Planeaciones de Segundo

7/29/2019 Planeaciones de Segundo

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ZONA ESCOLAR O43, SECTOR O6, TEHUACN.ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2 GRUPO: __C__

PROFESOR: INGLES II FECHA: _________________Unit 1: People and Animals

Propsito: 1.1. Expressing (in)ability in the present Sample productions: He/She is a singer/an architect/, he/she can sing very well/design

buildings/; Can you play the guitar/speak French/?; Yes, I can; No, I cant (, but I can play the harmonica/speak English/...). 1.2. Describingpeople and animalsSample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is mediumheight/thin/ and has big brown eyes. He/She is very nice; Is he/she curious/short/?; Yes, he/she is; No, he/she isnt; Do elephants have longears/black eyes/?; Yes, they do; No, they dont; What does Luis/Erika look like?; He/She is tall and plump; Whats Luis/Erika like?; He/Shestall/responsible/(. He/She always does her homework/arrives on time/); Whats your dog like? Its fat/lazy/

LESSONS

TEAM Social Practice PERFORMANCEEVIDENCE

REFLECTION ONLANGUAGE

STRATEGICCOMPETENCE UNIT FOCUS

1. Meeting your a newteacher

2. This is yourschoolprincipal

3. What time do you haveyour english class?

4. Roxane gets up at six oclock

5. mi uncle is stall and thin

6. What does your teacherlook like?

7. Can you drive a car?

8. Elephants have big earsand black eyes

Giving andobtaining factualinformation of apersonaland non-personalkind

1.1. Expressing(in)ability in thepresentSampleproductions:He/She is asinger/anarchitect/,

he/she can singvery well/designbuildings/; Canyou play theguitar/speakFrench/?; Yes, I

sudents can recogniseand understandquotidian texts(classifiedadvertisements,letters/emails,magazine/newspaperarticles andconversations) inorder to use thempurposefully (obtaininformation/learnabout peoples andanimals (in)abilities,appearance andqualities, habits/routines). Can use knowledgeof the world and clues(illustrations) to makepredictions about the

Students notice: that the modalverb can indicatespresent abilityand has a regularform for all persons the meaning ofWhatssomething/someone like?when used in thecontext ofdescriptions that adjectiveshave a fixed order:size + colour(e.g. She has bigbrown eyes) that some wordsare used to replacea proper

Students canuse someverbal and/ornon-verbalinformation toease andenrichcommunication. Can rely ongestures, facialexpressionsandvisual context. Can rely onbackgroundnoise, tone ofvoice. Can adjustpace accordingto punctuationmarks when

This unit recycleslanguage from 1st gradeUnit 1, (occupations) andUnit 4, (describingroutines), whileat the same timeintroduces languageused to describe(in)ability, physicalappearance and personalqualities. Functions 1.1and 1.2 should be treatedsequentially first, and beintegrated later on.Function1.1 should be fairly easyfor students and shouldtake less time forpresentation.Function 1.2 heavilyfocuses on presentation


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9. Whales are veryintelligent.

10. Whats i s your motherlike?

11. I sometimes play soccer

12. How often do you go themovies?

13. Do you now seahorses?

14. Learn about koalas

15. Do animals have routines?

16. What can animal do?

17. Have you heard aboutwhite lions?

18. Animals that live in yourcommunity

19. My favorite athlete is AnaGuevara

20. What animals do you like?

21. Create a gallery of famouspeople

22. Come to visit our gallery

23. Who is it?

can; No, I cant (,but I can play theharmonica/speakEnglish/...).1.2. Describing

people andanimalsSampleproductions:Zebras arebeautiful. Theyhave black andwhite stripes. Theylive in thejungle. They eatgrass.; Luis/Erikais mediumheight/thin/ and

has big browneyes. He/She isvery nice; Ishe/shecurious/short/?;Yes, he/she is; No,he/she isnt; Doelephants havelongears/black eyes/?; Yes, they do;No, they dont;What doesLuis/Erika looklike?; He/She istall and plump;Whats Luis/Erikalike?; He/Shes

texts. Can identify theoverall message andsome details((in)abilities, physical

characteristics,routines/habits) anddiscriminate relevantfrom irrelevantinformation, in order toidentify a person orhis/her mainactions/habits/routines, complete/expand atext and/or respond toa conversation.

Can infer age, sex,feelings, attitudes,location and situationof others. Can infer themeaning of someadjectives used fordescribing peoplefrom the context withinwhichthey are presented,and/or by recognisingsynonyms (e.g. thinslim) and antonyms(e.g. tallshort),based on content aswell as on knowledgeof the world and/or L1.

noun (e.g. Maria isa nurse She is kindEverybody likesher Hercousin is adoctor)

that some linkingdevices indicateaddition(,, and) whileothers indicatecontrast (but), oralternative (or)and use suchlanguage featuresappropriately.

readingaloud/silently.Students canrecognise whenconfused and

useverbal and/ornon-verballanguage torepaircommunicationbreakdowns. Can supportmessage withgestures. Can refer todictionaryentries.

