Living English 2

LIVING ENGLISH 2
Unit 1: People and Animals

UNIT PURPOSE
To enable students to describe people and animals by making reference to their physical appearance, (in) abilities and habits/ routines
SOCIAL PRACTICES:
Giving and obtaining factual information of a personal and non-personal kind.
FUNCTIONS:
1.1. Expressing (in) ability in the present
1.2. Describing people and animals
EXPECTED LEARNING:
To be able to write notes and present information about occupations
Ability to interview friends about their abilities
To write an e-mail describing a friend
To describe a friends personality and appearance
To write a classified ad for a pet
Ability to write an animal fact file
To complete a story ending orally
Write an informative text about a wild animal
To give a presentation about an ethnic group
ENGLISH II
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 1
MAIN
ACTIVITIES
OBJECTIVE
Students can
recognize and
understand
CLASS
INTRODUCTION
instructions and
Introduce the
use them
teacher,
purposefully
students,
(indicate the date,
class rules
greet and respond
and class
to greetings,
routines
follow instructions,
participate in
class).
Diagnostic
evaluation
To obtain a
diagnosis of the
students English
knowledge
Knowing the
new
vocabulary
Pictionary
Ss can use
knowledge of the
world and clues
(illustrations) to
decode the
meaning of
unfamiliar words.
INTERACTION
& T IME
Session 1
50
Session 2
50
Session 3
50
MATERIAL

Group: 2 A
Teacher: PROFR. JUAN VILLALOBOS PINEDA
Dates:
PROCEDURE
Board
Notebooks
The T writes and says his/her name, age, where he/she is from, and
some details of his/her personal life.
The Ss will introduce themselves the same way the teacher did.
The T says and writes the rules on the board. The Ss read and copy
them in their notebook. E.g. Try always to communicate in English. All
the permissions will be asked in English, be on time to the class, etc.
Diagnostic
instrument
The T explains the Ss that this is only a tool to gain an understanding of

their knowledge and backgrounds, after that gives them the test and
asks them to answer carefully.
Living
English
Students
Book 2
Pages 22 &
23
Ss
notebooks
The T elicits the Ss to look at pages 22 and 23 (the Pictionary of unit 1),
copy in their notebooks the name, the purpose, the social practice and
the functions of unit 1.
The T asks the Ss to look at the pictures and their names, and then
describe the appearance of these people and say what the people and
animals can and cant do.
NOTES
ENGLISH II
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 2
MAIN
ACTIVITIES
Writing notes
and presenting
information
about
occupations.
Interviewing
friends about
their abilities.
Writing an
email
describing a
friend.
OBJECTIVE
Students can use

language creatively
and appropriately in
order to produce
short, relevant texts
(conversation)
regarding peoples
(in)abilities
Students can
pronounce
intelligibly strong
and weak vowel
sounds when
using modal verbs
(can /kn//
kn/).
Students can
recognize and
understand
quotidian texts
(emails) in order to
use them
purposefully (learn
about peoples
appearance).
INTERACTION
& T IME
Session 4
(Lesson 1,
Unit 1)
50
Session 5
(Lesson 2,
Unit 1)
50
MATERIAL
Living
English
Students
Book 2
Pages 24,
25 & 26
Living
English
Students
Book 2
Pages 27,
28 & 29
Audio CD
Track 02
&03
Session 6
(Lesson 3,
Unit 1)
50
Living
English
Students
Book 2
Pages 30,
31 & 32

Group: 2A
Dates:
PROCEDURE
Living English: Text prediction.
- Ss look at the article and say where you can find it. After that read the article and
answer the questions and compare answers with partners.
Work it out: Text work.
- Ss look at the sentences and answer the questions about them.
Try it out: Reflection on language.
- Ss, in their notebooks, write sentences about the things that Carol can or cant do
using the information in the chart.
Hands on: Text production.
- Ss work in groups and, in their notebooks, write what abilities people with professions
have, then exchange in formation and write the final version.
- The Ss talk about the abilities of pop stars. Then look at the picture and, in pairs, say
what is happening. After that listen and check their ideas and listen again to say, in
pairs, who they should choose, explaining their opinions.
- Ss look at the sentences and answer the questions. Then answer the questions with
their own information. After that look at the audio script on page 198 and compare
them. The Ss listen to the pronunciation of can and cant, say what the difference is.
- Ss in their notebooks change the sentences to questions and, in pairs, practice the
conversations, paying particular attention to pronunciation.
- Ss work in groups and write a list of questions to find people with abilities for a group,
and then individually interview three classmates to find possible members.

- The Ss talk about how to describe a person physically. Then the Ss look at
the email and answer the questions.
- The Ss look at the sentences in the text and answer the questions about
them.
- Ss, in their notebooks, write a short description of the boy and the girl in the
picture and then compare with a partner.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
NARCISO BASSOLS
Week 3
MAIN
ACTIVITIES
OBJECTIVE
Portfolio
An email
describing a
person
Students can use

language
creatively and
appropriately in
order to produce
short, relevant
texts (letter/e-mail)
regarding peoples
physical
characteristics.
Partial
Evaluation
To evaluate
students
achievement and
their performance.
Students can use

language
creatively and
Describing a
appropriately in
friends
order to produce a
personality and
conversation
appearance.
regarding peoples
(in) abilities and
physical
characteristics.
INTERACTION
& T IME
Session 7
50
Session 8
50
Session 9
(Lesson 4,
Unit 1)
50
MATERIAL

Group: 2 A
Dates:
PROCEDURE
Living
English
Students
Book 2
Page 38

- Ss write an email to a friend in the format, describing the girl in the picture
by using the email on page 30 as a model.
- Then they may exchange their email with a partner and read it carefully.
-After that they have to rewrite their email on a sheet of paper and include
any necessary changes.
- Finally they will add it to their portfolios.
Partial test
The partial test needs to include the next achievements:

- Vocabulary
the modal verb can indicates present ability and has a regular form
for all persons
- adjectives with a fixed order: size + color (e.g. She has big brown
eyes)
Living
English
Students
Book 2
Pages 33,
34 & 35
Audio CD
Track 04

- The Ss talk about adjectives to describe themselves. Then listen to the
conversation and check the correct picture. After that they may listen again
and answer the questions comparing with a friend.
- Ss look at the questions and answers given and then complete the
statements.
- Ss match the questions with the answers. Then think of a classmate and in
their notebook, make notes about him/her including information about
personality and physical appearance to ask and answer questions, in
groups, and find out who the person is.
- The Ss plan a friend description to talk about with a classmate.
NOTES
ENGLISH II
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 4
MAIN
ACTIVITIES
Writing a
classified
advertisement
for a pet.
Portfolio
A classified
advertisement
OBJECTIVE
Ss notice the
relation between
indefinite articles
(a, an) and nouns
beginning with
consonant and
vowel sounds (e.g.
a doctor, an
accountant, etc.)
Identify the
purpose for writing
a description of
animals, intended
audience and type
of text required
(classified); and
generate and
organize ideas
coherently with the
help of peers or
the teacher.
Ss notice that
some linking
devices indicate
addition (,, and)
Writing an
while others
animal fact file
indicate contrast
(but), or alternative
(or) and use these
language features
appropriately.
INTERACTION
& T IME
Session 10
(Lesson 5,
Unit 1)
50
Session 11
50
Session 12
(Lesson 6,
Unit 1)
50
MATERIAL

Group: 2A
Dates:
PROCEDURE
Living
English
Students
Book 2
Pages 36,
37 & 38

- Ss talk about pets. Then look at the classified advertisements and read them. Read
what the people say to decide which the best pet is for each of them.
- The Ss look at and read the classified ads on page 36 again and underline the
correct options.
- Ss read the classified ad about a parrot and underline the information about it. Then
they can write another advertisement to find a home for a hamster using the
information in the box.
Living
English
Students
Book 2
Page 38

