ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA: _________________
Unit 1: People and Animals
Propósito: 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 can’t (, but I can play the harmonica/speak English/...). 1.2. Describing people and animals
Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/…
| LESSONS | TEAM | Social Practice | PERFORMANCE EVIDENCE | REFLECTION ON LANGUAGE | STRATEGIC COMPETENCE | UNIT FOCUS |
| Giving and obtaining factual information of a personal and non-personal kind 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 can’t (, but I can play the harmonica/speak English/...). 1.2. Describing people and animals Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/ | sudents can recognise and understand quotidian texts (classified advertisements, letters/emails, magazine/newspaper articles and conversations) in order to use them purposefully (obtain information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/ routines). – Can use knowledge of the world and clues (illustrations) to make predictions about the texts. – Can identify the overall message and some details ((in)abilities, physical characteristics, routines/ habits) and discriminate relevant from irrelevant information, in order to identify a person or his/ her main actions/habits/routines, complete/expand a text and/or respond to a conversation. • – Can infer age, sex, feelings, attitudes, location and situation of others. – Can infer the meaning of some adjectives used for describing people from the context within which they are presented, and/or by recognising synonyms (e.g. thin–slim) and antonyms (e.g. tall–short), based on content as well as on knowledge of the world and/or L1. – Can discriminate final consonant sounds used in can (/kæn/ or /k n/) and can’t (/kænt/). Students can recognise and understand academic texts (articles about the routines of animals or groups of people) in order to compare with the rest of the class their own interpretation and judgement of such texts. – Can relate main ideas to examples, descriptions and explanations about the routine of an animal or group of people. – Can use maps, photographs and charts in texts to increase their knowledge about the animal or group of people described. Students can recognise and understand short literary texts (tales, fragments of poems and stories) in order to comment on the feelings generated by them. – Can identify characters and main events. Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (classified advertisement, letter/e-mail, article, conversation) regarding peoples’ and/or animals’ (in)abilities, physical characteristics, and habits/ routines. – Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when describing people and their routines. – Can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can /kæn// k n/). – Can identify the purpose for writing a description of people and/or animals, intended audience and type of text required (classified advertisement, letter/e-mail, article); and generate and organise ideas coherently with the help of peers, the teacher or by consulting different sources of information. – Can produce a skeleton of the text to be written, identifying and establishing the basic organisation of components (classified advertisement: heading, body; letter/e-mail, article: introduction, body, conclusions), with the help of peers, the teacher or a similar text. – Can produce individual sentences in preparation to write a classified advertisement, letter/e-mail, article, and join them later using some linking devices (“,”, and, but, or) in order to make the text coherent. – Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text. – Can illustrate appropriately the classified advertisement or article produced. | Students notice: • that the modal verb can indicates present ability and has a regular form for all persons • the meaning of What’s something/someone like? when used in the context of descriptions • that adjectives have a fixed order: size + colour (e.g. She has big brown eyes) • that some words are used to replace a proper noun (e.g. Maria is a nurse She is kind Everybody likes her Her cousin is a doctor) • that some linking devices indicate addition (“,”, and) while others indicate contrast (but), or alternative (or) and use such language features appropriately. | Students can use some verbal and/or non-verbal information to ease and enrich communication. – Can rely on gestures, facial expressions and visual context. – Can rely on background noise, tone of voice. – Can adjust pace according to punctuation marks when reading aloud/silently. Students can recognise when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can support message with gestures. – Can refer to dictionary entries. – Can ask for/give examples to illustrate message. – Can paraphrase. – Can self-correct pronunciation. – Can re-read. Students can give/take the floor sensitively in verbal and/or non-verbal ways. – Can choose the most appropriate moment to intervene. – Can show sensitivity towards others. Students can make sense of the organisation of reference books (dictionaries, encyclopaedias, textbooks) in order to look for help. – Can check the spelling of unfamiliar words. – Can look up unfamiliar words to find their meaning. | This unit recycles language from 1st grade Unit 1, (occupations) and Unit 4, (describing routines), while at the same time introduces language used to describe (in)ability, physical appearance and personal qualities. Functions 1.1 and 1.2 should be treated sequentially first, and be integrated later on. Function 1.1 should be fairly easy for students and should take less time for presentation. Function 1.2 heavily focuses on presentation of vocabulary used for descriptions (adjectives), and integrates that with previous knowledge from 1st grade (Unit 4, the present simple tense for habits/ routines, as well as frequency adverbs). This function opens up possibilities for work with academic texts. Internet is an excellent resource in order to find such texts for this unit. Some interesting places to look for texts are http://www.kidsplanet.org, http://www.animaland.org, etc. Writing may be evaluated by asking students to write an article regarding (in)abilities, physical characteristics, and habits/routines of an animal or a group of people. Evaluation should concentrate primarily on content and its organisation, as well as on the use of the modal verb can, adjectives, linkers and prepositions. Devote some time for students to create their portfolios. If they are not familiar with these, introduce them and explain their use. The article students produced can be included in their portfolios. To evaluate speaking, the teacher may ask students to prepare a presentation where they describe a famous person and his/her (in)abilities. Oral evaluation should focus on specific areas, such as the appropriate use of adjectives, the pronunciation of final consonant sound used in can and can’t, fluency, accuracy, etc. | |
ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA:_________________
Unit 2: Health and the Body Salud y el cuerpo
UNIT PURPOSE: The purpose of this unit is to enable students to give advice and make suggestions around the topic of health.
