PLANEACIONES DE CLASE DEL PRIMER BLOQUE DE

CIENCIAS II ENFASIS EN FÍSICA

PROFESOR:JUAN MANUEL CABRALES

2018 - 2019 GRADO: 2º GRUPO: __”A”__
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/…
REFLECTIO STRATE
LESS
Social PERFORMA N ON GIC UNIT FOCUS
ON TEAM
Practice NCE LANGUA COMPE
S
EVIDENCE GE TENCE
1. Me Giving sudents Students Student This unit
eting your and can notice: s can recycles
a new obtainin recognise • that the use language
teacher g factual and modal some from 1st
informati understan verb cani verbal grade Unit 1,
2. This
on of a d ndicates and/or (occupations
is your
personal quotidian present non- ) and Unit 4,
schoolprin
and non- texts ability verbal (describing
cipal
personal (classified and has informa routines),
3. Wh kind advertisem a regular tion to while
at time do ents, form for ease at the same
you have 1.1. letters/em all and time
your Expressin ails, persons enrich introduces
english g magazine/ • the commu language
class? (in)ability newspaper meaning nication used to
4. Rox in the articles of What’s . describe
ane gets present and somethin – Can (in)ability,
up at six o’ Sample conversati g/someo rely on physical
clock producti ons) in ne like? gesture appearance
ons: order to when s, facial and personal
5. mi
use them used in expressi qualities. Fun
He/She is
uncle is
a purposefull the ons and ctions
singer/an y (obtain context 1.1 and 1.2 s
stall and architect information of visual hould be
thin /…, /learn descriptio context treated
6. Wh he/she about ns . sequentially
at does can sing people’s • that – Can first, and be
your very and adjective rely on integrated
teacher well/desi animals’ s have a backgr later
look like? gn (in)abilities, fixed ound on. Function
buildings appearan order: size noise, 1.1 should be
7. Ca /…; Can ce and + colour tone of fairly easy for
n you you play qualities, (e.g. She voice. students and
drive a the habits/ has big – Can should take
car? guitar/sp routines). browneye adjust less time for
8. Ele eak – Can use s) pace presentation.
phants French/ knowledge • that accordi Function
have big …?; Yes, I of the some ng to 1.2heavily
ears and can; No, world and words are punctu focuses on
black eyes I can’t (, clues used to ation presentation
but I can (illustrations replace a marks of
9. Wh
play the ) to make proper when vocabulary
ales are
harmoni predictions noun reading used for
very
ca/spea about the (e.g.Mari aloud/si descriptions
intelligent.
k texts. a is a lently. (adjectives),
10. Wh English/... – Can nurse Shei Student and
ats i s your ). identify the s kind s can integrates
mother 1.2. overall Everybod recogni that with
like? Describin message y likes her se previous
11. I g people and some Hercousin when knowledge
sometimes and details is a confuse from 1st
play animals ((in)abilities doctor) d and grade (Unit
soccer Sample , physical • that use 4, the
producti characteris some verbal present
12. Ho
ons: tics, linking and/or simple tense
w often
Zebras routines/ devices non- for habits/
do you go
are habits) indicate verbal routines, as
the
beautiful and addition langua well as
movies?
. They discriminat (“,”, and) ge to frequency
13. Do have e relevant while repair adverbs). This
you now black from others commu function
seahorses and irrelevant indicate nication opens up
? white information contrast breakd possibilities
14. Lea stripes. , in order to (but), or owns. for work with
rn about They live identify a alternativ – Can academic
koalas in the person or e (or) support texts. Internet
jungle. his/ and use messag is an
15. Do They eat her main such e with excellent
animals grass.; actions/ha language gesture resource in
have Luis/Erika bits/routine features s. order to find
routines? is s, appropria – Can such texts for
16. Wh medium complete/ tely. refer to this unit.
at can height/th expand a diction Some
animal in/… and text and/or ary interesting
do? has big respond to entries. places to
17. Ha brown a – Can look for texts
ve you eyes. conversati ask are
heard He/She is on. for/give http://www.k
about very • – Can exampl idsplanet.org
white nice; Is infer age, es to ,
lions? he/she sex, illustrate http://www.