- Ss, in pairs, write a classified ad offering a pet for adoption, they might
think about the type of pet, name, age, physical characteristics, personality
and abilities.
- Using their notes, Ss write a classified ad in their notebooks, including a
photograph or illustration and any other information that makes it attractive
for the adoption.
- Finally the Ss add it to their portfolios.
Living
English
Students
Book 2
Pages 39,
40 & 41

- Ss talk about unusual animals. Then look at the article and answer the
question. After that, read the article carefully and answer the questions and
compare with a partner.
- Ss look at the sentences from the article and look at the linking words and
punctuation marks underlined. Finally they may look back and underline
more examples of the linking words in the text.
- The T elicits, Ss in pairs complete the information using commas, and, or,
and but.
NOTES
ENGLISH II
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 5
MAIN
ACTIVITIES
OBJECTIVE
Ss can produce an
article, using some
linking words with
the help of peers or
the teacher. Write
Portfolio: an
similar texts, make
animal fact file. adequate corrections
on a first draft and
produce a final
illustrated version of
the text.
Students notice
that some words
are used to
replace a proper
noun (e.g. Maria is
Completing a
a nurse; She is
story ending
kind Everybody
orally.
likes her. Her
cousin is a doctor)
and use such
language features
appropriately.
Students can use
language
creatively and
appropriately in
Writing an
order to produce a
informative text
short text
about a wild
regarding animals
animal.
(in) abilities,
physical
characteristics,
and habits.
INTERACTION
& T IME
Session 13
50
Session 14
(Lesson 7,
Unit 1)
50
Session 15
(Lesson 8,
Unit 1)
50

Group: 2 A
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Page 41

- The Ss write a short article about the sea horse for a magazine using the
information given.
- In their notebooks, the Ss make notes about the information they want to
include. They can add extra information that they research on their own.
- The Ss write their first draft and exchange their article with another group
and read their work.
- Then they may write their final version of the article and illustrate it.
- Finally they add it to their portfolios.
Living
English
Students
Book 2
Pages 42,
43 & 44

- Ss comment about reading fiction and non-fiction stories. Then look at the text
and say what kind of text it is. After that read the extract and answer the questions
and choose the best summary of the story justifying their choice.
- The Ss look at the extracts from the text and say what or who the underlined
words refer to by circling the correct option. Then answer the questions.
- Ss read the sentences and circle what the underlined words refer to. Then
complete the information using the reference words in the box. Hands on: Text
production.
- Ss read the extracts again and discuss what happens next in the story; they may
act out the story.
Living
English
Students
Book 2
Pages 45,
46 & 47

- Ss talk about zebras and their stripes; then look at the web page and
answer to the questions; finally they may discuss three facts about zebras.
- The Ss read the categories and match them to the information from the
webpage. Then look back and answer the questions.
- Ss, in their notebooks write a short paragraph about elephants using the
information given.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
NARCISO BASSOLS
Week 6
MAIN
ACTIVITIES
OBJECTIVE
Portfolio: an
informative text
describing a
wild animal.
Ss can use
knowledge of the
world to anticipate
type of information
required and
possible language
needed when
describing animals,
their physical
characteristics,
abilities and their
routines.
Follow a structured
Giving a
model of
presentation
spoken/written
about an ethnic
language to
group.
provide personal
information.
Help the student to

identify what
Performance
he/she has
assessment
learned over a
(Self- and peerperiod of time, and
assessment)
what he/she still
needs to work on

Group: 2A
Teacher PROFR. JUAN VILLALOBOS PINEDA
Dates:
INTERACTION
& T IME
MATERIAL
PROCEDURE
Session 16
50
Living
English
Students
Book 2
Page 46 &
47

- Ss in small teams think about an animal that represents their area. Then
choose four categories they may want to include.
- In their notebooks, Ss write the draft of their description using the
information then chose and paste or draw a picture to illustrate their
description.
- The Ss compare their descriptions with other teams and make necessary
changes; finally they add it to their portfolios.
Session 17
(Lesson 9,
Unit 1)
50
Session 18
50
Living
English
Students
Book 2
Pages 48,
49 & 50
Living
English
Students
Book 2
Page 51

- The Ss talk about ethnic groups. Then look at the text and say where they
come from. After that they may read the entries and answer the questions
about them. Finally compare their answers with a partner.
- Ss look at the sentences and circle S if they have the same meaning or D
if they have different meaning, they can read the text again if necessary.
Then answer the questions.
- Ss find sentences with the same meaning in the text and write them. After
that the Ss write the antonyms of the underlined words using the words in
the box.
- Ss need to work in groups and talk about an ethnic group that may be
interesting to them and in their notebooks make notes; then look at page
206 for suggested sources of information followed by preparing an oral
preparation. Finally they present the information to the rest to the class.
- Ss work in pairs and chose one situation to have a conversation. At the
end each student assesses his/her performances.
- The Ss read the I can chart and check the appropriate box according to
how they evaluate themselves.
NOTES
ENGLISH II
Group: 2 A
Dates:
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 7
MAIN
ACTIVITIES
OBJECTIVE
To identify and
design a campaign
to be responsible
Project: A
for pets.
campaign to be
To make
responsible pet adolescents aware
owners.
of the importance
of taking correct
care of animals in
the community.
Bimestrial
Evaluation
To obtain
information about
student
achievement, and
for the teacher to
learn about his/her
own performance.
Evaluation
To gather
information in favor
of having a real
picture of
individuals
achievements.
INTERACTION
& T IME
Session 19
50
MATERIAL
PROCEDURE
Think. Ss check in the box the activities that show a responsible pet
owner.
Plan. Ss, in groups, design and present a campaign to create more
responsible pet owners in their community, considering the questions.
Implement. The Ss decide on the format of their campaign: a poster, a
letter, or a video. Then they may write it and illustrate it.
Pages 52 & Share. The T decides when to present the campaigns.
Reflection. After the presentations discuss the campaigns, and tick the
53
reflection chart.
Living
English
Students
Book 2
The bimestrial test needs to include the next achievements:

Vocabulary
The modal verb can that indicates present ability and has a
regular form for all persons
- The meaning of whats something/someone like?
Bimestrial
test
- That adjectives have a fixed order: size + color
- That some words are used to replace a proper noun (e.g. She /
Her)
That some linking devices indicate addition (,, and) while others
indicate contrast (but), or alternative (or)
Tests are usually practical and economical tools to collect data; teachers
may prefer ready-made tests or design them themselves. In the second
Bimestrial
situation, teachers must concentrate on producing tests of an appropriate
test
kind (e.g. diagnostic/ prognostic, discrete-point/integrative, subjective/
Continuous
objective, etc.), that are valid and reliable, and that make use of
assessment
appropriate elicitation techniques (e.g. questions and answers, true/ false
statements, matching, cloze, etc.).
-
Session 20
50
Session 21
50
NOTES
LIVING ENGLISH 2
Unit 2: Health and the Body

UNIT PURPOSE
To enable students to give advice and make suggestions around the health topic
SOCIAL PRACTICES:
Giving and obtaining factual information of a personal and non-personal kind.
Establishing and maintaining social contacts
FUNCTIONS:
2.1. Discussing the body and ones health
2.2. Giving advice
2.3. Making and answering offers and suggestions
EXPECTED LEARNING:
To be able to talk about health problems and give suggestions
Have a conversation to solve another persons health problem
Give a presentation on solutions to health problems
To be able to write a plan for healthy living
Write a short letter to a problem page
Be able to write notes about home remedies for health problems
Write instructions for a training program
Have a conversation offering help for a health problem
To be able to write a letter giving advice about health tips to travel to a foreign country
ENGLISH II
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 1
MAIN
ACTIVITIES
OBJECTIVE
Knowing new
vocabulary
(Pictionary)
Students can use

knowledge of the
world and clues
(illustrations) to
make predictions
about the texts
Talking about
health
problems and
giving
suggestions
Having
conversations
to solve
another
persons health
problem
Students can use

language
creatively and
appropriately by
selecting lexis and
phrases in order to
produce short,
relevant texts
(conversation)
regarding health
and the body.
Students notice
the different
meanings that a
single term may
have depending
on the context of
use (sick)
INTERACTION
& T IME
Session 1
50
Session 2
(Lesson 1,
Unit 2)
50
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 54 &
55
The T elicits, Ss look at pages 54 and 55 (the Pictionary of unit 2), copy on
their notebooks the name, the purpose, the social practice and the
functions of the unit 2.
The Ss say what health problems people have and give suggestions for the
different problems.
Living
English
Students
Book 2
Pages 56,
57 & 58
CD
Track 05
Session 3
(Lesson 2,
Unit 2)
50