| LESSONS TEAM | Social Practice | PERFORMANCE EVIDENCE | REFLECTION ON LANGUAGE | STRATEGIC COMPETENCE | UNIT FOCUS |
| Giving and obtaining factual information of a personal and non-personal kind 2.1. Discussing the body and one’s health Sample productions: (I don’t feel well). I am/feel ill/dizzy/…; Is he/she fine/sick/…?; Yes, he/ she is; No, he/she isn’t; Do you feel OK/hot/…?; Yes, I do; No, I don’t; How is he/she?; How does he/she feel?; He/She is/feels sick/better/…; What’s the problem/matter?; I have a headache/a toothache/..., I have a cough/a cold/… 2.2. Giving advice Sample productions: (You don’t look well. I think) You should go to the doctor/take an aspirin/…; You shouldn’t go to school today/eat fat...; The best thing for you is to rest/drink a cup of tea/...; If I were you, I would go to the dentist/see a specialist/…; If I were you, I wouldn’t go out/take medicine without a prescription/…; Don’t eat junk food/have cold drinks/...; Try drinking a glass of water/putting ointment on/... 2.3. Making and answering offers and suggestions Sample productions: (Listen,) Why don’t you go to the dentist/put some ice on/...?; How about staying in bed/taking a hot shower/…?; Should/Shall I call the doctor/bring you a cup of tea/…?; Do you want me to take you to the hospital/phone your family/…?; That’s a good idea; That would be nice; Thanks/Thank you (very much); I don’t think so; No (thanks/thank you), I’d rather ask my doctor/stay at home/... | Students can recognise and understand quotidian texts (letters/e-mails, instructions, magazine/ newspaper articles and conversations) in order to use them purposefully (obtain/give advice, suggest a solution/course of action, act according to instructions or treat a certain illness/discomfort). – Can use knowledge of the world and clues (illustrations) to make predictions about the texts. – Can identify the overall message and some details (symptoms, feelings or suggestions) and discriminate relevant from irrelevant information, in order to deal with common health problems, follow instructions, complete/expand a text and/or respond to a conversation. – Can infer age, sex, feelings, attitudes, location and situation of others. – Can infer the meaning of unfamiliar words related to health and the body from the context within which they are presented, based on content as well as on knowledge of the world and/or L1. – Can express own judgement and make recommendations about the information contained in texts regarding health. Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (letter/e-mail, set of instructions, conversation) regarding health and the body. – Can follow structured models of spoken/written language to give information about health and the body. – Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when exchanging information about health and the body. – Can produce some fixed expressions with appropriate stress, rhythm and intonation when giving advice, and when making suggestions. – Can identify the purpose for writing about health, intended audience and type of text required (letter/e-mail, set of instructions); and generate and organise ideas coherently with the help of peers, the teacher or by consulting different sources of information. – Can produce a skeleton of the text to be written, identifying and establishing the basic organisation of components (letter/e-mail: introduction, body, conclusions), with the help of peers, the teacher or a similar text. – Can produce individual sentences in preparation to write a letter/e-mail or a set of instructions, and join or sequence them later using some linking devices (“,”, and, because, or) in order to make the text coherent. – Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text. | Students