Title: 2nd Trimester
Course: 2024 English 9

2nd trimester topics

         grammar:

                        1.- The phrase

               2.- The clause

               3.- Capitalization

           shaping my language

               1.- Health and wellness

               2.- Ethics of innovation

GOALS OF THE 2ND TRIMESTER:

1.- Student gets acquainted with certain topics' vocabulary.

2.-Student explains orally in simple descriptions the main concepts of a topic.
3.-Student enhances his/her reading skills with short texts.

EXPECTED LEARNING：
4.-STUDENT IS ABLE TO READ SHORT STORIES, AND ANSWER "W" QUESTIONS.
5.- STUDENT IS ABLE TO USE VERB "TO BE" TO GIVE PERSONAL INFORMATION.
6.- STUDENT CONJUGATES VERBS IN PRESENT TIME TO GIVE EVERYDAY INFORMATION.

Week 13  November  18th  -  22th

Topic: prepositional phrase

Ses 1
  Nov
1.- Student defines what prepositional
        phrases are
2.-Student modifies if the prepositional
       phrase is an adjective or an adverb.
1.- Student underlines the preposiition and draws a line to the object it is modifying in ex. 1 p. 52
  2.- Student writes in his/her notebook five sentences using prepositions to modify the giving object in ex. 2 p. 53
None
Ses 2
  Nov
1.- Student defines what prepositional
       phrases as adjective phrase.
2.-Student defines what prepositional
      phrases as adverb phrase.
1.- Student underlines the adjective phrase and draws an arrow to the word it modifies as adjective in ex. 3 p. 54.
  2.- Student underlines the adjective phrase and draws an arrow to the word it modifies as adjective in ex. 4 p. 55.
None
Ses 3 Nov | None | CTE meeting | None

Week 14  November  25th  -  29th

Topic: participial phrase

Ses 1 Nov | 1.- Student defines what a verb phrase is. 2.-Student defines what a participial phrase is. | 1.- Student underlines the participial phrase and draws an arrow to the word is modifying in ex. 5 p. 56-57. 2.- Student writes a verb conjugated as participle to complete the sentences in ex. 6 p. 57. | None
Ses 2 Nov | None | 1.- Student underlines the participial phrase and draws an arrow to the word it modifies in ex. 7 p. 58. 2.- Student t underlines the participial phrase and draws an arrow to the word it modifies in ex. 8 p. 59. | None
Ses 3 Nov | 1.- Student defines what a gerund is. | 1.- Student underlines the gerund and writes on the line the type it is; s. for subject, p. n. for predicate nominative, d. o. for direct object, or o. p. for object of preposition in ex. 9 p. 60-61. 2.- Student writes one example of each gerund in ex. 10 p. 61. | None

Week 15  December 2th - 6th

Topic: Solutions and reccommendations

Ses 1
 Dec
1.- Student defines what a
     gerund phrase is.
Grammar Practice
 1.- Student identifies and classifies the type of gerund phrase by writing on the line s. for
        subject, p.n. for predicate nominative, d.o. for direct object, or o.p. for object of
        preposition in ex. 11 p. 62-63.
 2.- Student chooses seven items to write sentences in his/her notebook using the gerund
        phrase given in ex. 12.
 3.- Student underlines the infinitive phrase and writes on the line n. for noun, adj. for
       adjective, or adv. for adverb in ex. 14.
1.- None
Ses 2
 Dec
1.- None
Shaping my Language Textbook
 1.-  Student, in groups of 3, asks the questions in ex. 1 p. 24.
 2.- Student reads “Fit or Fad?”  and matches  them to the diets in ex. 2 p. 26.
 3.- Student completes the sentences to describe the main advantages
       of each of the suggested diets in ex. 3 p. 26.
 4.- Student answers the questions  in ex. 3. p. 28.
1.- Student listens to an interview about healthcare costs and writes the
        statistics the numbers below refer to in ex.  5 p. 25.
 2.- Student writes notes about Dr. López’s recommendations in ex. 6
        p. 25.
 3.- Student, in groups of 3, researches examples of carbohydrates,
       proteins,and fat in ex. 1 p. 27.
Ses 3 Dec | 1.- None | 1.- Student writes what a supporting sentence is. 2.- Student writes on the chart transitional words. 3.- Student identifies irrelevant sentences in writing from the wrok sheet. | 1.- None