Group:
Teacher:
Dates:
Living
English
Students
Book 2
Pages 59,
60 & 61
CD
Track 06

- Ss talk about health problems. Then look at the picture and in pairs, say
what the situation is. After that listen to the conversation and check their
ideas. Then they listen again an answer the questions.
- Ss look at the questions from the conversation and complete the
information. Then look at the sentences from the conversation and
complete the information.
- Ss look at the pictures and answer the questions using the information in
the box. They next, match the sentences.
- Ss simulate they have a health problem, then ask and answer about
health problems.
- Ss check who they go to for help when they dont feel well. Then listen to
the conversation and answer the questions and compare with a partner.
- Ss look at the sentences from the conversation and underline the
affirmative indications; then circle the negative indications; finally look at
the sentences and answer the questions about the underlined words.
- Ss match the health problems with the medical indications and, in pairs,
give medical indications to their partner to help the people.
- Ss work in pairs and act out a conversation giving indications.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 2
MAIN
ACTIVITIES
OBJECTIVE
INTERACTION
& T IME
Giving a
presentation
on solutions
for health
problems
Ss notice that the

modal verb should
is used to give
advice or make
suggestions and
has a regular form
for all persons
Writing a plan
for healthy
living
Students can
recognize and
understand
quotidian texts
(magazine articles)
in order to use
them purposefully
(give advice or
suggest a
solution/course of
action).
Session 5
(Lesson 4,
Unit 2)
50
Students notice
that some nouns
have irregular
plurals (e.g. foot
/feet, tooth /teeth)
and use such
language features
appropriately.
Session 6
(Lesson 5,
Unit 2)
50
Writing a short
letter to a
problem page
Session 4
(Lesson 3,
Unit 2)
50
MATERIAL
Living
English
Students
Book 2
Pages 62,
63 & 64
Living
English
Students
Book 2
Pages 65,
66 & 67
Audio CD
Track 21
Living
English
Students
Book 2
Pages 68,
69 & 70

Group:
Teacher:
Dates:
PROCEDURE
- Ss talk about eating healthy and read the article to answer the questions in their
notebooks. Then look at the extract from the article and answer the questions.
- Ss look at the sentences from the article and answer the questions.
- Ss read about Helen and write some advice for her, using the words that are
similar to L1.
- The Ss look at the problems and say who in their family has them, research on the
internet the causes and the prevention, finally presents the information to the class.
.
- Ss talk about body shapes and look at the quiz, then read and answer the quiz
and the questions about it.
- Ss look at the text for help and match the sentences to complete the experts
advice. After that read at the advice and answer the questions.
- Ss look at the pictures and read, and then in their notebooks complete the advice
for each of them. In their notebooks, they write another advice.
- Ss, in pairs, discuss their scores from the quiz and analyze their partners
responses. Then they may design a plan of action to improve their partners health
and explain their suggestions.
- Ss talk about problem pages in magazines. Then look at the magazine page in
the book and answer the questions. After that they read the advice and write the
correct name on each reply. Finally discuss their ideas with a partner.
- Ss look back at the texts and find the plural form of the words, and in pairs,
answer the questions.
- Ss complete the advice from a doctor and use the regular or irregular plural form
of the words in parenthesis.
NOTES
NAME OF SCHOOL:
___________________________
Week 3
MAIN
ACTIVITIES
OBJECTIVE
Ss can identify the

purpose for writing
about health and
the type of text
Portfolio
required (set of
An email giving
instructions); and
advice
generate and
organize ideas
coherently with the
help of peers.
Partial
Evaluation
To evaluate
students
achievement and
their own
performance.
Writing notes
about home
remedies for
health
problems
Students notice
the different terms
used in the context
of health problems,
and differentiate
between units of
measure.
INTERACTION
& T IME
MATERIAL
Session 7
50
Living
English
Students
Book 2
Page 70
Session 8
50
Session 9
(Lesson 6,
Unit 2)
50
Partial test
Living
English
Students
Book 2
Pages 71,
72 & 73
ENGLISH II
Group:
Teacher:
Dates:
PROCEDURE

- The Ss think about a health problem, on a sheet of paper write a short
message asking for her advice.
- Then the Ss exchange their message with a classmate and read about
his or her problem.
- The Ss write a reply to their classmate by using Maisys replies as a
model.
- Finally they added to their portfolios.
- Vocabulary
- that the modal verb should is used to give advice or make
suggestions
- that some nouns have irregular plurals (e.g. foot /feet, tooth /teeth)
- the different meanings that a single term may have depending on
the context of use (sick)
- Ss answer the questions about home remedies and read the texts to
match each one with the type of medicine. Then listen to the people
describing their medical advice and write the letter of the text they refer to.
- Ss look back at the medical advice and match the two columns. Then
look at the extracts from the texts and answer the questions.
- Ss complete the prescription and the note using the words in the box.
Then compare their answers with a partner.
NOTES
NAME OF SCHOOL:
___________________________
Week 4
MAIN
ACTIVITIES
OBJECTIVE
Students can use

language
creatively and
appropriately in
Portfolio
order to produce
A home
short, relevant
remedy
texts (home
remedies)
regarding health
and the body.
Ss notice that
some linking
devices indicate
addition (,, and)
Writing
while others
instructions for
indicate cause
a training
(because) or
program
alternative (or) and
use such language
features
appropriately.
Students can
produce individual
sentences in
preparation to
writing a set of
Portfolio: a set
instructions, and
of instructions
join or sequence
for a training
them later using
program
some linking
devices (,, and,
because, or) in
order to make the
text coherent.
INTERACTION
& T IME
Session 10
50
Session 11
(Lesson 7,
Unit 2)
50
Session 12
50
ENGLISH II
Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Page 73

- In pairs, Ss, think of some home remedies for the following problems.
Then write a set of instructions in their notebook.
- They may work in small groups, compare their notes and choose two
remedies.
- After that, they may write each remedy on a separate sheet of paper,
using their dictionaries or asking their teacher for help with vocabulary, if
necessary.
- Finally they need to rewrite their remedies and illustrate or paste a picture
to add it in their portfolios.
Living
English
Students
Book 2
Pages 74,
75 & 76

- The Ss say if they follow any type of exercise program, and then read the
email. After that read the email text and answer the questions.
- The Ss look at the sentences from the text and answer the questions;
they may pay attention to the underlined words.
- The Ss link the ideas using the words in the box and rewrite the
sentences in their notebooks, they may use commas when necessary.
Living
English
Students
Book 2
Page 82