notice: • that the modal verb should is used to give advice or make suggestions and has a regular form for all persons • that the imperative form is used to give medical indications (e.g. Take three drops once a day, Don’t drink cold water, Stay in bed, etc.) • that some nouns have irregular plurals (e.g. foot feet, tooth teeth) • that a certain quantity of things that in general are uncountable (e.g. cotton, water, tea, etc.) is expressed using a quantifier followed by of and uncountable nouns (e.g. a cup of tea, three drops of syrup, a piece of cotton, etc.) • the different meanings that a single term may have depending on the context of use (sick) • that some linking devices indicate addition (“,”, and) while others indicate cause (because) or alternative (or) and use such language features appropriately | Students can use some verbal and/or non-verbal information to ease and enrich communication. – Can rely on gestures, facial expressions and visual context. – Can rely on background noise, tone of voice. – Can adjust pace according to punctuation marks when reading aloud/silently. Students can recognise when confused and cope with not being able to understand parts of written/oral texts. – Can wonder if a given text makes sense. Students can recognise when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can repeat/ask for repetition. – Can support message with gestures. – Can refer to dictionary entries. – Can ask for/give examples to illustrate message. – Can paraphrase. – Can re-read. – Can ask for/give the spelling/meaning of a word. Students can give/take the floor sensitively in verbal and/or non-verbal ways. – Can initiate a conversation appropriately. – Can choose the most appropriate moment to intervene. – Can show sensitivity towards others. Students can make sense of the organisation of reference books (dictionaries, encyclopaedias, textbooks) in order to look for help. – Can check the spelling of unfamiliar words. – Can look up words to decide when they are used. – Can look up unfamiliar words to find their meaning. | Functions 2.1, 2.2 and 2.3 can be treated in an integrated fashion. It is important to focus first on the presentation of vocabulary, which can be introduced through a written text, and then move towards discussing health problems and giving advice/suggestions. Language for Functions 2.2 and 2.3 will only be used at a formulaic level, which means that the teacher does not need to go into details about how phrases are formed. If the teacher wants to use Internet resources, interesting texts can be found at http://health.discovery.com. Authentic texts with instructions about how to use certain medicines can be found by searching the name of a product in any search engine. To evaluate oral skills, the teacher may set a situation in which two friends or patient and doctor talk about an illness/ache and exchange symptoms and advice. Evaluation should focus on students’ ability to convey meaning. Students may do parallel writing of a set of instructions for a medicine. An alternative to evaluate writing is to provide students with a letter/e-mail of a friend asking for advice to deal with a specific illness/ache or personal problem and then have other students answer it giving appropriate advice. Again, evaluation should focus on meaning, but attention should also be paid to appropriate use of grammatical areas and vocabulary covered in this unit. Written production can later be included in students’ portfolios. |
ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA: _________________
Unit 3: Shopping and Clothes
Unit Purpose
The purpose of this unit is to enable students to participate in conversations in which they compare, buy or sell a variety of items.