Week 16  December 9th - 13th

Topic: bad habits in daily diet

Ses 1
 Dec
1.- Student defines what
  an appositive is.
Grammar Practice Textbook
 1.- Student underlines the appositive phrase and circles the word it is modifying in ex. 15.
 2.- Student completes the sentences with an appositive phrase in ex 16.
 3.- Student underlines the prepositional phrase, draws an arrow to the word it modifies,
        and writes adj. for adjective or adv. for adverbial in ex. A.
1.- None
Ses 2
 Dec
1.- None
Shaping my Language Textbook
 1.- Student, in pairs, discusses and answers the question food problems in different scenarios in ex. 1. p. 34.
 2- Student reads “Cuba: A Recipe for Latin American Food Security” and corrects the statements in ex. 7 p. 37.
 3.- Student chooses one strategy from the reading and summarizes it in ex. 8 p. 37.
 4.- Student Student uses adverbs to write sentences in ex. 5 p. 39.
 5.- Student rewrites the sentences joining the adverbs “quite,” “almost,” and “rather” in ex. 6 p. 39.
1.- None
Ses 3 Dec | 1.- None | Academic Paper 1.- Student writes his/her supporting sentence number one and two in his/her notebook. | 1.- None

Week 17  december 16th - 18th

Topic: impact of social pressure

Ses 1
 Dec
1.- Student defines
 what a clause is.
Grammar Practice - textbook
 1.- Student classifies the clauses by writing indep. for independent or sub. for
       subordinate in ex. 1 p. 73 - 74.
 2.- Student writes in his/her notebook the clause and writes is it is independent
        or subordinate.
None
Ses 2
 Dec
None
Shaping my Language - textbook
  1.- Student writes a list of stressful activities or situations. Then, he/she ranks them
         from most stressful (1) to least stressful (4) in ex 1 p. 48.
 2.- Student reads “Under Pressure: Part 1” and categorizes the main points found in
        Article 1, Article 2, or both in ex. 2 p. 50.
 3.- Student writes his/her ideas and discusses with a classmate about the expressions
         in ex. 5 p. 50.
Listening
 1.- Student listens to a conversation among friends about the impact of social
        media on their lives and orders the topics they discuss in ex. 5 p. 49.
 2.- Student writes the expressions the speakers use for each of the functions
         in ex 6 p. 49.
 3.- Student writes “B” for Brian, “K” for Karina, or “W” for William according to
        their opinion in ex 6 p. 51.
Ses 3
 Dec
None
1.- Student reads “Under Pressure: Part 2,” finds the factual errors in the statements
        and corrects them in ex. 2 p. 52.
  2.- Student reads the underlined words in the text and writes a number making
         reference to the items in ex. 3 p. 52.
  3.- Student matches two sentence parts to create logical, grammatically correct
         sentences in ex. 4 p. 52.
None

Week 18  january 9th - 10th

Topic: causes and consequences of stress

Ses 1
 Jan
1.- Student defines what
  an adjective clause is.
 2.- Student defines what
  an adverb clause is.
Grammar practice - textbook
 1.- Student underlines the adjective clauses (subordinate clause) in ex. 2
         p. 76.
 2.- Student underlines the adjective and writes above if the clause tells
        how, when, where, why, how much, to what extent, or under what
         condition in ex. 4 p. 77 - 78.
  3.- Student writes in his/her notebook five sentences using the prompts
          in ex. 5.
None
Ses 2
 Jan
1.- None
Shaping my language - textbook
 1.- Student completes the chart with your own answers to the questions
        below in ex. 1 p. 58.
 2.- Student reads “Time for Questions,” which is an extract from a
        presentation transcript, and answers the questions in ex. 7 p. 61.
 3.- Student reads the text again, and crosses (x) each of the strategies
        the speaker uses when answering questions in ex. 8 p. 61.
Listening
 1.- Student listens to four people talk about stressful situations in their communities,
        and matches the problem with the person who describes it in ex. 5 p. 59.
 2.- Student writes notes about each person’s perspective on the situation
        in ex. 6 p. 59.
 3.- Student listens to an interview with a psychologist, and identifies if the sentences
          are true by writing “T,” “F” for false, or “N” if no information is given in
           ex. 2 p. 60.
Ses 3 Jan | None | 1.- Student reads the sentences and circles the correct response in ex. 5 p. 63. 2.- Student reads the Language Key, and rewrites the sentences in the Passive Voice in ex. 6 p. 63. | None