curious/s feelings, messag animaland.o
18. Ani
hort/…?; attitudes, e. rg, etc.
mals that
Yes, location – Can Writing may
live in your
he/she is; and paraphr be
communit
No, situation of ase. evaluated
y
he/she others. – Can by asking
19. My isn’t; Do – Can infer self- students to
favorite elephant the correct write an
athlete is s have meaning pronun article
Ana long of some ciation. regarding
Guevara ears/bla adjectives – Can (in)abilities,
20. Wh ck used for re-read. physical
at animals eyes/…?; describing Student characteristi
do you Yes, they people s can cs, and
like? do; No, from the give/ta habits/routin
they context ke the es of an
21. Cre
don’t; within floor animal or a
ate a
What which sensitive group of
gallery of
does they are ly in people.
famous Luis/Erika presented, verbal Evaluation
people look and/or by and/or should
22. Co like?; recognisin non- concentrate
me to visit He/She is g verbal primarily on
our gallery tall and synonyms ways. content and
23. Wh plump; (e.g. thin– – Can its
o is it? What’s slim) and choose organisation,
Luis/Erika antonyms the as well as on
24. Aut like?; (e.g. tall– most the use of
oevaluaci He/She’s short), appropr the modal
ón tall/respo based on iate verb can,
nsible/…( content as momen adjectives,
. He/She well as on t to linkers
always knowledge interven and
does her of the e. prepositions.
homewo world – Can Devote some
rk/arrives and/or L1. show time for
on – Can sensitivit students to
time/…); discriminat y create their
What’s e final towards portfolios. If
your dog consonant others. they are not
like? It’s sounds Student familiar with
fat/lazy/ used s can these,
in can(/kæ make introduce
n/ or /k n/) sense of them and
and can’t the explain their
(/kænt/). use. The
Students organis article
can ation of students
recognise referen produced
and ce can be
understan books included in
d (diction their
academic aries, portfolios.
texts encyclo To evaluate
(articles paedias speaking,
about the , the teacher
routines of textboo may ask
animals or ks) in students to
groups order to prepare a
of people) look for presentation
in order to help. where they
compare – Can describe a
with the check famous
rest of the the person and
class their spelling his/her
own of (in)abilities.
interpretati unfamili Oral
on and ar evaluation
judgement words. should focus
of such – Can on specific
texts. look up areas, such
– Can unfamili as the
relate ar appropriate
main ideas words use of
to to find adjectives,
examples, their the
description meanin pronunciatio
s and g. n of final
explanatio consonant
ns about sound used
the routine in canand c
of an an’t, fluency,
animal or accuracy,
group of etc.
people.
– Can use
maps,
photograp
hs and
charts in
texts to
increase
their
knowledge
about the
animal or
group of
people
described.
Students
can
recognise
and
understan
d 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
appropriat
ely by
selecting
lexis,
phrases
and
grammatic
al
resources
in order to
produce
short,
relevant
texts
(classified
advertisem
ent,
letter/e-
mail,
article,
conversati
on)
regarding
peoples’
and/or
animals’
(in)abilities,
physical
characteris
tics, 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
advertisem
ent,
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
establishin
g the basic
organisatio
n
of
componen
ts
(classified
advertisem
ent:
heading,
body;
letter/e-
mail,
article:
introductio
n, body,
conclusion
s), with the
help of
peers, the
teacher or
a similar
text.
– Can
produce
individual
sentences
in
preparatio
n to write a
classified
advertisem
ent,
letter/e-
mail,
article,
and join
them later
using some
linking
devices
(“,”, and,
but, or) in
order to
make the
text
coherent.
– Can
concentrat
e
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
appropriat
ely the
classified
advertisem
ent or
article
produced.

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.