- Ss, in pairs, are going to write a set of instructions for a friend who wants
to start a new training program.
- The Ss think of the important aspects of the activity and what instructions
and advices they can give to their friend. They should make notes relevant
to their chosen activity, using the chart given on page 76 as an example.
- They may write in their notebooks a draft of their instructions and give
reasons where necessary.
- They can exchange their draft with another pair of classmates and check
their work carefully.
- Finally the Ss write a final version of their instructions and keep a copy in
their portfolios.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 5
MAIN
ACTIVITIES
OBJECTIVE
Having a
conversation
offering help
for a health
problem
Ss can produce
some fixed
expressions with
appropriate stress,
rhythm and
intonation when
giving advice, and
when making
suggestions.
Writing a letter
giving advice
about health
tips to travel to
a foreign
country
Students can use

language
creatively and
appropriately in
order to produce
short, relevant
texts (letter)
regarding health
and the body.
Portfolio
A letter of
advice
Ss can produce a
skeleton of the text
to be written,
identifying and
establishing the
basic organization
of components
(letter:
introduction, body,
conclusions), with
the help of peers,
the teacher or a
similar text.
INTERACTION
& T IME
Session 13
(Lesson 8,
Unit 2)
50
Session 14
(Lesson 9,
Unit 2)
50
Session 15
50
MATERIAL

Group:
Teacher:
Dates:
PROCEDURE

- Ss look at the problems and discuss them. Then they have to listen to the
conversation and say what the problem is. After that listen again and
answer the questions and compare with a partner.
- Ss look at the sentences from the conversation and answer the
questions. Then look at the audio script and answer the questions.
Whiteboard - Ss complete the conversation about the picture using the phrases.
Audio CD Hands on: Text production.
Track 08 - In pairs, the Ss role play a conversation, one has one of the problems and
the other offers to help.
Living
English
Students
Book 2
Pages 77,
78 & 79
Living
English
Students
Book 2
Pages 80,
81 & 82

- Ss talk about traveling and important information for the health of a
traveler. Then should read the letter and answer the question about it.
- The Ss read the text again and answer the questions. Then they identify
the parts of the letter and write the correct letter next to the corresponding
part.
- Ss complete the letter with the words from the box.
Living
English
Students
Book 2
Page 82

- Ss, in groups, choose an interesting place in their country for travelers. In
their notebooks they may write notes about the aspects they think are
important for visitors to the area in order to look after their health,
- Ss, in pairs, write a letter to a friend who is planning to travel to the place
they chose. They might give him/her advice to look after his/ her health
including the components of a letter given.
- They can exchange their letter with another pair and check their work.
- Then they may keep their letters in their portfolios. .
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 6
MAIN
ACTIVITIES
OBJECTIVE
Help the student to

identify what
Performance
he/she has
assessment
learned over a
assessment)
what he/she still
needs to work on
To devise and
present a plan to
develop healthy
Project: a
eating habits at
healthy eating
school and in the
habits
community.
Developing
To raise Ss
healthy eating
awareness about
habits
the importance of
developing healthy
habits.
Bimestrial
Evaluation
To obtain
information about
student
achievement, and
for the teacher to
learn about his/her
own performance.
INTERACTION
& T IME
Session 16
50
Session 17
50
Session 18
50

Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Page 83

Think. Ss classify the food in the appropriate columns in the chart.

Plan. Ss, in groups, plan and present a proposal to develop healthy eating
Living
habits in school. Considering the questions given.
English
Implement. Ss decide on the format of their plan: a poster, a brochure, or
Students
an article for the school newspaper. They may write their plan and illustrate
Book 2
it.
Share. The T decides a calendar for the presentations of all the groups in
Pages 84 &
their class.
85
Reflection. After the presentations discuss the plans, and tick the
reflection chart.
Bimestrial
test

- Vocabulary
- The modal verb should
- The imperative form used to give medical indications
- Irregular plurals of some nouns (e.g. foot /feet, tooth/teeth)
- Use of 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)
- Linking devices indicate addition (,, and), cause (because) or
alternative (or)
NOTES
LIVING ENGLISH 2
Unit 3: Shopping and Clothes

UNIT PURPOSE
To enable students to participate in conversations in which they compare, buy or sell a variety of items.
SOCIAL PRACTICE:
Giving and obtaining factual information of a personal and non-personal kind
Carrying out certain transactions
FUNCTIONS:
3.1. Making comparisons/expressing degrees of difference
3.2. Buying and selling things
EXPECTED LEARNING
Being able to discuss personal preferences about colors and styles of clothes
To choose clothes for a trip and give reasons why
Design an advertisement for a new clothes store
To decide on a clothing or accessory item as a present and give reasons why you chose it
Share ideas and opinions on places for shopping where you live
Creating an online catalog
Be able to have a conversation about buying an article of clothing
Have a telephone conversation about articles in a clothes store
To hold a conversation with a friend and a store clerk
ENGLISH II
NAME OF SCHOOL:
___________________________
NARCISO BASSOLS
Week 1
MAIN
ACTIVITIES
OBJECTIVE
Knowing new
vocabulary
(Pictionary)
Students can use

knowledge of the
world and clues
(illustrations,
realia) to make
predictions about
the texts.
Discussing
personal
preferences
about colors
and styles of
clothes
Students notice
the use
of singular (this
that) and plural
demonstrative
pronouns (these
those) and
discriminate the
particular sounds
used in this /
IS/ and these /i:z/.
Choosing
clothes for a
trip and give
reasons why
Students notice
that the forms
adjective + -er
(...than) and more
+ adjective (...
than) indicate
inequality and
discriminate the
particular sounds
used in and ty /tI/
and teen /ti:n/.
INTERACTION
& T IME
Session 1
50
Session 2
(Lesson 1,
Unit 3)
50
MATERIAL
Living
English
Students
Book 2
Pages 86 &
87
Living
English
Students
Book 2
Pages 88,
89 & 90
Audio CD
Tracks 09
&10
Session 3
(Lesson 2,
Unit 3)
50
Living
English
Students
Book 2
Pages 91,
92 & 93
Audio CD
Tracks 11,
12 &13

Group:
Teacher:
Dates:
PROCEDURE
The T elicits Ss to look at pages 86 and 87 (the Pictionary of unit 3), copy
on their notebooks the name, the purpose, the social practice and the
functions of unit 3. The Ss look at the pictures and, in pairs, make
comparisons about the size, color, and price of items. Then they can role
play a dialogue between one of these people and a store owner to buy
something.
- Ss circle the factors that are important for them when they buy clothes.
Then they look at the picture and, in pairs, discuss what kind of clothes
theyre looking for. After that underline the answer to the questions.
- Ss look at the sentences from the conversation and look back at the
picture on page 88 to answer the questions. They might pay special
attention to the pronunciation of this and these.
- Ss look at the picture and complete the mini-conversations using the
words in the box. Then they listen and circle the sentences they hear.
- In groups, Ss look at the clothes in the store and decide which clothes
they like and think about their characteristics. Then in small groups, say
which of the clothes they like. They should use the correct pronunciation.
- Ss talk about items in a catalog and look at the picture, then, in pairs, say
the season. After that the Ss listen to the conversation and answer the
questions.
- Ss look at the extracts from the conversation and circle the correct
options. Then underline two more examples of the adjectives.
- Ss look at the pictures and complete the sentences using the correct form
of the word in parenthesis. Then listen and describe the clothes.
- In pairs, Ss talk about the clothes they would need for a trip.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 2
MAIN
ACTIVITIES
Designing an
advertisement
for a new
clothes store
Portfolio: An
advertisement
of a new
clothes store
Partial
Evaluation
OBJECTIVE
Ss notice that the
forms the +
adjective + -est
and the most +
adjective indicate
that one of a group
is outstanding in a
particular way
Students can
identify the
purpose for writing
a description of
items for sale
(advertisement);
and generate
ideas coherently
with the help of
peers.
To evaluate
students
achievement and
their performance.
INTERACTION
& T IME
Session 4
(Lesson 3,
Unit 3)
50
Session 5
50
Session 6
50

Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 94,
95 & 96

- Ss talk about buying clothes at sales and then look at the text and answer
the question about it. After that look at the ad and answer the questions.
- The Ss look at the sentences from the ad to answer the questions.
- The Ss complete the information using the words in parenthesis.
Living
English
Students
Book 2
Page 96