Can askfor/giveexamples toillustratemessage. Canparaphrase. Can self-correctpronunciation. Can re-read.Students cangive/take thefloor sensitivelyinverbal and/ornon-verbalways.

of vocabulary used fordescriptions (adjectives),andintegrates that withprevious knowledge from

1st grade (Unit 4, thepresent simple tense forhabits/ routines, as wellas frequency adverbs).This function opens uppossibilities for work withacademictexts. Internet is anexcellent resource inorder to find such textsfor this unit. Someinteresting places tolook for texts are

http://www.kidsplanet.org,http://www.animaland.org, etc.Writing may be evaluatedby asking students towrite an article regarding(in)abilities, physicalcharacteristics, andhabits/routines of ananimal or a group ofpeople. Evaluationshould concentrateprimarily on content andits organisation, as wellas on the use of themodal verb can,adjectives, linkers


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24. Autoevaluacin tall/responsible/(. He/She alwaysdoes herhomework/arriveson time/);

Whats your doglike? Its fat/lazy/

Can discriminatefinal consonantsounds used in can(/kn/ or /k n/) andcant (/knt/).

Students canrecognise andunderstand academictexts (articles aboutthe routines of animalsor groupsof people) in order tocompare with the restof the class their owninterpretation andjudgement of suchtexts. Can relate main

ideas to examples,descriptions andexplanations about theroutine of an animal orgroup of people. Can use maps,photographs andcharts in texts toincrease theirknowledge about theanimal orgroup of peopledescribed.Students canrecognise andunderstand shortliterary texts (tales,fragments of poems

Can choosethe mostappropriatemoment tointervene.

Can showsensitivitytowards others.Students canmake sense oftheorganisation ofreferencebooks(dictionaries,encyclopaedias,textbooks) in

order to look forhelp. Can checkthe spelling ofunfamiliarwords. Can look upunfamiliarwords to findtheirmeaning.

and prepositions.Devote some time forstudents to create theirportfolios. If they are notfamiliar with these,

introducethem and explain theiruse. The article studentsproduced can beincluded in theirportfolios.To evaluate speaking,the teacher may askstudents to prepare apresentation where theydescribe a famousperson and his/her(in)abilities. Oral

evaluation should focuson specific areas, suchas the appropriateuse of adjectives, thepronunciation of finalconsonant sound used incan and cant, fluency,accuracy, etc.


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and stories) inorder to comment onthe feelings generatedby them. Can identify

characters and mainevents.Students can uselanguage creativelyand appropriately byselecting lexis,phrases andgrammaticalresources in order toproduce short,relevant texts(classifiedadvertisement,

letter/e-mail, article,conversation)regarding peoplesand/or animals(in)abilities, physicalcharacteristics, andhabits/routines. Can use knowledgeof the world toanticipate type ofinformation required,expected ways ofinteraction andpossible languageneeded whendescribing people andtheir routines.


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Can pronounceintelligibly strong andweak vowel soundswhen using modalverbs (can /kn//

k n/). Can identify thepurpose for writing adescription of peopleand/or animals,intended audienceandtype of text required(classifiedadvertisement,letter/e-mail, article);and generate andorganise ideas

coherently with thehelp of peers, theteacher or byconsulting differentsources ofinformation. Can produce askeleton of the text tobe written, identifyingand establishing thebasic organisationof components(classifiedadvertisement:heading, body;letter/e-mail, article:introduction, body,conclusions), with the


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help of peers, theteacher or a similartext. Can produceindividual sentences in

preparation to write aclassifiedadvertisement,letter/e-mail,article, and join themlater using somelinking devices (,,and, but, or) in orderto make the textcoherent. Can concentrateseparately on contentor form, with the help

of peers, the teacheror similar texts, tomake adequatecorrections on a firstdraft and produce afinal version of thetext. Can illustrateappropriately theclassifiedadvertisement orarticle produced.


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Unit 2: Health and the Body Salud y el cuerpoUNIT PURPOSE: The purpose of this unit is to enable students to give advice and make suggestions around the topic of health.