Week 19  january 13th - 17th

Topic: drug addiction to the government

Ses 1
 Jan
1.- 1.- Student defines
 what an noun clause is.
Grammar practice - textbook
 1.- Student classifies the type of noun clause by writing s. for subject, p.n. for
       predicate nominative, d.o. for direct object, i. d. for indirect object, or
       o.p. for object oa a preposition in ex. 6 p. 79.
  2.- Student writes sentences using the relative pronouns giving in each item
        in ex. 7 p. 79 - 80.
None
Ses 2
 Jan
1.- None
Shaping my language - textbook
 1.- Student writes a list of water issues that are happening in the world today
         in ex. 1 p. 72.
 2.- Student reads “Vaping: Harmless or a Health Risk?”, and corrects one factual
         error in each statement in ex. 2 p. 74.
 3.- Student reads the text again, and describes how each writer reacts to the
        argument in Susan’s text in ex. 3 p. 74.
Listening
 1.- Student matches the speaker to the approach the program takes in
        ex. 5 p. 73.
2.- Student completes the chart with the benefits and problems in ex. 6 p. 73.
3.- Student answers the questions in ex. 6 p. 75.
Ses 3
 Jan
None
1.- Student reads “The Icelandic Advantage” and identifies if the statements below
       are true with “T,” false with “F,” or if no information is given with “N” in ex. 2 p. 76.
 2.- Student paraphrases the items in ex. 4 p. 76.
 3.- Student reads the sentences and choose the correct option in ex. 5 p. 77.
 4.- Student completes the sentences with one verb in the correct form and “as
        though” or “as if” in ex. 6 p. 77.
None

Week 20  january 20th -  24th

Topic: Drug abuse: seeking help

Ses 1 Jan | 1.- Student prepares his/her material to present his/her topic. | 1.- Student presents his/her topic to the group. | None
Ses 2
 Jan
1.- None
Shaping my language - textbook
 1.- Student thinks and writes of five different reasons why teenagers try drugs,
       and exchanges textbook with a classmate to rank them from 1 – 5 in ex. 1 p. 82.
 2.- Student reads “A Request for Support” and completes the chart in ex. 7 p. 85
 3.- Student reads the email again, and finds expressions with the same meanings
       as the ones below in ex. 8 p. 85.
Listening
 1.- Student listens to the radio documentary about substance
       abuse prevention programs, and answers the questions
        below in ex. 5 p. 83.
 2.- Student matches the emojis to the adjectives below, and
         writes the topic next to the adjective that describes the
          speaker’s tone in ex. 6 p. 83.
 3.- Student listens and writes two or three words about the topic
         of each chapter in the space in ex. 3 p. 84.
Ses 3 Jan | None | 1.- Student reads the sentences and circles the correct answer in ex. 5 p. 87. 2.- Student reads the Language Key, and crosses out the incorrect conjunctions in ex. 6 p. 87 | None