REFLEC STRATEG
LESSONS Social PERFORM TION ON IC UNIT FOCUS
TEAM Practice ANCE LANGU COMPET
EVIDENCE AGE ENCE
1. M Giving Students Students Students Functions
y head and can notice: can use 2.1, 2.2and 2.3 c
my obtaining recognise • that the some an be treated in
arms factual and modal verbal an integrated
and informatio understand verbshou and/or fashion. It is
my n of a quotidian ld is non-verbal important to focus
legs personal texts used to informatio first on the
and non- (letters/e- give n to ease presentation of
2. I personal mails, advice and enrich vocabulary, which
s she kind instructions, or make communic can be introduced
feeling 2.1. magazine/ suggesti ation. through a written
Ok? Discussing newspaper ons and – Can rely text, and then
3. D the body articles and has a on move towards
o you and one’s conversatio regular gestures, discussing health
feel health ns) in order form for facial problems and
sick? Sample to use them all expression giving
productio purposefully persons s and advice/suggestio
4. W
ns: (I don’t (obtain/give • that the visual ns.
hat’s
feel well). I advice, imperativ context. Language
the
am/feel suggest e form is – Can rely forFunctions
matter
ill/dizzy/…; a used to on 2.2 and2.3 will
?
Is he/she solution/cou give backgroun only be used at a
5. Y fine/sick/… rse of medical d noise, formulaic level,
ou ?; Yes, he/ action, act indicatio tone of which means that
should she is; No, according ns (e.g. voice. the teacher
stay in he/she to Takethre – Can does not need to
bed isn’t; Do instructions e drops adjust go into details
you feel or treat a once a pace about how
6. Y
OK/hot/…? certain day, Don according phrases are
ou
; Yes, I do; illness/disco ’t to formed. If the
should
No, I don’t; mfort). drink punctuatio teacher wants to
n’t go
How is – Can use cold n use Internet
to bed
he/she?; knowledge water,St marks resources,
late
How does of the world ay in when interesting texts
7. M he/she and clues bed, etc.) reading can be found at
ini feel?; (illustrations • that aloud/silen http://health.disco
check He/She ) to make some tly. very.com.
8. t is/feels predictions nouns Students Authentic texts
ake sick/better/ about the have can with instructions
some …; What’s texts. irregular recognise about how to use
pill the – Can plurals when certain medicines
problem/m identify the (e.g. confused can be found by
9. I atter?; I overall foot feet, and searching the
would have a message tooth cope with name of a
go to headache/ and some teeth) not being product in any
the a details • that a able to search
dentist toothache/. (symptoms, certain understan engine.
10. I .., I have a feelings or quantity d parts of To evaluate oral
wouldn cough/a suggestions of things written/oral skills, the teacher
’t use cold/… ) and that in texts. may set a
toothpi discriminate general – Can situation in which
cks 2.2. Giving relevant are wonder if a two friends or
from uncounta given text patient and
11. A advice
Sample irrelevant ble makes doctor talk
visit to information, (e.g.cotto sense. about an
productio
ns: (You in order to n, water, illness/ache and
the don’t look deal with tea, etc.) Students exchange
dentist well. I common is can symptoms and
think) You health expresse recognise advice.
12. W
should go problems, d using a when Evaluation should
hy
to the follow quantifier confused focus on
don’t
doctor/take instructions, followed and use students’ ability
you go
an complete/ex by of and verbal to convey
to the
aspirin/…; pand a text uncounta and/or meaning.
nutritio
You and/or ble non-verbal Students may do
nist?