LESSONSTEAM Social Practice PERFORMANCE EVIDENCE

REFLECTIONON

LANGUAGE


1. My head myarms and mylegs

2. Is shefeelingOk?

3. Do you feelsick?

4. Whats thematter?

5. You shouldstay in bed

6. You shouldntgo to bed late

7. Mini check

8. take some pill

9. I would go tothe dentist

10. I wouldnt usetoothpicks

11. A visit to thedentist

Giving and obtainingfactual information ofa personaland non-personalkind2.1. Discussing thebody and ones healthSample productions:(I dont feel well). Iam/feel ill/dizzy/; Ishe/she fine/sick/?;Yes, he/

she is; No, he/sheisnt; Do you feelOK/hot/?; Yes, I do;No, I dont; How ishe/she?; How doeshe/she feel?; He/Sheis/feels sick/better/;Whats theproblem/matter?; Ihave a headache/atoothache/..., I have acough/a cold/

2.2. Giving adviceSample productions:(You dont look well. Ithink) You should go tothe doctor/take an

Students can recognise andunderstand quotidian texts(letters/e-mails, instructions,magazine/newspaper articles andconversations) in order to usethem purposefully (obtain/giveadvice, suggesta solution/course of action, actaccording to instructions or treata certain illness/discomfort). Can use knowledge of the

world and clues (illustrations) tomake predictions about the texts. Can identify the overallmessage and some details(symptoms, feelings orsuggestions) anddiscriminate relevant fromirrelevant information, in order todeal with common healthproblems,follow instructions,complete/expand a text and/orrespond to a conversation.

Can infer age, sex, feelings,attitudes, location and situation ofothers. Can infer the meaning ofunfamiliar words related to health

Studentsnotice: that themodal verbshouldisused to giveadviceor makesuggestionsand has aregular formfor

all persons that theimperativeform is usedto givemedicalindications(e.g. Takethree dropsonce a day,Dontdrink coldwater, Stay in

bed, etc.) that somenouns haveirregularplurals (e.g.

Students canuse some verbaland/or non-verbalinformation toease and enrichcommunication. Can rely ongestures, facialexpressions andvisual context. Can rely on

backgroundnoise, tone ofvoice. Can adjustpace accordingto punctuationmarks whenreadingaloud/silently.Students canrecognise whenconfused andcope with not

being able tounderstand partsofwritten/oraltexts.

Functions 2.1, 2.2 and 2.3can be treated in anintegrated fashion. It isimportant to focus first onthepresentation of vocabulary,which can be introducedthrough a written text, andthen move towardsdiscussing health problemsand givingadvice/suggestions.

Language forFunctions2.2 and 2.3 will only beused at a formulaic level,which means that theteacherdoes not need to go intodetails about how phrasesare formed. If the teacherwants to use Internetresources, interesting textscan be found athttp://health.discovery.com.Authentic texts with

instructionsabout how to use certainmedicines can be found bysearching the name of aproduct in any search


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12. Why dont yougo to thenutritionist?

13. Youd better

change youreating habits

14. drink a cup oftea

15. I have mumps

16. Mini check

17. Project: Drugsabuse andillegal DrugsPart one

18. Project: Drugsabuse andillegal DrugsPart two

19. Project: Drugsabuse andillegal DrugsPart three

20. Project: Drugsabuse and

illegal DrugsPart four

21. Review

aspirin/;You shouldnt go toschool today/eat fat...;The best thing for youis to rest/drink a cup of

tea/...;If I were you, I wouldgo to the dentist/see aspecialist/; If I wereyou, I wouldnt goout/takemedicine without aprescription/; Donteat junk food/havecold drinks/...; Trydrinking a glassof water/puttingointment on/...

2.3. Making andanswering offers andsuggestionsSample productions:(Listen,) Why dont yougo to the dentist/putsome ice on/...?; Howaboutstaying in bed/taking ahot shower/?;Should/Shall I call thedoctor/bring you a cupof tea/?;Do you want me totake you to thehospital/phone yourfamily/?; Thats agood idea; That

and the body from the contextwithinwhich they are presented, basedon content as well as onknowledge of the world and/or

L1. Can express own judgementand make recommendationsabout the information containedin textsregarding health.Students can use languagecreatively and appropriately byselecting lexis, phrases andgrammaticalresources in order to produceshort, relevant texts (letter/e-mail,set of instructions, conversation)

regarding health and the body. Can follow structured models ofspoken/written language to giveinformation about health and thebody. Can use knowledge of theworld to anticipate type ofinformation required, expectedways ofinteraction and possible languageneeded when exchanginginformation about health and thebody. Can produce some fixedexpressions with appropriatestress, rhythm and intonationwhen givingadvice, and when making

foot feet,tooth teeth) that acertainquantity of

things that ingeneralareuncountable(e.g. cotton,water, tea,etc.) isexpressedusing aquantifierfollowed by ofanduncountable

nouns (e.g. acup of tea,three drops ofsyrup, a pieceof cotton, etc.) the differentmeanings thata single termmayhavedepending onthe context ofuse (sick) that somelinkingdevicesindicateaddition (,,

Can wonder ifa given textmakes sense.Students canrecognise when

confused anduseverbal and/ornon-verballanguage torepaircommunicationbreakdowns. Canrepeat/ask forrepetition. Can supportmessage with

gestures. Can refer todictionaryentries. Can askfor/giveexamples toillustratemessage. Canparaphrase. Can re-read. Can askfor/give thespelling/meaningof aword.Students can

engine.To evaluate oral skills, theteacher may set a situationin which two friends orpatient and doctor talk

about an illness/ache andexchange symptoms andadvice. Evaluation shouldfocus on students abilityto convey meaning.Students may do parallelwriting of a set ofinstructions for a medicine.An alternative to evaluatewritingis to provide students witha letter/e-mail of a friendasking for advice to deal

with a specific illness/acheor personal problem andthen have other studentsanswer it givingappropriate advice. Again,evaluationshould focus on meaning,but attention should alsobe paid to appropriate useof grammatical areas andvocabulary covered in thisunit. Written production canlater be included instudents portfolios.