Week 21   january 27th - 31st

Topic: Internet: augmented and virtual reality

Ses 1
 Jan
1.- Student defines the
 types of sentences.
Grammar practice - textbook
  1.- Student classifies the sentences as simp. for simple, comp. for compound,
        cx. for complex sentence, or cd.-cx. for compound-complex in ex. 8 p. 82.
  2.- Student classifies the subordinate clauses by underlining them and writing
         adj. for adjective, adv. dor adverb, or noun for noun in ex. A p. 83.
None
Ses 2
 Jan
1.- None
Shaping my language - textbook
 1.- Student, in pairs, creates a list of examples of augmented and virtual reality
 he/she would like to see in his/her daily life in ex. 1 p. 98.
 2.- Student reads “AR and Social Media” and identifies if the statements are true
       with “T,” false with “F,” or “N” if no information is given in ex. 2 p. 100
3.- Student works with a classmate. In his/her notebooks, makes notes for the
       instructions in ex. 4 p. 100
Listening
 1.- Student listens to an academic lecture about augmented reality, and checks
       each of the industries the professor mentions in ex. 5 p. 99.
2.- Student listens again and completes the chart with the expressions the
        professor uses in ex. 6 p. 99. Listen to "A Talk About AR."
3.- Student listens to an excerpt from a live streaming on technology and
       matches the comment to the listener who made it in ex. 7 p. 101.
Ses 3
 Jan
None
3.- Student reads the Language Key, and uses the future expressions to rewrite
       the sentences in ex. 6 p. 103.
  4.- Student uses the expressions to create predictions about the use of
        augmented reality in their life in ex. 7 p. 103.
None

Week 22   february 12th - 16th

Topic: Internet: augmented and virtual reality

Ses 1
 Feb
1.- None
Grammar practice - textbook
 1.- Student underlines the subordinate clause and writes on the line s. for subject,
      d.o. for direct object, i.d. for indirect object, p.n. for predicate nominative, o.p.
       for object of preposition, adj. for adjective, or adv. for adverb in ex. B p. 83 - 84.
None
Ses 2
 Feb
1.- None
Shaping my language - textbook
 1.- Student thinks about the technology that is used in all his/her classes and
        completes the organizer in ex. 1 p. 108.
 2.- Student answers the questions in ex. 6 p. 111.
 3.- Student reads “Homework Helper to the Rescue!” and matches the topics
       suggested to the writer with the responses in ex. 7 p. 111.
 4.- Student reads the text again and identifies the expressions the writers use
        to give advice in ex. 8 p. 111.
Listening
 1.- Student listens to a teacher and identifies if the statements are true
       “T,” false “F,” or if no information is given “N” in ex. 5 p. 109.
 2.- Student listens again and completes the organizer with the potential
         pros and cons of augmented reality in classrooms in ex. 6 p. 109.
 3.- Student listens to a student reading her conversation with a pen pal,
        and completes the sentences with the correct information in ex. 2 p. 110.
Ses 3 Feb | None | 1.- Student matches the columns to create logical sentencess in ex. 5 p. 113. 2.- Student reads the Language Key and completes the exercise in ex. 6 p. 113. | None

Week 23   february 19th - 23th

Topic:  Animal testing: ethical implications

Ses 1
 Feb
1.- Student learns the rules to
 capitalize names, organizations,
 historical events, etc.
Grammar practice - textbook
 1.- Student writes with capital letter the first word of a sentence in ex. 1 p. 159 - 160.
 2.- Student corrects the words that should be capitalize in ex. 2 p. 160.
 3.- Student writes the letter of the item on the line that is correctly capitalize
        in ex. 3 p. 161 - 162.
None
Ses 2
 Feb
1.-  None
Shaping my language - textbook
 1.- Student answers the questions individually, and then interviews two
       classmates about their answers in ex. 1 p. 122.
 2.- Student reads “Speech Contest” and identifies if the statement refers to
        Competitor 1 or 2 in ex. 2 p. 126.
 3.- Student reads the text again and paraphrases the sentences in ex. 3 p. 126.
 4.- Student identifies if the statements from the previous exercise refer to
        past, present, or future situations in ex. 4 p. 126.
Listening
 1.- Student identifies which speaker would agree with each
       statement in ex. 5 p. 123.
 2.- Student completes the organizer with their opinions and
        reasons in ex. 6 p. 123.
 3.- Student listens and completes the notes about their
        arguments. in ex. p. 125.
Ses 3
 Feb
None
1.- Student reads the Language Key and rewrites the sentences using the
          cleft structure in ex. 5 p. 127.
 2.- Student uses the prompts to create cleft sentences about animal
        testing on everyday products in ex. 6 p. 127.
None