shouldn’t respond to nouns language parallel writing of
13. Y go to a (e.g. a to repair a set of
ou’d school conversatio cup of communic instructions for a
better today/eat n. tea, ation medicine. An
chang fat...; The – Can infer three breakdown alternative to
e your best thing age, sex, drops of s. evaluate writing
eating for you is feelings, syrup, a – Can is to provide
habits to attitudes, piece of repeat/ask students with a
14. d rest/drink a location and cotton, for letter/e-mail of a
rink a cup of situation of etc.) repetition. friend asking for
cup of tea/...; others. • the – Can advice to deal
tea If I were – Can infer different support with a specific
you, I the meaning message illness/ache
15. I would go meaning of s that a with or personal
have to the unfamiliar single gestures. problem and then
mump dentist/see words term may – Can have other
s a related to have refer to students answer
16. M specialist/ health and dependin dictionary it giving
ini …; If I the body g on the entries. appropriate
check were you, I from the context – Can ask advice. Again,
wouldn’t context of use for/give evaluation
17. P go out/take within (sick) examples should focus on
roject: medicine which they • that to illustrate meaning, but
Drugs without a are some message. attention should
abuse prescriptio presented, linking – Can also be paid to
and n/…; Don’t based on devices paraphras appropriate use
illegal eat junk content as indicate e. of grammatical
Drugs food/have well as on addition – Can re- areas and
Part cold knowledge (“,”, read. vocabulary
one drinks/...; of the world and) – Can ask covered in this
18. P Try and/or L1. while for/give unit. Written
roject: drinking a – Can others the production can
Drugs glass express indicate spelling/m later be included
abuse of own cause eaning of in students’
and water/putti judgement (because a portfolios.
illegal ng and make ) or word.
Drugs ointment recommend alternativ Students
Part on/... ations e (or) can
two 2.3. about the and use give/take
Making information such the floor
19. P and contained in language sensitively
roject: answering texts features in
Drugs offers and regarding appropri verbal
abuse suggestion health. ately and/or
and s Students non-verbal
illegal Sample can use ways.
Drugs productio language
Part ns: creatively – Can
three (Listen,) and initiate a
Why don’t appropriatel conversati
20. P
you go to y by on
roject:
the selecting appropriat
Drugs
dentist/put lexis, ely.
abuse
some ice phrases – Can
and
on/...?; and choose the
illegal
How about grammatica most
Drugs
staying in l appropriat
Part
bed/taking resources e moment
four
a hot in order to to
21. R shower/… produce intervene.
eview ?; short, – Can
Should/Sh relevant show
all I call texts sensitivity
the (letter/e- towards
doctor/brin mail, set of others.
g you a instructions, Students
cup of conversatio can make
tea/…?; n) sense of
Do you regarding the
want me to health and organisatio
take you to the body. n of
the – Can reference
hospital/ph follow books
one your structured (dictionarie
family/…?; models of s,
That’s a spoken/writt encyclopa
good idea; en edias,
That language to textbooks)
would be give in order to
nice; information look for
Thanks/Th about help.
ank you health and – Can
(very the check the
much); I body. spelling of
don’t think – Can use unfamiliar
so; No knowledge words.
(thanks/tha of the world – Can look
nk you), I’d to anticipate up words
rather type of to decide
ask my information when they
doctor/stay required, are
at home/... expected used.
ways of – Can look
interaction up
and unfamiliar
possible words to
language find their
needed meaning.
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
organisatio
n
of
component
s (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.

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.
REFLECT STRAT
LESSONS Social PERFOR ION ON EGIC UNIT FOCUS
TEAM Practice MANCE LANGUA COMPE
EVIDENC GE TENCE
E
1. L Giving and Students Students Students Functions
ook a obtaining can notice: can use 3.1 and3.2 sh
factual recognise • the some ould be
this information and implicatio verbal treated
catalog of a personal understan n of and/or sequentially
ue and non- d quotidian physical non- first, and may
personal texts proximity verbal be integrated
2. T kind (advertise or informati later
he 3.1. Making ments, distance on to on.Function
jacket comparisons/ catalogues when ease 3.1 focuses on
is expressing and using and making
comfor degrees of conversati singular enrich comparisons,
difference ons) (this – that commun and provides
table Sample in order to ) and ication. an appropriate
3. T productions: use them plural – Can context for
he red The red/This purposefull demonstr rely on presentation
sweater is y (make ative gestures of items of
T shirt nicer/warmer compariso pronouns , facial clothing and
is nice … than the ns, buy, (these – expressi the use of
4. T pink one/that sell, select, those) ons and demonstrative
his one; It/ obtain • that the visual adjectives
That black information formsadje context. (this that –
green jacket is more about ctive + - – Can these those),
skirt is fashionable/o products). er (...than) rely on which are
cool riginal/… than – Can use and more backgro recycled from
the beige knowledge + und 1st grade,
5. A one; Are of the adjective noise, Unit 2. Inthis
laptop these world and (... tone of function, there
comput jeans/shorts/ clues than)indic voice. should be a
er is … (illustration ate Students focus on
practic cheaper than s, realia) to inequality can speaking and
those ones?; make • that the recognis listening,
al Are these predictions forms the e when although some
6. B jeans/shorts/ about the + confuse written
arbara …more texts. adjective d and materials (e.g.