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would be nice;Thanks/Thank you(very much); I dontthink so; No(thanks/thank you), Id

ratherask my doctor/stay athome/...

suggestions. Can identify the purpose forwriting about health, intendedaudience and type of textrequired

(letter/e-mail, set of instructions);and generate and organise ideascoherently with the help ofpeers, the teacher or byconsulting different sources ofinformation. Can produce a skeleton of thetext to be written, identifying andestablishing the basicorganisationof components (letter/e-mail:introduction, body, conclusions),with the help of peers, the

teacheror a similar text. Can produce individualsentences in preparation to writea letter/e-mail or a set ofinstructions, andjoin or sequence them later usingsome linking devices (,, and,because, or) in order to make thetextcoherent. Can concentrate separately oncontent or form, with the help of

peers, the teacher or similartexts, tomake adequate corrections on afirst draft and produce a finalversion of the text.

and) whileothersindicatecause(because) or

alternative(or)and use suchlanguagefeaturesappropriately

give/take thefloor sensitivelyinverbal and/ornon-verbal

ways. Can initiate aconversationappropriately. Can choosethe mostappropriatemoment tointervene. Can showsensitivitytowards others.Students can

make sense ofthe organisationofreference books(dictionaries,encyclopaedias,textbooks) inorder to look forhelp. Can check thespelling ofunfamiliarwords.

Can look upwords to decidewhen they areused. Can look up


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unfamiliar wordsto find theirmeaning.


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Unit 3: Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare, buy or sell a variety of items.

LESSONSTEAM Social Practice PERFORMANCEEVIDENCE

REFLECTION

ONLANGUAGE


1. Look a thiscatalogue

2. The jacket iscomfortable

3. The red T shirtis nice

4. This green skirt

is cool

5. A laptopcomputer ispractical

6. Barbara issporting a pairof modern

earrings

7. Mini check

8. The pink dressis nicer thanthe red

9. The red dress is

Giving and obtainingfactual information of apersonaland non-personal kind3.1. Makingcomparisons/expressingdegrees of differenceSample productions:The red/This sweater isnicer/warmer than thepink one/that one; It/

That black jacket is morefashionable/original/than the beige one; Arethese jeans/shorts/cheaper than thoseones?; Are thesejeans/shorts/moreexpensive/comfortable/than thoseones?; Yes, they are; No,they arent; Which arethe best/cheapest/shoes?; Which (ones)

are themost expensive/colourful/ jeans?; These/Thegreen ones; Which (one)is nicer/larger/?; The

Students can recognise andunderstand quotidian texts(advertisements, cataloguesand conversations)in order to use thempurposefully (makecomparisons, buy, sell,select, obtain informationaboutproducts). Can use knowledge of the

world and clues(illustrations, realia) to makepredictions about thetexts. Can identify the overallmessage and some details(prices/features of anobject) and discriminaterelevant from irrelevantinformation, in order tomake comparisons betweentwo or more items,identify prices,

complete/expand a textand/or respond to aconversation. Can infer intentions andattitudes of others.

Studentsnotice: theimplication ofphysicalproximity ordistancewhen usingsingular (this that) andplural

demonstrativepronouns(thesethose) that theformsadjective +-er(...than)and more +adjective (...than) indicateinequality that the

forms the +adjective +-est and themost +adjective

Students canuse someverbal and/ornon-verbalinformation toease and enrichcommunication. Can rely ongestures, facialexpressionsand

visual context. Can rely onbackgroundnoise, tone ofvoice.Students canrecognise whenconfused andcope with notbeing able tounderstandparts ofwritten/oral

texts. Can tolerateambiguity.Students canrecognise when

Functions 3.1 and 3.2should be treatedsequentially first, and maybe integrated later on.Function3.1 focuses on makingcomparisons, and providesan appropriate context forpresentation of items ofclothing and the use ofdemonstrative adjectives

(this that these those),which are recycled from1st grade, Unit 2. In thisfunction, there should be afocus on speaking andlistening, although somewritten materials (e.g.magazine/newspaperadvertisements,catalogues, etc.), as wellas advertisementson Internet, can be usedas cues for oral

production.Function 3.2 emphasizesoral communication in thecontext of shopping forclothes and most of the


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ugly, but the

green dress isuglier

10.Mathematics is

moreinteresting

11.Which

apartment isbigger?