- In small groups, Ss make plans for a new clothes store and answer the
questions.
- They need to design and write an advertisement to attract people to their
store; they can look back at pages 94 & 95 for ideas.
- They might exchange their ads with another group of classmates and
check them. Then rewrite the ads on a sheet of paper and finally the Ss
add their productions at their portfolios.
Partial test

- Vocabulary
- The implication of physical proximity or distance when using
singular (this that) and plural demonstrative pronouns (these
those)
The forms adjective + -er (...than) and more + adjective (... Than)
indicate inequality
- 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.)
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 3
MAIN
ACTIVITIES
OBJECTIVE
Deciding on a
clothing or
accessory item
as a present
and giving
reasons why
you choose it
Students notice
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.)
Sharing ideas
and opinions
on places for
shopping
where you live
Students notice that

some adjectives
have irregular
comparative and
superlative forms
(e.g. good/better
/best, bad /worse
/worst)
Creating an
online catalog
Students can follow

structured models of
spoken/written
language to give
information about
items for sale.
INTERACTION
& T IME
Session 7
(Lesson 4,
Unit 3)
50
Session 8
(Lesson 5,
Unit 3)
50
MATERIAL
Living
English
Students
Book 2
Pages 97,
98 & 99
Living
English
Students
Book 2
Pages 100,
101 & 102
Audio CD
Track 15
Session 9
(Lesson 6,
Unit 3)
50
Living
English
Students
Book 2
Pages 103,
104 & 105

Group:
Teacher:
Dates:
PROCEDURE
- The Ss talk about the birthday presents and listen to the conversation and
answer the questions about it.
- Ss look at the sentences from the conversation and complete the
information using the phrases in the box.
- The Ss write complete sentences using the correct spelling of the word in
parenthesis.
- The Ss, in groups of three, choose a present and talk about the options.
- Ss talk about buying online. Then listen to the conversation and answer
the question.
- Ss look at the sentences from the conversation and answer the
questions; they can look at the audio scrip on page 201 if necessary. Then
match the sentences with the picture.
- The Ss complete the conversation using the words in the box. Then
underline the correct sentence.
- Ss, in pairs, think about the shopping options considering the questions
given, then in groups of four share their ideas and opinions.
- Ss talk about the things they can buy in the internet. Then look at the online
catalog and compare options and answer the questions. After that match the
symbols with the names.
- Ss look at the online catalog and check the information they can find there. Then
look at the catalog again and, in pairs, find words related to the categories and
write them in the boxes.
- Ss complete the information missing using the words from the box.
- The Ss, in pairs, have to create an online catalog.
NOTES
NAME OF SCHOOL:
___________________________
Week 4
MAIN
ACTIVITIES
OBJECTIVE
Having a
conversation
about buying
an article of
clothing
Students can use

language creatively
and appropriately in
order to produce
short, relevant texts
(conversation)
regarding
buying/selling
things.
Having a
telephone
conversation
about articles
in a clothes
store
Holding a
conversation
with a friend
and a store
clerk
Students can use

language in order to
produce short,
relevant texts
(conversation) by
producing individual
sentences and join
them later using
some linking
devices (because,
or) in order to make
the text coherent.
Ss can infer the
meaning of
unfamiliar words
related to shopping
and clothes by
recognizing
synonyms and
antonyms, based on
content as well as
on knowledge of the
world and L1.
INTERACTION
& T IME
Session 10
(Lesson 7,
Unit 3)
50
MATERIAL
Living
English
Students
Book 2
Pages 106,
107 & 108
Audio CD
Track 16
Session 11
(Lesson 8,
Unit 3)
50
Living
English
Students
Book 2
Pages 109,
110 & 111
Audio CD
Track 17
Session 12
(Lesson 9,
Unit 3)
50
Living
English
Students
Book 2
Pages 112,
113 & 114
Audio CD
Track 18
ENGLISH II
Group:
Teacher:
Dates:
PROCEDURE
- Ss talk about trying on the clothes before buying them. Then, in pairs, talk
about the pictures and then listen to the conversation and answer the
questions, comparing with a classmate.
- The Ss look at the audio script on page 201 and complete the sentences.
- Ss match the questions to the appropriate answers. Then in pairs practice
the conversation.
- Ss look at the pictures and act out a shopping dialogue.
- Ss talk about theirs favorite team t-shirt. Then listen to the conversation and
- Ss match the sentences from the conversation and answer the questions; they
can look at the audio script on page 202 if necessary. After that the Ss look at the
examples from the conversation and answer the questions.
- Ss, in their notebooks, rewrite the ideas using because and or. Then write the
correct questions under each item and in pairs practice.
- Ss look at the ad and think about the thing they would like to buy. In pairs, act out
a conversation.

- Ss talk about what to wear in the different situations given. Then look at
the invitations and listen to the conversation and answer the questions.
- The Ss look to the extracts of the conversation and match them with their
response. Then look back at the sentences and write the word that means
the same, then the opposite and finally answer the questions.
- The Ss match the words in the right column and complete the text.
- Ss work in small groups and act out a conversation.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 5
MAIN
ACTIVITIES
OBJECTIVE
Help the student to

identify what
Performance
he/she has
assessment
learned over a
assessment)
what he/she still
needs to work on
To design, exhibit,
and exchange a
Project:
shopping bag
shopping bag
made of recycled
Creating,
material.
exhibit, and
To create and
exchanging of
exchange useful
shopping bags items in order to
made with
encourage
recycled
adolescents to
materials.
recycle materials
they have at home
and/or school.
Bimestrial
Evaluation
To obtain
information about
student
achievement, and
for the teacher to
learn about his/her
performance.
INTERACTION
& T IME
Session 13
50
Session 14
50
Session 15
50

Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Page 115

end, each student assesses his/her performances.
- Ss read the I can chart and check the appropriate box according to how
they evaluate themselves.
Living
English
Students
Book 2
Pages 116
& 117
Bimestrial
test
Think.
Ss check the materials that can be recycled.
Plan.
Ss, in groups, are going to create a shopping bag made of recycled
materials considering the questions given.
Implement.
Ss decide on the design and style of their shopping bag. Then they design
it and illustrate it.
Share.
The T decides when to present the exhibition and exchange of the bags
from all groups of the class.
Reflection.
After the exhibition of the bags choose the best options for using at home.
Then complete the reflection chart.
- Vocabulary
- Use of singular and plural demonstrative pronouns.
- The comparative forms [adjective + -er (...than) and more +
adjective (... than)]
- The superlative forms [the + adjective + -est and the most +
adjective]
- Changes in spelling at the end of adjectives when using their
comparative and superlative forms.
- irregular comparative and superlative forms
- The different of dress, tie, coat, glasses, watch, ring)
- Use of linking devices (because, or)
NOTES
LIVING ENGLISH 2
Unit 4: House and Home

UNIT PURPOSE
To enable students to describe their homes and learn about other peoples homes.
SOCIAL PRACTICE:
FUNCTIONS:
4.1. Describing accommodation
EXPECTED LEARNING:
Ability to write an e-mail describing where you live
To have a telephone conversation to rent somewhere to live
Giving a presentation about a house you like
Being able to write comments on a blog about recycled furniture
To give instructions for finding misplaced objects
To use a floor plan to give instructions to find a room
Give a presentation about a hotel or building
Design an advertisement for a property for sale
Design a brochure about a famous house
ENGLISH 2
NAME OF SCHOOL:
NARCISO BASSOLS
___________________________
Week 1
MAIN
ACTIVITIES
OBJECTIVE
Knowing new
vocabulary
(Pictionary)
Ss can use
knowledge of the
world and clues
(illustrations) to
make predictions
about the texts.
Writing an
email
describing
where you live
Students can
produce a skeleton
of the text to be
written, identifying
and establishing the
basic organization of
components (email:
introduction, body,
conclusions), with
the help of peers, or
a similar text.
Having a
Students notice
telephone
that there is and
conversation to there are indicate
rent
existence in
somewhere to singular and plural
live
forms respectively