Week 24   february 26th -  March 1st

Topic:  Animal testing: ethical implications

Ses 1
 Feb/Mar
1.-  Student learns the rules to
 capitalize names, organizations,
  historical events, etc.
Grammar practice - textbook
 1.- Student corrects the words that should be capitalized in ex. 4 p. 162.
 2.- Student writes with capital letter the names of people, countries, continents, etc. in ex. 5 p. 164
 3.- Student corrects the words that should be capitalized in ex. 6 p. 166
  4.- Student writes the letter of the item that is correctly capitalized in ex. 7 p. 166.
None
Ses 2
 Feb/Mar
1.- None
Shaping my language - textbook
 1.- Student ranks the staments according to what they think in ex. 1 p. 132.
 2.- Student reads the “Meeting Transcript” and answers the questions in ex. 6 p. 135.
 3.- Student writes the expressions Jimena uses for each of the purposes in ex. 7 p. 135.
None
Ses 3 Feb/Mar | 1.- None | 1.- Student reads the sentences, and circles the most important point in each one in ex. 5 p. 137. 2.- Student reads the Language Key and crosses out one error in each sentence in ex. 6 p. 137. 3.- Student writes his/her answers to the questions using Wh- Cleft statements in ex. 7 p. 137. | None

Week 25   March  4th - 8th

Topic: NATURAL DISASTER: PREVENTION

Ses 1
 Mar
1.- Student learns the rules
 to capitalize names, organizations,
 historical events, etc.
Grammar practice - textbook
 1.- Student corrects the words that need to be capitalized and crosses out those which should not be capitalized in ex. 8 p. 167 - 168.
 2.- Student capitalizes that words that need it to be in ex. 10 p. 170.
 3.- Student corrects the words that should be capitalized in ex. A p. 171.
 4.- Student corrects the words that should be capitalized in ex. B p. 171 - 172.
None
Ses 2
 Mar
1.- None
Shaping my language - textbook
 1.- Student ranks the natural disasters on the pictures from 1 as the most dangerous to 3 as the least dangerous in ex. 1 p. 146.
 2.- Student reads “Scrambled Essay” and writes the number of the paragraph which belongs to which section of the essay
        in ex. 2 p. 148.
 3.- Student completes the sentences. in ex. 3 p. 148.
None
Ses 3
 Mar
1.- None
1.- Student reads ”Brave New World of Flood Prediction,” and writes five key points from the interview in ex. 2 p. 150.
 2.- Student finds the statements in the text, and matches the meanings of the sections in ex. 3 p. 150.
 3.- Student writes the complete grammatically correct sentences from Exercise 3 in ex. 4 p. 150.
 4.- Student reads the Language Key, and rewrites the sentences with the unnecessary words deleted in ex. 5 p. 153.
None

Week 26   March  11th - 15th

Topic: NATURAL DISASTER: PREVENTION

Ses 1
 Mar
1.- None
Shaping my language - textbook
 1.- Student, in groups of three, creates a list of ways natural disasters are or could be predicted in Latin America. Then,
       ranks them from 1 being the most effective to 5 being the least effective in ex. 1 p. 156.
2.- Student reads “Better Safe Than Sorry” and summarizes the speaker’s main argument in one complex sentence in
       ex. 7 p. 159.
 3.- Student reads the text again and identifies the evidence the speaker uses to support her argument in ex. 8 p. 159.
 4.- Student matches the questions with the correct responses in ex. 9 p. 159.
None
Ses 2
 Mar
1.-None
Shaping my language - textbook
 1.- Student matches the questions with the correct responses in ex. 5 p. 161.
 2.- Student reads the Language Key and rewrites the conversation using situational ellipsis in ex. 6 p. 161.
 3.- Student, in pairs, asks each other the question in ex. 7 p. 161.
None
Ses 3 Mar | 1.- None | 1.- Student gets acquainted with his/her percentages and final grade. | None