| LESSONS TEAM | Social Practice | PERFORMANCE EVIDENCE | REFLECTION ON LANGUAGE | STRATEGIC COMPETENCE | UNIT FOCUS |
| Giving and obtaining factual information of a personal and non-personal kind 3.1. Making comparisons/expressing degrees of difference Sample productions: The red/This sweater is nicer/warmer… than the pink one/that one; It/ That black jacket is more fashionable/original/… than the beige one; Are these jeans/shorts/… cheaper than those ones?; Are these jeans/shorts/…more expensive/comfortable/… than those ones?; Yes, they are; No, they aren’t; Which are the best/cheapest/… shoes?; Which (ones) are the most expensive/colourful/… jeans?; These/The green ones; Which (one) is nicer/larger/…?; The red/This one; Which is more formal/fashionable/…? The grey/That one. Social Practice Carrying out certain transactions 3.2. Buying and selling things. Sample productions: Can/May I help you?; I’m just looking (, thanks); Yes (, please); Do you have this jacket/that blouse/… in grey/a larger size/…?; Would you like to try it/this coat/… on?; Yes, please/thank you; Can I try it/the suit/… on?; Can you get me a larger/smaller size?; Certainly/Of course (, sir/madam); What size do you need?; (I need) A medium one/9/… (, please); How much are they/these shorts/…?; They’re $100/£2/… | Students can recognise and understand quotidian texts (advertisements, catalogues and conversations) in order to use them purposefully (make comparisons, buy, sell, select, obtain information about products). – Can use knowledge of the world and clues (illustrations, realia) to make predictions about the texts. – Can identify the overall message and some details (prices/features of an object) and discriminate relevant from irrelevant information, in order to make comparisons between two or more items, identify prices, complete/expand a text and/or respond to a conversation. – Can infer intentions and attitudes of others. – Can infer from data provided by the text, knowledge of the world and/or L1, some implicit information (location, target customers, price scale, quality and characteristics of product). – Can infer the meaning of unfamiliar words related to shopping and clothes from the context within which they are presented, and/or by recognising synonyms (e.g. big – large) and antonyms (e.g. cheap – expensive), based on content as well as on knowledge of the world and/or L1. – Can discriminate the particular sounds used in this /is/ and these /i:z/, and –ty /ti/ and –teen /ti:n/. – Can express own judgement and make recommendations about the information contained in texts regarding items for sale. Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (advertisement, catalogue, conversation) regarding comparisons and buying/selling things. – Can follow structured models of spoken/written language to give information about items for sale. – Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when comparing, and when buying/selling things. – Can produce some fixed expressions with appropriate stress, rhythm and intonation when making comparisons and purchases. – Can pronounce intelligibly short and long vowel sounds that make a difference in meaning when using demonstrative pronouns (this /is/ and these /i:z/). – Can identify the purpose for writing a description of items for sale, intended audience and type of text required (advertisement, catalogue); and generate and organise ideas coherently with the help of peers, the teacher or by consulting different sources of information. – Can produce individual sentences in preparation to write an advertisement, catalogue, and join them later using some linking devices (because, or) in order to make the text coherent. – Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text. – Can illustrate appropriately the advertisement or catalogue produced. | Students notice: • the implication of physical proximity or distance when using singular (this – that) and plural demonstrative pronouns (these – those) • that the forms adjective + -er (...than) and more + adjective (... than) indicate inequality • that the forms the + adjective + -est and the most + adjective indicate that one of a group is outstanding in a particular way • changes in spelling at the end of adjectives when using their comparative and superlative forms (e.g. big bigger biggest, pretty prettier prettiest, large larger largest, cheap cheaper cheapest, etc.) • that some adjectives have irregular comparative and superlative forms (e.g. good better best, bad worse worst) • the different meanings that a single term may have depending on the context of use (dress, tie, coat, glasses, watch, ring) • that some linking devices indicate cause (because) while others indicate alternative (or) and use such language features appropriately. | Students can use some verbal and/or non-verbal information to ease and enrich communication. – Can rely on gestures, facial expressions and visual context. – Can rely on background noise, tone of voice. Students can recognise when confused and cope with not being able to understand parts of written/oral texts. – Can tolerate ambiguity. Students can recognise when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can repeat/ask for repetition. – Can support message with gestures. – Can self-correct pronunciation. Students can give/take the floor sensitively in verbal and/or non-verbal ways. – Can initiate a conversation appropriately. Students can make sense of the organisation of reference books (dictionaries, encyclopaedias, textbooks) in order to look for help. – Can check the spelling of unfamiliar words. – Can look up words to decide when they are used. | Functions 3.1 and 3.2 should be treated sequentially first, and