Group:
Teacher:
Dates:
INTERACTION
& T IME
MATERIAL
PROCEDURE
Session 1
50
Living
English
Students
Book 2
Pages 118
& 119
The T elicits the Ss to look at the pages 118 and 119 (the Pictionary of unit
4), copy on their notebooks the name, the purpose, the social practice and
the functions of the unit.
The Ss describe what furniture there is in the different rooms of the house.
Session 2
(Lesson 1,
Unit 4)
50
Session 3
(Lesson 2,
Unit 4)
50
Living
English
Students
Book 2
Pages 120,
121 & 122
Living
English
Students
Book 2
Pages 123,
124 & 125
Audio CD
Track 19

- Ss talk about who goes to their homes. Then read the email and answer
the questions and compare with a partner.
- Ss look at the sentences from the email and underline the correct answer.
Then underline examples of this kind of sentences in the text.
- Ss look at the picture and, in their notebooks, write sentences using
words in the box and then check with a partner.
- The Ss write an email describing an apartment.
- Ss talk about renting or buying a house or apartment. Then listen to the
telephone conversation, check the ad and answer the questions.
- Ss look at the questions from the conversation and answer them. Then
look at the audio script on page 202 and find the answers.
- Ss underline the correct answer to the questions and work in pairs looking
at the floor plans and ask and answer questions.
- Ss read the classified ads and, in pairs, decide which property they are
interested in. Finally they are going to call to ask information.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 2
MAIN
ACTIVITIES
OBJECTIVE
Writing an
email about
weekend
activities
Students can
recognize and
understand a
magazine article in
order to make
comparisons.
Portfolio: a
letter about a
vacation
Can identify the

purpose for writing
a description of
accommodation,
intended audience
and type of text
required, generate
and organize ideas
coherently with the
help of peers.
Giving a
presentation
about a house
you like
Students can
recognize and
understand
quotidian texts
(blog) in order to
use them
purposefully
(obtain the
characteristics of
accommodation,
make
comparisons).

Group:
Teacher:
Dates:
INTERACTION
& T IME
MATERIAL
Session 4
(Lesson 3,
Unit 4)
50
Living
English
Students
Book 2
Pages 126,
127 & 128

- The Ss think of the types of houses and read the article to answer the
questions about it, and then compare with a partner.
- Ss read the sentences from the article and answer the questions.
- Ss complete the information using the words in parenthesis in the
appropriate form. Then look at the pictures and talk about them.
Living
English
Students
Book 2
Pages 128

- Ss, in small groups, prepare a presentation about a house they consider
interesting. Following the tips given.
- Then use their notes to write the first draft of the presentation in groups.
- After that, exchange their letters with another group , if possible, make
suggestions to make their descriptions clearer
- Finally they may rewrite their letter on a piece of paper and add it to their
portfolios.
Living
English
Students
Book 2
Pages 129,
130 & 131

- Ss talk about the things they have in their bedroom and look at the text to
answer the first question about it. After that they may read the blog on
page 129 and answer the questions.
- The Ss read the sentences from the blog and answer the questions.
- The Ss look at the pictures on the pages 130 and 131 and, in their
notebooks, answer the questions and then check with a partner. After that
in pairs ask and answer the questions with their own information.
- Ss, work in pairs, one is going to write a question for the blog and the
other is going to answer the question, then they may change roles.
Session 5
50
Session 6
(Lesson 4,
Unit 4)
50
PROCEDURE
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 3
MAIN
ACTIVITIES
OBJECTIVE
Writing a
comment on a
blog about
recycled
furniture
Students notice
that some
prepositions
indicate location
(on, in, in front of,
between, next to,
behind) and use
such language
features
appropriately.
Partial
Evaluation
To evaluate
students
achievement and
their performance.
Using a floor
plan to give
instructions to
find a room
Students can infer

some information
such as location of
rooms/furniture,
size of the
house/room,
location of
speakers in
relation to a map.
INTERACTION
& T IME
Session 7
(Lesson 5,
Unit 4)
50
Session 8
50
Session 9
(Lesson 6,
Unit 4)
50
MATERIAL
Living
English
Students
Book 2
Pages 132,
133 & 134
Partial test
Living
English
Students
Book 2
Pages 135,
136 & 137

Group:
Teacher:
Dates:
PROCEDURE
- Ss talk about forgetting things at home, then listen to the conversation
and, in pairs, say why David is calling home. After that listen again and
answer the questions comparing with a partner.
- Ss look at the sentences from the conversation and complete the
information. Then look at the audio script on page 203 and underline two
more examples of similar sentences.
- Ss look at the pictures and complete the sentences using the words in the
box. Then look at the picture and answer the questions.
- Ss are going to think about an object they usually forget at home and, in
pairs, are going to give instructions about where the object is.
- Vocabulary
- Obtaining the characteristics of accommodation
- Making comparisons
- Prepositions of place (on, in, in front of, between, next to, behind)
- Ss talk about boarding schools, then look at the picture and, in pairs,
answer the question, after that listen to the conversation and answer.
- Ss look at the sentences from the conversation and choose the correct
option.
- Ss look at the floor plan and underline the correct option to complete the
sentences using the verbs in the box in the correct form.
- Ss look at the floor plan and act out a conversation.
NOTES
NAME OF SCHOOL:
___________________________
Week 4
MAIN
ACTIVITIES
Giving a
presentation
about a hotel
or building
Portfolio: a
class
presentation
Designing an
advertisement
for a property
for sale
OBJECTIVE
Students notice
that some linking
devices indicate
addition (,, and),
contrast (but) and
use such language
features
appropriately.
Can produce
individual
sentences in
preparation to
write a letter and
join them later
using some linking
devices (,, and,
but) in order to
make the text
coherent.
Ss can produce a
identifying and
establishing the
basic organization
of components
(advertisement:
heading, body),
with the help of
peers, the teacher
or a similar text.
INTERACTION
& T IME
ENGLISH II
Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 138,
139 & 140

- Ss research about ephemeral architecture and then read the text in pairs
to say why ice hotels are similar to traditional. After that answer the
questions in pairs.
- Ss look at the sentences from the text and answer the questions.
- Ss read the sentences and write the correct linking device on the line.
Session 11
50
Living
English
Students
Book 2
Pages 140

- Ss are going to give a class presentation about a hotel or any other
building.
- Then, in groups, talk about what makes their hotel or building special and
decide what information they would like to talk about, considering the
options given.
- After that, present their information to the class and give feedback to their
classmates. They may make corrections if necessary.
- Finally they may rewrite their information on a piece of paper and add it to
their portfolios.
Session 12
(Lesson 8,
Unit 4)
50
Living
English
Students
Book 2
Pages 141,
142 & 143

- Ss talk about their dream house. Then look at the text and answer the
question. Finally they read the text and answer the questions.
- Ss look at the extracts from the text and answer the questions.
- Ss match the words to their meanings and read the phrases from other
ads and write H for heading, S for subheading or B for body.
Session 10
(Lesson 7,
Unit 4)
50
NOTES
NAME OF SCHOOL:
___________________________
Week 5
MAIN
ACTIVITIES
OBJECTIVE
Ss can use
language
creatively and
Portfolio: an
appropriately in
advertisement
order to produce
for a property
an advertisement
for sale
regarding
descriptions of
accommodation.
Can produce a
to be written,
identifying and
establishing the
Designing a
basic organization
brochure about
of components
a famous
(brochure:
house
heading,
subheadings,
body), with the
help of peers, the
teacher or a similar
text.
Ss can use
language
creatively and
appropriately in
Portfolio: a
order to produce
brochure
short, relevant
texts (brochure)
regarding
descriptions of
accommodation.
INTERACTION
& T IME
Session 13
50
Session 14
(Lesson 9,
Unit 4)
50
Session 15
50
ENGLISH II
Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 143