12.The brownshoes are morecomfortablethan the black

ones

13.Practicing asport ishealthier

14.My Englishhomework

15. Mini check

16.Which is thesmallest state

in Mexico?

17.Mexico is themost beautifulplace in the

world.

red/This one; Which ismore formal/fashionable/? The grey/That one.Social PracticeCarrying out certain

transactions3.2. Buying and sellingthings.Sample productions:Can/May I help you?; Imjust looking (, thanks);Yes (, please); Do youhavethis jacket/that blouse/in grey/a larger size/?;Would you like to tryit/this coat/ on?; Yes,please/thank you; Can I

try it/the suit/ on?; Canyou get me alarger/smaller size?;Certainly/Ofcourse (, sir/madam);What size do you need?;(I need) A medium one/9/ (, please); How muchare they/these shorts/?; Theyre $100/2/

Can infer from dataprovided by the text,knowledge of the worldand/or L1, some implicitinformation (location, target

customers, price scale,quality and characteristicsof product). Can infer the meaning ofunfamiliar words related toshopping and clothes fromthe context withinwhich they are presented,and/or by recognisingsynonyms (e.g. big large)and antonyms (e.g.cheap expensive), basedon content as well as on

knowledge of the worldand/or L1. Can discriminate theparticular sounds used inthis /is/ and these /i:z/, andty/ti/ and teen/ti:n/. Can express ownjudgement and makerecommendations about theinformation contained intextsregarding items for sale.

Students can use languagecreatively and appropriatelyby selecting lexis, phrasesand grammaticalresources in order to

indicate thatone of agroup isoutstandingin a particular

way changes inspelling at theend ofadjectiveswhenusing theircomparativeandsuperlativeforms(e.g. bigbigger

biggest,prettyprettierprettiest,large largerlargest,cheapcheapercheapest,etc.) that someadjectiveshave irregularcomparative

andsuperlativeforms (e.g.good betterbest,

confused anduseverbal and/ornon-verballanguage to

repaircommunicationbreakdowns. Canrepeat/ask forrepetition. Can supportmessage withgestures. Can self-correctpronunciation.Students can

give/take thefloor sensitivelyinverbal and/ornon-verbalways. Can initiate aconversationappropriately.Students canmake sense ofthe organisationof

reference books(dictionaries,encyclopaedias,textbooks) inorder to look for

language to be practisedshould be presented andtreated as fixedexpressions. Writtenproduction will

be limited to the creationof advertisements orcatalogues. If the schoolhas a computer room,studentscould view some attractiveInternet pages wheredifferent types of clothesare advertised. In order tofind them, search thename of a store, clothesbrand or the wordsclothes advertisements in

any searchengine. This activity canbe used for vocabularyexpansion and for paralleltext writing. If students areinterested in the topic andthere is enough time, theycould create their ownclothes shop and advertiseit on-line by creating a webpage. There are manysites where new pagescan be designed for free,

likehttp://geocities.yahoo.com,which provides tools forweb page creation andeasy to follow instructions.


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18.The Rocker

Band is thebest

19.Can I help you?

20.Can you helpme?

21. Project: Garagesale Part one

22. Project: Garagesale Part two

23. Project: Garagesale Part three

24.review

produce short, relevanttexts (advertisement,catalogue, conversation)regardingcomparisons and

buying/selling things. Can follow structuredmodels of spoken/writtenlanguage to giveinformation about items forsale. Can use knowledge of theworld to anticipate type ofinformation required,expected ways ofinteraction and possiblelanguage needed whencomparing, and when

buying/selling things. Can produce some fixedexpressions withappropriate stress, rhythmand intonation when makingcomparisons andpurchases. Can pronounce intelligiblyshort and long vowelsounds that make adifference in meaning whenusing demonstrativepronouns (this /is/ and

these /i:z/). Can identify the purposefor writing a description ofitems for sale, intendedaudience and type of

bad worseworst) the differentmeanings thata single term

mayhavedepending onthe context ofuse (dress,tie,coat, glasses,watch, ring) that somelinkingdevicesindicatecause

(because)while othersindicatealternative(or)and use suchlanguagefeaturesappropriately.

help. Can checkthe spelling ofunfamiliarwords.

Can look upwords to decidewhen they areused.

To prepare for evaluationof oral skills, the teachercan ask students to bringin some items of clothingto

be used as items for sale.Evaluation should focus onvocabulary, on theappropriate use ofcomparisonsand appropriate interactionin the context of shopping.Using the language of theunit, students couldproduce anadvertisement/cataloguewhere they makecomparisons and add

information about theitems to buy/sell likeprices, sizes, etc. Thefocus of evaluationshould be on the use ofcomparative forms andspelling. Writtenproduction can be includedin studentsportfolios.