may be integrated later on. Function 3.1 focuses on making comparisons, and provides an appropriate context for presentation of items of clothing and the use of demonstrative adjectives (this that – these those), which are recycled from 1st grade, Unit written materials (e.g. magazine/newspaper advertisements, catalogues, etc.), as well as advertisements on Internet, can be used as cues for oral production. Function 3.2 emphasizes oral communication in the context of shopping for clothes and most of the language to be practised should be presented and treated as fixed expressions. Written production will be limited to the creation of advertisements or catalogues. If the school has a computer room, students could view some attractive Internet pages where different types of clothes are advertised. In order to find them, search the name of a store, clothes brand or the words ‘clothes advertisements’ in any search engine. This activity can be used for vocabulary expansion and for parallel text writing. If students are interested in the topic and there is enough time, they could create their own clothes shop and advertise it on-line by creating a web page. There are many sites where new pages can be designed for free, like http://geocities.yahoo.com, which provides tools for web page creation and easy to follow instructions. To prepare for evaluation of oral skills, the teacher can ask students to bring in some items of clothing to be used as items for sale. Evaluation should focus on vocabulary, on the appropriate use of comparisons and appropriate interaction in the context of shopping. Using the language of the unit, students could produce an advertisement/catalogue where they make comparisons and add information about the items to buy/sell like prices, sizes, etc. The focus of evaluation should be on the use of comparative forms and spelling. Written production can be included in students’ portfolios. |
ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA: _________________
UNIT 4 House and Home
UNIT 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 ON LANGUAGE | STRATEGIC COMPETENCE | UNIT FOCUS |
| 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 | My house Look at this bedroom There is a cake in the oven There are my favorite jeans There aren’t any tissues in the bathroom There’s a lamp on the night table Minicheck Where is the lemonade? Is there an apartment for rent? Are there nine floors in the building. This apartment is nicer The apartment The white sofa is more expensive Minicheck Project: Classified advertisements. Part one Project: Classified advertisements. Part two Project: Classified advertisements. Part three Project: Classified advertisements. Part four Project: Classified advertisements. Part five Review. Part one Review. Part two Answer Key/ 21 sessions, 7 weeks/ | Giving and obtaining factual information of a personal and non-personal kind. 4.1. Describing accommodation Sample productions: There’s an apartment/a house for rent/sale in my building/block/…; There are three rooms/two bathrooms/… (there/in my apartment); There’s a large/beautiful studio/living room/… and a small bathroom/kitchen/…(in his/her house); My bedroom is larger/nicer than my sister’s/the studio; The bedroom/dining room/… is opposite/next to/… the entrance/dining room/…; Are there any closets/bookcases/…?; Yes there are; No, there aren’t (any) (, but there’s a chest of drawers); What’s your room/house/... like?; It’s a small room/a large apartment/...; There’s a lamp beside the bed and a computer on my desk; There are two bedrooms on the second floor/next to the bathroom/...; How many posters/pictures/… are there/do you have?; (There are/I have) Two/Four/…; Where’s the bathroom?; It’s at the end of the hall/next to the kitchen. Social Practice Performance Evidence Performance Evidence | Students can recognize and understand quotidian texts (brochures, advertisements, magazine/ newspaper articles, classified advertisements, letters/e-mails and conversations) in order to use them purposefully (obtain the characteristics of accommodation, make comparisons). – Can use knowledge of the world and clues (illustrations) to make predictions about the texts. – Can identify the overall message and some details (location, numbers, characteristics of accommodation and parts of a house) and discriminate relevant from irrelevant information, in order to identify a place/item in the house, determine which place is bigger/better, complete/expand a text and/or respond to a conversation. – Can infer some information such as location of rooms/furniture, size of the house/room, location of speakers in relation to a map. Can infer from the data provided by the text, knowledge of the world and/or L1, some implicit information (state of accommodation, characteristics of location). – Can infer the meaning of unfamiliar words related to accommodation from the context within which they are presented, based on content as well as on knowledge of the world and/or L1. – Can express own judgment and make recommendations about the information contained in texts regarding accommodation. Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (brochure, advertisement, classified advertisement, letter/e-mail, conversation) regarding descriptions of accommodation. – Can follow structured models of spoken/written language to give information about accommodation. – Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when describing accommodation. – Can produce some fixed expressions with appropriate stress, rhythm and intonation when giving/ asking for information about accommodation. – Can identify the purpose for writing a description of accommodation, intended audience and type of text required (brochure, advertisement, classified advertisement, letter/e-mail); and generate and organize ideas coherently with the help of peers, the teacher or by consulting different sources of information. – Can produce a skeleton of the text to be written, identifying and establishing the basic organization of components (brochure: heading, subheadings, body; advertisement: heading, body; classified advertisement: heading, body; letter/e-mail: introduction, body, conclusions), with the help of peers, the teacher or a similar text. – Can produce individual sentences in preparation to write a brochure, advertisement, classified advertisement, letter/e-mail, and join them later using some linking devices (“,”, and, but) in order to make the text coherent. – Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text. – Can illustrate appropriately the brochure or advertisement produced. | Students notice: • that there is and there are indicate existence in singular and plural forms respectively • the different meanings that a single term may have depending on the context of use (sink, yard) • that some prepositions indicate location (on, in, in front of, between, next to, behind) • that some linking devices indicate addition (“,”, and) while others indicate contrast (but) and use such language features appropriately. | Students can use some verbal and/or non-verbal information to ease and enrich ommunication. – Can rely on gestures, facial expressions and visual context. – Can adjust pace according to punctuation marks when reading aloud/silently. Students can recognize when confused and cope with not being able to understand parts of written/oral texts. – Can tolerate ambiguity. Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can paraphrase. – Can re-read. | Function 4.1 Recycles and consolidates language from Unit 3 (making comparisons) and introduces the use of there is/are for descriptions of places. In addition, vocabulary regarding parts of the house should be presented in this unit. The function provides enough opportunities to extend and consolidate study of certain language areas from 1st grade such as prepositions of place from Units 2 and 5 and there is/are from Unit 5, as well as adjectives for descriptions from Unit 1 of 2nd grade. To evaluate writing, students could produce a classified advertisement or a brochure describing a house/ an apartment. Half of the class could write a classified advertisement to sell/rent a house/an apartment and the other half to buy/rent accommodation. Written production can later be included in students’ The advertisements can also be used to evaluate speaking, through a task in which students try to find accommodation that matches the requirements of their advertisement. |
ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA:_________________
UNIT 5: Past Times
UNIT PURPOSE: The purpose of this unit is to enable students to describe past events in their life and that of others.
| LESSONS | TEAM | Social Practice | PERFORMANCE EVIDENCE | REFLECTION ON LANGUAGE | STRATEGIC COMPETENCE | UNIT FOCUS |
| 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 | A new student I went to visit my grandmother When I was a child Could you read well when you were ten I couldn’t use a computer Minicheck We visited Veracruz We visited the zoo The legend of two volcanoes My diary Last weekend I went to the movies Project: Making an entertainment magazine. Part one Project: Making an entertainment magazine. Part two Project: Making an entertainment magazine. Part three I didn’t clean my bedroom Did you study for the math exam?. Did you iron your uniform? Minicheck Read about an important person Where did you go last weekend? Who was the last Aztec emperor? Tlaloc, the rain god Project: Making a book of tales. Part one. Project: Making a book of tales. Part two Project: Making a book of tales. Part three Project: Making a book of tales. Part four Project: Making a book of tales. Part five Project: Making a book of tales. Part six Review. Part one Review. Part two Answer key/ 30 sessions, 10 weeks/ | Giving and obtaining factual information of a personal and non-personal kind 5.1. Expressing ability and inability in the past Sample productions: When I was a child/Two years ago/…, I could run very fast; He/She couldn’t speak English when he/she went to England for the first time/in 2004/…; Could you read/ride a bike/… when you were 5 (years old)/were in preschool/…?; Yes, I could; No, I couldn’t (, but I cold skate/climb trees/…). 5.2. Expressing past events Sample productions: Studied for the Spanish exam/watched TV/… yesterday/last night/…; Did you visit the zoo/enjoy that film/…(when you went to Mexico City)?; Yes, I did; No, I didn’t; Was it/the weather/… OK/nice/…?; Yes, it was; No, it wasn’t; What did you do last weekend/on Saturday/…?; I played soccer/had lunch with my uncle/…; Where did he/she stay (when he/she went to Acapulco)?; (He/She stayed) With some friends/In a small hotel/…; What was the best thing from Los Cabos/the disco/…?; The people/The music/… | Students can recognize and understand quotidian texts (letters/e-mails, magazine/newspaper articles, anecdotes and conversations) in order to use them purposefully (obtain information about (in)abilities – Can use knowledge of the world and clues (illustrations) to make predictions about the texts. – Can identify the overall message and some details (sequencers, actions) and discriminate relevant from irrelevant information, in order to establish a sequence of events, identify main actions/people/ places complete/expand a text and/or respond to a conversation. Can infer feelings and attitudes of others. Students can recognize and understand academic texts (historical articles and biographies) in order to compare with the rest of the class their own interpretation and judgment of such texts. – Can obtain information from texts and register it in charts, diagrams and notes. – Can use maps, photographs and charts in texts to increase their knowledge about past situations. Students recognize and understand short literary texts (tales and fragments of stories) in order to comment on the feelings generated by them. – Can identify characters, main events and their sequence. – Can relate topics, events, characters and conflicts described in texts to own experience. Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (letter/e-mail, story, diary, biography, conversation) regarding (in) ability in the past and past events. – Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when expressing past events. – Can produce connected speech with adequate stress, rhythm and intonation when narrating past events. – Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past (/t/ /d/ /id/). – Can identify the purpose for writing a narrative in the past, intended audience and type of text required (letter/e-mail, story, diary, biography); and generate and organize ideas coherently with the help of peers, the teacher or by consulting different sources of information. – Can produce a skeleton of the text to be written, identifying and establishing the basic organization of components (letter/e-mail, story: introduction, body, conclusions), with the help of peers, the teacher or a similar text. – Can produce individual sentences in preparation to write a letter/e-mail, story, biography, and join or sequence them later using some linking devices (but, when, then, after that) in order to make the text coherent. – Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text. | Students notice: that the modal verb could indicates past ability and has a regular form for all persons • that the past simple tense indicates actions/ situations that started and finished at a certain moment in the past • that the past simple tense has a regular form for all persons (e.g. I studied English, He studied English, We studied English) • that the suffix –ed indicates the past form of most verbs (regular verbs) • the use of do as a main verb (e.g. I did my homework last night) or as an auxiliary verb in questions (e.g. What time did you do your homework?) and in negative statements (e.g. I didn’t do my homework) • changes in spelling at the end of regular verbs in the past (e.g. stop stopped, use used, study studied, etc.) • that some words are used to replace nouns (e.g. I enjoyed the party. It was wonderful; Romeo and Juliet belonged to enemy families. They died young; I really liked Oaxaca. I went there last year.) • that some linking devices indicate contrast (but) while others indicate sequence (when, then, after • differences in final consonant sounds of regular verbs in the past (e.g. watch watched /t/, dance danced /d/, visit visited /id/, etc.) and use such language features appropriately. | Students can use some verbal and/or non-verbal information to ease and enrich communication. – Can adjust pace according to punctuation marks when reading aloud/silently. Students can recognize when confused and cope with not being able to understand parts of written/oral texts. – Can tolerate ambiguity. – Can wonder if a given text makes sense. Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can repeat/ask for repetition. – Can refer to dictionary entries. – Can self-correct pronunciation. – Can re-read. – Can ask for/give the spelling/meaning of a word. Students can give/take the floor sensitively in verbal and/or non-verbal ways. – Can indicate a need to intervene in a conversation. Students can make sense of the organization of reference books (dictionaries, encyclopedias, textbooks) in order to look for help. – Can check the spelling of unfamiliar words. – Can check the pronunciation of unfamiliar Word. | Functions 5.1 and 5.2 should be treated sequentially and could be integrated later, if desired. Function 5.1 is used to introduce the concept of the past. The structure should be fairly easy for students because it is regular (e.g. I/you/he/they could ride a bike), and because they are familiar with can for ability in the present, which was introduced in Unit 1. Therefore, this function should take less time than the following one, and there should be an emphasis on oral communication. The unit is an introduction to describing the past, and Function 5.2 places an emphasis on regular verbs. Some common irregular verbs may occur incidentally (e.g. do, go), but the teacher should concentrate on regular forms. This function naturally lends itself to substantial work with written texts. If the teacher wishes to use Internet resources, some interesting texts can be found at http://www.biography.com or http://www.encilopedia.com. In order to evaluate writing, students can write the biography of a famous person from the past. This can be done as a text expansion task. Fictitious stories could also be written in pairs; then students could share their productions with the rest of the group and decide which ones are the most imaginative. Evaluation should concentrate on meaning and on the appropriate use of the past tense. To evaluate speaking, students could first write a list of some activities/events in their lives that happened in the recent past (e.g. last weekend, last week, etc.) and then use their list to interview others and find someone who did the same. Evaluation should concentrate on the use of and response to yes/no questions. |
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