- Ss, in small groups, are going to design an ad for a property for sale. In
their notebooks make notes about the tips given.
- Then they may make their fist draft using their notes, including heading,
subheading and one or two illustrations.
- After that, exchange their ads with another group of classmates and read
their work carefully and suggest improvements if necessary.
- Finally they may rewrite their ads on a piece of paper and add it to their
portfolios.
Living
English
Students
Book 2
Pages 144,
145 & 146

- The Ss talk about famous peoples home museums and then look at the
text and say what kind is it. After that they may read and answer the
questions.
- Ss look at the brochure on page 114 and circle the correct answer to
complete the sentences.
- The Ss read, work in pairs, and read the brochure to complete the
missing parts using the information in the box.
Living
English
Students
Book 2
Pages 146

- In groups, Ss talk about any famous houses they know and make notes
about them.
- They may design a brochure about their chosen house and in their
notebooks; write their first draft using some of the ideas given.
- Then they should exchange their work with another pair and read their
work carefully to suggest improvements if necessary.
- Finally, the Ss rewrite their final version of their brochure on a piece of
paper, illustrate and add it to their portfolios.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 6
MAIN
ACTIVITIES
OBJECTIVE
Help the student to

identify what
Performance
he/she has
assessment
learned over a
assessment)
what he/she still
needs to work on.
Project:
Designing
improvements
for a bedroom
Bimestrial
Evaluation
To create a plan to
improve the
appearance of
students
bedrooms and, if
possible, other
peoples
bedrooms.
To evaluate
students
achievement and
their own
performance.
INTERACTION
& T IME
Session 16
50
Session 17
50
Session 18
50

Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Page 147

Living
English
Students
Book 2
Pages 148
& 149
Think. Ss say whats the most important factor for them to feel comfortable
in their bedroom and put the ideas in order or importance.
Implement. Ss individually, write five sentences in their notebooks
describing their bedroom using pictures or photographs to illustrate their
description. In groups, present their descriptions and decide whose
bedroom needs to improve its appearance considering the questions given.
Share. The T decides when to present the information to the class.
Reflection. After the presentations, discuss the questions and answer the
reflection chart by putting a check in the boxes.
Bimestrial
test

- Vocabulary
- Use of there is and there are
- The different meanings that a single term may have depending on
the context of use (sink, yard)
prepositions of location (on, in, in front of, between, next to,
behind)
- Linking devices to indicate addition (,, and) and indicate contrast
(but)
NOTES
LIVING ENGLISH 2
Unit 5: Past Times

UNIT PURPOSE
To enable students to describe past events in their life and that of others
SOCIAL PRACTICE:
FUNCTIONS:
5.1. Expressing ability and inability in the past
5.2. Expressing past events
EXPECTED LEARNING:
To talk about abilities and inabilities in the past
To interview a classmate about abilities and inabilities in the past
Be able to write an e-mail about a trip
Ability to talk about can compare strange and scary stories from the past
To write a short biography
Be able to write a blog about a personal event
To interview classmates about what they did last weekend
To write and talk about a personal anecdote from the past
Be able to write a story
ENGLISH 2
NAME OF SCHOOL:
___________________________
NARCISO BASSOLS
Week 1
MAIN
ACTIVITIES
OBJECTIVE
Knowing new
vocabulary
(Pictionary)
Can use
knowledge of the
world and clues
(illustrations) to
make predictions
about the texts.
Talking about
abilities in the
past
Students notice
that the modal
verb could
indicates past
ability and has a
regular form for all
persons and use
such language
features
appropriately.
Interviewing a
classmate
about abilities
and inabilities
in the past
Ss can use
language
creatively and
appropriately in
order to produce
short, relevant
texts regarding (in)
ability in the past
INTERACTION
& T IME
Session 1
50
Session 2
(Lesson 1,
Unit 5)
50
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 150
& 151
The T asks Ss to look at pages 150 and 151 (the Pictionary of unit 5), copy
on their notebooks the name, the purpose, the social practice and the
functions of the unit. Then the Ss look at the pictures and describe what
people in the photographs did last week. Then describe the activities they
could do when they were 10.
Living
English
Students
Book 2
Pages 152,
153 & 154
Audio CD
Track 22
Session 3
(Lesson 2,
Unit 5)
50
Unit 5: Past Times

Group:
Teacher:
Dates:
Living
English
Students
Book 2
Pages 155,
156 & 157

- Ss talk about their pictures when they were little. Then listen to the
conversation and say what they are talking about.
- Ss read the sentences from the conversation and answer the questions
on page 153.
- Ss look at the pictures of activities about past (in) abilities and write about
them in their notebooks. Then talk about their (in) abilities.
- Ss work in groups of four and talk about what they could do.
- Ss talk about the lives of famous people. Then they look at the picture,
listen to the conversation and answer the questions about it.
- Ss read the questions from the conversation and answer the questions in
their notebooks.
- Ss write questions using the picture cues and in pairs ask and answer
questions like exercise 1.
- Ss are going to interview a classmate about the things they could or
couldnt do in the past, in their notebooks write questions they can ask,
interview the people and finally share their information with the group.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 2
MAIN
ACTIVITIES
Writing an
email about a
trip
Portfolio: An
email about a
trip
Partial
Evaluation
OBJECTIVE
Ss notice that the
past simple tense
indicates actions/
situations that
started and
finished at a
certain moment in
the past and use
such language
features
appropriately.
Ss can use
language
creatively and
appropriately in
order to produce
short, relevant
texts (e-mail)
regarding past
events.
To evaluate
students
achievement and
their performance.
INTERACTION
& T IME
Session 4
(Lesson 3,
Unit 5)
50
Session 5
50
Session 6
50
Unit 5: Past Times

Group:
Teacher:
Dates:
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 158,
159 & 160

- Ss talk about their past vacations and then read the email to answer the
questions about it.
- Ss look at the sentences from the email, complete the statement, and
- The Ss need to complete the information using the past form of the verbs
in parentheses.
Living
English
Students
Book 2
Page 160

- Ss think about their last trip and make notes about the given information.
- Then they use their notes to complete the email to a friend in their
notebooks.
- After that they exchange their work with another classmate and make
suggestions to improve it
- Finally Ss write the final version of the email on a sheet of paper,
illustrated and add it to their portfolios.
Partial test

- Vocabulary
- The modal verb could for past ability and has a regular form for all
persons
- The past simple tense to indicate actions/situations that started
and finished at a certain moment in the past
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 3
MAIN
ACTIVITIES
OBJECTIVE
Students notice
differences in final
consonant sounds
Talking about of regular verbs in
and comparing
the past (e.g.
watch/ watched /t/,
strange and
scary stories dance/ danced /d/,
visit /visited / Id/,
from the past
etc.) and use such
language features
appropriately.
Students notice
that the suffix ed
indicates the past
Writing a short form of most verbs
biography
(regular verbs) and
use such language
features
appropriately.
Portfolio: a
biography
Students can use

language
creatively and
appropriately in
order to produce
short, relevant
texts (biography)
regarding past
events.
INTERACTION
& T IME
Session 7
(Lesson 4,
Unit 5)
50
MATERIAL
Living
English
Students
Book 2
Pages 161,
162 & 163
Audio CD
Track 24
&25
Session 8
(Lesson 5,
Unit 5)
50
Session 9
50
Living
English
Students
Book 2
Pages 164,
165 & 166
Living
English
Students
Book 2
Pages 166
Unit 5: Past Times