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text required(advertisement, catalogue);and generate and organiseideas coherently with thehelp

of peers, the teacher or byconsulting different sourcesof information. Can produce individualsentences in preparation towrite an advertisement,catalogue, and join themlater using some linkingdevices (because, or) inorder to make the textcoherent. Can concentrateseparately on content or

form, with the help of peers,the teacher or similar texts,tomake adequate correctionson a first draft and producea final version of the text. Can illustrateappropriately theadvertisement or catalogueproduced.


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UNIT 4 House and HomeUNIT PURPOSE: The purpose of this unit is to enable students to describe their homes and learn about other people s homes.

LESSONS TEAM Social Practice PERFORMANCE EVIDENCE

REFLECTION

ONLANGUAGE


123

4

5

6

78

9

10

11

12

13

14

My houseLook at thisbedroomThere is a cakein the ovenThere are myfavorite jeansThere arentany tissues inthe bathroomTheres a lamp

on the nighttableMinicheckWhere is thelemonade?Is there anapartment forrent?Are there ninefloors in thebuilding.This apartmentis nicerThe Zaragozaapartment isbigger than theHidalgo Ave.apartment

Giving and obtainingfactual information ofa personaland non-personalkind.4.1. DescribingaccommodationSample productions:Theres anapartment/a house forrent/sale in my

building/block/;There are threerooms/two bathrooms/ (there/in myapartment); Theres alarge/beautifulstudio/living room/and a smallbathroom/kitchen/(inhis/her house); Mybedroom is larger/nicerthan my sisters/thestudio; Thebedroom/dining room/ is opposite/next to/the entrance/diningroom/; Are there any

Students can recognize andunderstand quotidian texts(brochures, advertisements,magazine/ newspaper articles,classified advertisements,letters/e-mails andconversations) in order to usethem purposefully (obtain thecharacteristics of accommodation, makecomparisons).

Can use knowledge of theworld and clues (illustrations)to make predictions about thetexts. Can identify the overallmessage and some details(location, numbers,characteristics of accommodation and parts of ahouse) and discriminaterelevant from irrelevantinformation, in order to identifya place/item in the house,determine which place isbigger/better, complete/expanda text and/or respond to aconversation. Can infer some information

Studentsnotice: that there isand there areindicateexistence insingular andplural formsrespectively the differentmeanings that

a single termmayhavedepending onthe context ofuse (sink,yard) that someprepositionsindicatelocation (on,in, infront of,between, nextto, behind) that somelinkingdevices

Students can use someverbal and/or non-verbalinformation to ease andenrich ommunication. Can rely on gestures,facial expressions andvisual context. Can adjust paceaccording to punctuationmarks when readingaloud/silently.

Students can recognizewhen confused andcope with not being ableto understand parts ofwritten/oral texts. Can tolerate ambiguity.Students can recognizewhen confused and useverbal and/or non-verballanguage to repaircommunicationbreakdowns. Can paraphrase. Can re-read.

Function 4.1Recycles andconsolidateslanguage fromUnit 3 (makingcomparisons)and introducesthe use of thereis/are fordescriptions ofplaces. In

addition,vocabularyregarding partsof the houseshould bepresented in thisunit. Thefunctionprovidesenoughopportunities toextend andconsolidatestudy of certainlanguage areasfrom 1st gradesuch asprepositions of


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15

16

17

18

19

20

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The white sofais moreexpensiveMinicheckProject:

Classifiedadvertisements.Part oneProject:Classifiedadvertisements.Part twoProject:Classifiedadvertisements.Part threeProject:Classified

advertisements.Part fourProject:Classifiedadvertisements.Part fiveReview. PartoneReview. ParttwoAnswer Key/21 sessions, 7weeks/

closets/bookcases/?;Yes there are; No,there arent(any) (, but theres achest of drawers);

Whats your room/house/... like?;Its a small room/alarge apartment/...;Theres a lamp besidethe bed and acomputer on my desk;There are twobedrooms on thesecond floor/next tothe bathroom/...; Howmany posters/pictures/ are there/do you

have?; (There are/Ihave) Two/Four/;Wheres thebathroom?; Its at theend of the hall/next tothe kitchen.

Social PracticePerformanceEvidence

PerformanceEvidence

such as location of rooms/furniture, size of thehouse/room, location ofspeakers in relation to a map.Can infer from the data

provided by the text,knowledge of the world and/orL1, some implicit information(state of accommodation,characteristics of location). Can infer the meaning ofunfamiliar words related toaccommodation from thecontext within which they arepresented, based on contentas well as on knowledge of theworld and/or L1. Can express own judgment

and make recommendationsabout the informationcontained in texts regardingaccommodation.Students can use languagecreatively and appropriately byselecting lexis, phrases andgrammatical resources in orderto produce short, relevant texts(brochure, advertisement,classified advertisement,letter/e-mail, conversation)regarding descriptions of

accommodation. Can follow structured modelsof spoken/written language togive information aboutaccommodation.

indicateaddition (,,and) whileothersindicate

contrast (but)and use suchlanguagefeaturesappropriately.

