forests be preserved in ex. 1 p. 122.
  2.- Student reads the text “We May Lose Everything” and matches the words in bold from the
          text to their synonyms in ex. 2 p. 124.
  3.- Student , in groups of three, creates the chart in ex. 3 and pastes it on the classroom's wall.
None
Ses 3
  Oct/Nov
None
1.- Student reads “Another Cause of Deforestation” and writes the letters to complete the text
        in ex. 2 in ex. 2 p. 126.
  2.- Student answers the questions in ex. 3 p. 126.
  3.- Student replaces the words in bold with “even though,” ”although,” or ”though” in ex. 4.
  4.- Student reads the Language Key, writes the contrasting words “although,” “though,”
        or “even though,” and matches the columns in ex. 6.
None

Week 11  November  4th  -  8th

Topic: forest management in latin america

Ses 1 Nov | 1.-None | 1.- Student learns the rules for semicolon (punctuation mark). 2.- Student writes the semicolons in the sentences in ex. 11 p. 188. 3.- Student writes the colons in the sentences in ex. 12 p. 189 - 190. | None
Ses 2
 Nov
None
1.- Student writes three reasons why forests are important to the world in ex. 1 p. 132.
 2.- Student reads ”Going Green and Becoming a Resident” and completes the sentences
         with information from the textin ex. 7 p. 135.
 3.- Student finds words that have a similar meaning to the words in ex. 8 p. 135.
None
Ses 3 Nov | None | 1.- Student reads the Language Key and matches the two halves of the sentences in ex. 5 p. 137. 2.- Student answers page 138. | None

Week 12  November  11th  -  15th

Topic: should developed countries fight more climate change?

Ses 1
 Nov
None
1.- Student learns the rules for quotation mark (punctuation mark).
 2.- Student writes the quotation marks in the sentences in ex. 3 p. 196.
 3.- Student writes the quotation marks or other puctuation marks in the
         sentences in ex. 4 p. 196.
None
Ses 2
 Nov
None
1.- Student writes a list of water issues that are happening in the world today
         in ex. 1 p. 146.
 1.- Student reads “Montana” and puts the events in order according to the text
         in ex. 2 p. 148.
 2.- Student the three reasons for not trusting mining companies the writer from
        the text in ex. 3 p. 148.
None
Ses 3
 Nov
None
1.- Student reads “Are You Worried Too?” and answers the questions in ex. 2 p. 150.
  2.- Student completes the sentences with the words in bold from the text in
         ex. 3 p. 150.
  3.- Student underlines the sentence containing the correct form of the compound
          adjectives in ex. 5 p. 151.
None