Group:
Teacher:
Dates:
PROCEDURE
- Ss talk about scary stories and ghosts. Then they listen to the
conversation and answer the questions about it.
- Ss listen to the sentences from the conversation and, in pairs, answer the
question. Then write the verbs in the appropriate column according to how
they are pronounced, they can listen again.
- Ss complete the conversation with the verbs in the box.
- Ss have to think about a scary story, make notes in their notebook, think
about the questions given and, in small groups, share stories.
- Ss talk about philanthropists and the actions they do. Then read the text
about Lorena Ochoa and answer the questions comparing with a partner.
- Ss notice the spelling of the verbs in past and, in pairs, they complete the
sentences; they may look back at the text if necessary.
- Ss complete the sentences using the correct spelling of the verbs in
parentheses.
- Ss think about their role model and tick what they know about him/her.
- Then they work in small groups and share their ideas by choosing one
person to write about. In their notebooks answer the questions given.
- After that Ss write their first draft of a biography by using the information
from their answers and the past forms.
- Finally the Ss exchange their biographies to make corrections and write
the final version of it on a sheet of paper to add it to their portfolios.
NOTES
NAME OF SCHOOL:
___________________________
Week 4
MAIN
ACTIVITIES
OBJECTIVE
Students notice
the use of do in
negative
Writing a blog
statements (e.g. I
about a
didnt do my
personal event
homework) and
use such language
features
appropriately.
Interviewing
classmates
about what
they did last
weekend
Writing and
talking about a
personal
anecdote
Ss notice the use

of do as a main
verb as an
auxiliary verb in
questions (e.g.
What time did you
do your
homework?) and
use such language
features
appropriately.
Students notice
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)
INTERACTION
& T IME
Session 10
(Lesson 6,
Unit 5)
50
Session 11
(Lesson 7,
Unit 5)
50
MATERIAL
Living
English
Students
Book 2
Pages 167,
168 & 169
Living
English
Students
Book 2
Pages 170,
171 & 172
Audio CD
Track 26
Session 12
(Lesson 8,
Unit 5)
50
Living
English
Students
Book 2
Pages 173,
174 & 175
Audio CD
Track 27
ENGLISH II
Unit 5: Past Times
Group:
Teacher:
Dates:
PROCEDURE
- Ss talk about personal diaries and blogs. Then look at the picture and
read the blog and answer the questions.
- Ss look at the sentences from the blog, underline the verbs and complete
the statements.
- Ss complete, in pairs, the diary entry with the negative form in the past of
the verbs in parentheses.
- The Ss are going to write a blog entry with photographs using the past.
- Ss talk about extreme sports. Then listen to the conversation and answer
the questions.
- Ss look at these questions from the conversation and answer the
questions about them. Then look at the audio script and find the answers.
Finally look at the extracts from the conversation and answer.
- The Ss match the questions and answers. Then look at the answers and,
in their notebooks, write appropriate questions.
- Ss write a list of things they did last weekend and interview a classmate.
- Ss talk about past events in their lives. Then listen to the anecdote and
answer the questions about it.
- Ss read at the sentences from the anecdote and answer the questions.
Then on page 205 and find more examples.
- Ss replace the underlined noun with the appropriate word in the box in
their notebooks.
- In pairs, share anecdotes using the questions given on page 175.
NOTES
ENGLISH II
NAME OF SCHOOL:
___________________________
Week 5
MAIN
ACTIVITIES
OBJECTIVE
Students
recognize and
understand short
literary texts (tales
Writing a story and fragments of
stories) in order to
comment on the
feelings generated
by them.
Students can
produce a skeleton
of the text to be
written, identifying
and establishing
Portfolio: a
the basic
short story
organization of
components (story:
introduction, body,
conclusions), with
the help of peers,
or a similar text.
Help the student to
identify what
Performance
he/she has
assessment
learned over a
assessment)
what he/she still
needs to work on
INTERACTION
& T IME
Session 13
(Lesson 9,
Unit 5)
50
Session 14
50
Session 15
50
MATERIAL
Unit 5: Past Times

Group:
Teacher:
Dates:
PROCEDURE
Living
English
Students
Book 2
Pages 176,
177 & 178

- Ss talk about reading stories and then read the text in pairs and answer
the questions.
- Ss look at the sentences from the story and, in pairs, answer the
questions. Then discuss the structure of the story.
- The Ss put the extracts from the story in order and identify the
introduction, development and conclusion of the story.
Living
English
Students
Book 2
Pages 178

- Ss are going to write a story they like.
- Then they write a plan for the story by following the steps given on page
178.
- After that they organize their notes and write sentences and then
paragraphs, using linking devices.
- Finally the Ss exchange their stories to make corrections and write the
final version on a sheet of paper to add it to their portfolios.
Living
English
Students
Book 2
Page 179
- The Ss work in pairs and chose one situation to have a conversation. At

the end each student assesses his/her performances.
NOTES
ENGLISH II
Unit 5: Past Times
NAME OF SCHOOL:
___________________________
Group:
Teacher:
Dates:
Week 6
MAIN
ACTIVITIES
OBJECTIVE
Project:
Creating
timeline with
students lives
Bimestrial
Evaluation
To create a
timeline
representing the
most important
events in students
lives.
To evaluate
students
achievement and
their performance.
INTERACTION
& T IME
Session 16
50
Session 17
50
MATERIAL
PROCEDURE
Living
English
Students
Book 2
Pages 180
& 181
Think. The Ss complete the mind map with the events that were more
important in their lives.
Plan. Ss, in groups, choose the most important events in their lives and
decide on the design of their timeline using the questions given.
Implement. Ss write their project and illustrate it.
Share. The T decides when to present the information they collected.
Reflection. After the presentations, each student, discusses the questions
and completes the reflection chart by checking the boxes.
Bimestrial
test

- Vocabulary
- The modal verb could for past ability
- The past simple tense has a regular form for all persons
- The suffix ed indicates the past form of most verbs (regular verbs)
- The use of do as a main or as an auxiliary verb in questions and in
negative statements
- Changes in spelling at the end of regular verbs in the past
- Words that are used to replace nouns
- Linking devices that indicate contrast and indicate sequence
- differences in final consonant sounds of regular verbs in the past
Vo. Bo.
SUBDIRECTOR(A)
PROFRA. NORA HILDA CRUZ MORALES
DIRECTOR
PROFR. GERARDO CHAVEZ SANCHEZ
NOTES

Living English 2

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Living English 2

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LIVING ENGLISH 2

Unit 1: People and Animals

Unit 1: People and Animals

The T explains the Ss that this is only a tool to gain an understanding of

Students can use

Unit 1: People and Animals

Living English: Text prediction.

Students can use

Students can use

Unit 1: People and Animals

Hands on: Text production.

The partial test needs to include the next achievements:

Living English: Text prediction.

Unit 1: People and Animals

Living English: Text prediction.

Hands on: Text production.

Living English: Text prediction.

Unit 1: People and Animals

Hands on: Text production.

Living English: Text prediction.

Living English: Text prediction.

Help the student to

Unit 1: People and Animals

Hands on: Text production.

Living English: Text prediction.

The bimestrial test needs to include the next achievements:

Unit 2: Health and the Body

Students can use

Students can use

Unit 2: Health and the Body

Living English: Text prediction.

Ss notice that the

Unit 2: Health and the Body

Ss can identify the

Hands on: Text production.

Students can use

Hands on: Text production.

Living English: Text prediction.

Hands on: Text production.

Students can use

Unit 2: Health and the Body

Living English: Text prediction.

Living English: Text prediction.

Hands on: Text production.

Help the student to

Unit 2: Health and the Body

- Ss work in pairs and chose one situation to have a conversation. At the

Think. Ss classify the food in the appropriate columns in the chart.

The bimestrial test needs to include the next achievements:

Unit 3: Shopping and Clothes

Students can use

Unit 3: Shopping and Clothes

Unit 3: Shopping and Clothes

Living English: Text prediction.

Hands on: Text production.

The partial test needs to include the next achievements:

Students notice that

Students can follow

Unit 3: Shopping and Clothes

Students can use

Students can use

Living English: Text prediction.

Help the student to

Unit 3: Shopping and Clothes