place from Units2 and 5 andthere is/arefrom Unit 5, aswell as

adjectives fordescriptionsfrom Unit 1 of2nd grade.To evaluatewriting, studentscould produce aclassifiedadvertisementor a brochuredescribing ahouse/ anapartment. Half

of the classcould write aclassifiedadvertisementto sell/rent ahouse/anapartment andthe other half tobuy/rentaccommodation.Writtenproduction canlater be included

in studentsTheadvertisementscan also beused to evaluate


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Can use knowledge of theworld to anticipate type ofinformation required, expectedways of interaction andpossible language needed

when describingaccommodation. Can produce some fixedexpressions with appropriatestress, rhythm and intonationwhen giving/asking for information aboutaccommodation. Can identify the purpose forwrit ing a descript ion ofaccommodation, intendedaudience and type of textrequired (brochure,

advertisement, classifiedadvertisement, letter/e-mail);and generate and organizeideas coherently with the helpof peers, the teacher or byconsulting different sources ofinformation. Can produce a skeleton ofthe text to be written,identifying and establishing thebasic organizationof components (brochure:heading, subheadings, body;

advertisement: heading, body;classified advertisement:heading, body; letter/e-mail:introduction, body,conclusions), with the help of

speaking,through a taskin whichstudents try tofind

accommodationthat matches therequirements oftheiradvertisement.


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peers, the teacher or a similartext. Can produce individualsentences in preparation towrite a brochure,

advertisement, classifiedadvertisement, letter/e-mail,and join them later using somelinking devices (,, and, but) inorder to make the textcoherent. Can concentrate separatelyon content or form, with thehelp of peers, the teacher orsimilar texts, to make adequatecorrections on a first draft andproduce a final version of thetext.

Can illustrate appropriatelythe brochure or advertisementproduced.


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UNIT 5: Past TimesUNIT PURPOSE: The purpose of this unit is to enable students to describe past events in their life and that of others.

LESSONS TEAMSocial Practice PERFORMANCE EVIDENCE

REFLECTIONON LANGUAGE


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A new student

I went to visit mygrandmotherWhen I was a childCould you read wellwhen you were tenI couldnt use acomputerMinicheckWe visited VeracruzWe visited the zooThe legend of twovolcanoesMy diaryLast weekend I went tothe moviesProject: Making an

entertainmentmagazine. Part oneProject: Making anentertainmentmagazine. Part twoProject: Making anentertainmentmagazine. Part threeI didnt clean mybedroomDid you study for themath exam?.Did you iron youruniform?MinicheckRead about an

important personWhere did you go lastweekend?Who was the lastAztec emperor?Tlaloc, the rain godProject: Making a book

Giving and obtaining

factual information of apersonaland non-personal kind5.1. Expressing ability andinability in the pastSample productions:When I was a child/Twoyears ago/, I could run veryfast; He/She couldntspeak English when he/shewent to England for the firsttime/in 2004/; Could youread/ridea bike/ when you were 5(years old) /were inpreschool/?; Yes, I could;

No, I couldnt (, but I coldskate/climb trees/).5.2. Expressing past eventsSample productions:Studied for the Spanishexam/watched TV/yesterday/last night/;Did you visit the zoo/enjoythat film/(when you went toMexico City)?; Yes, I did; No,I didnt;Was i t/ the weather/OK/nice/?; Yes, it was; No,it wasnt; What did you dolast weekend/onSaturday/?; I played

soccer/had lunch with myuncle/; Where did he/shestay (when he/shewent to Acapulco)?; (He/Shestayed) With some friends/Ina small hotel/; What wasthe best

Students can recognize and understand

quotidian texts (letters/e-mails,magazine/newspaper articles,anecdotes and conversations) in order touse them purposefully (obtain informationabout (in)abilities Can use knowledge of the world andclues (illustrations) to make predictionsabout the texts. Can identify the overall message andsome details (sequencers, actions) anddiscriminate relevantfrom irrelevant information, in order toestablish a sequence of events, identifymain actions/people/ placescomplete/expand a text and/or respond toa conversation.

Can infer feelings and attitudes of others.Students can recognize and understandacademic texts (historical articles andbiographies) in order tocompare with the rest of the class theirown interpretation and judgment of suchtexts. Can obtain information from texts andregister it in charts, diagrams and notes. Can use maps, photographs and chartsin texts to increase their knowledge aboutpast situations.Students recognize and understand shortliterary texts (tales and fragments ofstories) in order tocomment on the feelings generated by

them. Can identify characters, main events andtheir sequence. Can relate topics, events, characters andconflicts described in texts to ownexperience.Students can use language creatively and

Students notice:

that the modalverb couldindicates pastabilityand has aregular form forall persons that the pastsimple tenseindicatesactions/situations thatstar ted andfinished a t acertainmoment in the

past that the pastsimple tense hasa regular formforall persons (e.g.I studiedEnglish, HestudiedEnglish, WestudiedEnglish) that the suffix ed indicates thepast form of mostverbs (regular

verbs) the use ofdoas a main verb(e.g. I did myhomeworklast night) or asan auxiliary verb

Students can

use some verbaland /or non-verbalinformation toease and enrichcommunication. Can adjustpace accordingto punctuationmarks whenreadingaloud/silently.Students canrecognize whenconfused andcope with not

being able tounderstand partsof written/oraltexts. Can tolerateambiguity. Can wonder ifa given textmakes sense.Students canrecognize whenconfused anduse verbaland /or non-verbal languageto repair

communicationbreakdowns. Can repeat/askfor repetition. Can refer todictionaryentries.

Functions 5.1 and 5.2

should be treatedsequentially and could beintegrated later, if desired.Function5.1 is used to introduce theconcept of the past. Thestructure should be fairlyeasy for students becauseit is regular (e.g.I/you/he/they could ride abike), and because they arefamiliar with can for ability inthepresen t, which wasin troduced in Unit 1 .Therefore, this function

should take less time thanthe following one, and thereshould be an emphasis onoral communication.The unit is an introduction todescribing the past, andFunction 5.2 places anemphasis on regular verbs.Some common irregularverbs may occur incidentally(e.g. do, go), but the teachershould concentrate onregular forms. This functionnaturally lends itself tosubstantial work with writtentexts. If the teacher wishes to

use Internet resources, someinteresting texts can befound athttp://www.biography.com orhttp://www.encilopedia.com.In order to evaluate writing,students can wri te the


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of tales. Part one.Project: Making a bookof tales. Part twoProject: Making a bookof tales. Part threeProject: Making a bookof tales. Part fourProject: Making a bookof tales. Part fiveProject: Making a bookof tales. Part six

Review. Part oneReview. Part twoAnswer key/30 sessions, 10weeks/

thing from Los Cabos/thedisco/?; The people/Themusic/

appropriately by selecting lexis, phrasesand grammatical resources in order toproduce short, relevant texts (letter/e-mail,story, diary, biography, conversation)regarding (in) ability in the past and pastevents. Can use knowledge of the world toanticipate type of information required,expected ways of interaction and possiblelanguage needed when expressing pastevents. Can produce connected speech withadequate stress, rhythm and intonationwhen narrating past events. Can pronounce intelligibly finalconsonant sounds at the end of regularverbs in the past (/t/ /d//id/). Can identify the purpose for writing anarrative in the past, intended audienceand type of text required (letter/e-mail,story, diary, biography); and generate andorganize ideas coherently with the help ofpeers, the teacher or by consultingdifferent sources of information. Can produce a skeleton of the text to bewritten, identifying and establishing thebasic organizationof components (letter/e-mail, story:introduction, body, conclusions), with thehelp of peers, the teacher or a similar text. Can produce individual sentences inpreparation to write a letter/e-mail, story,biography, and joinor sequence them later using some linkingdevices (but, when, then, after that) inorder to make the textcoherent. Can concentrate separately on content

or form, with the help of peers, the teacheror similar texts, tomake adequate corrections on a first draftand produce a final version of the text.

in questions(e.g. What timedidyou do yourhomework?) andinnegativestatements (e.g.I didnt do myhomework) changes inspelling at theend of regularverbsin the past (e.g.stop stopped,use used, studystudied, etc.) that somewords are usedto replace nouns(e.g.I enjoyed theparty. It waswonderful;Romeo andJuliet belongedto enemy families. Theydied young; I really liked Oaxaca. I wentthere last year.) that somelinking devicesindicate contrast(but)while o thersindicatesequence

(when, then,after differences infinal consonantsounds of regularverbs in the past

Can self-correctpronunciation. Can re-read. Can askfor /give thespelling/meaningof aword.Students cangive/take thefloor sensitivelyinverbal and/ornon-verbal ways. Can indicate aneed tointervene in aconversation.Students canmake sense ofthe organizationofreference books(dictionaries,encyclopedias,textbooks) inorder to look forhelp. Can check thespelling of unfamiliar words. Can check thepronunciation ofunfamiliar Word.

biography of a famousperson from the past. Thiscan be done as a textexpansion task. Fictitiousstories could also be writtenin pairs; then students couldshare their productions withthe rest of the group anddecide which ones are themost imaginative.Evaluation shouldconcentrate on meaning andon the appropriate use of thepast tense.To evaluate speaking,students could first write alist of some activities/eventsin their lives thathappened in the recent past

(e.g. last weekend, last

week, etc.) and then use

their list to interview others

and find someone who didthe same. Evaluation should

concentrate on the use of

and response to yes/no

questions.


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(e.g. watchwatched /t/,dance danced/d/, visit visited/id/, etc.) anduse suchlanguagefeaturesappropriately.

Planeaciones de Segundo

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