expensive/co – Can + -est and cope magazine/new
is mfortable/… identify the the most + with not spaper
sportin than those overall adjectivei being advertisement
ga ones?; Yes, message ndicate able to s, catalogues,
pair of they are; No, and some that one understa etc.), as well
moder they aren’t; details of a group nd parts as
Which are the (prices/feat is of advertisement
n best/cheapest ures of an outstandin written/o s
earring /… shoes?; object) and g ral texts. on Internet,
s Which (ones) discriminat in a – Can can be used
are the e particular tolerate as cues for
7. M
most relevant way ambiguit oral
ini check
expensive/col from y. production.
8. T ourful/… irrelevant • changes Students Function
he pink jeans?; information in spelling can 3.2emphasize
These/The , in order at the end recognis s oral
dress green ones; to make of e when communicatio
is nicer Which (one) compariso adjectives confuse n in the
than is ns when d and context of
the red nicer/larger/ between using their use shopping for
…?; The two or comparati verbal clothes and
9. T red/This one; more ve and and/or most of the
he red Which is items, superlativ non- language to
dress more identify e forms verbal be practised
is ugly, formal/fashio prices, (e.g. languag should be
nable/…? complete/e bigbigger e to presented and
but the The grey/That xpand a biggest, repair treated as
green one. text and/or prettyprett commun fixed
dress i Social respond to ier ication expressions.
s uglier Practice a prettiest, breakdo Written
Carrying out conversati large larg wns. production will
10. M certain on. erlargest, – Can be limited to
athem transactions – Can infer cheap repeat/a the creation of
atics is 3.2. Buying intentions cheaperc sk for advertisement
more and selling and heapest, repetitio s or
things. attitudes of etc.) n. catalogues. If
interes Sample others. • that – Can the school has
ting productions: – Can infer some support a computer
11. W Can/May I from data adjectives messag room,
help you?; I’m provided have e with students
hich just looking (, by the text, irregular gestures could view
apartm thanks); Yes knowledge comparati . some
ent is (, please); Do of the ve – Can attractive
bigger? you have world and self- Internet pages
this and/or L1, superlativ correct where
12. T jacket/that some e forms pronunci different types
he blouse/… in implicit (e.g.good ation. of clothes are
brown grey/a larger information better Students advertised. In
shoes size/…?; (location, best, can order to find
Would you target bad worse give/tak them, search
are worst)
like to try customers, e the the name of a
more it/this coat/… price • the floor store, clothes
comfor on?; Yes, scale, different sensitive brand or the
table please/thank quality and meanings ly in words ‘clothes
than you; Can I try characteris that a verbal advertisement
it/the suit/… tics of single and/or s’ in any
the on?; Can you product). term may non- search
black get me a – Can infer have verbal engine. This
ones larger/smaller the depending ways. activity can be
size?; meaning of on the – Can used for
13. P
Certainly/Of unfamiliar context of initiate a vocabulary
racticin course (, words use convers expansion and
ga sir/madam); related to (dress, tie, ation for parallel text
sport is What size do shopping coat, appropri writing. If
healthi you need?; (I and glasses, ately. students are
need) A clothes watch, Students interested in
er medium from the ring) can the topic and
14. M one/9/… (, context • that make there is
y within some sense of enough time,
English please); How which they linking the they could
homew much are devices organisa create their
are presented, indicate tion of own clothes
ork they/these and/or by cause referenc shop and
15. M shorts/…?; recognisin (because) e books advertise
ini check They’re g while (dictiona it on-line by
$100/£2/… synonyms others ries, creating a web
16. W (e.g. big – l indicate encyclop page. There
hich is arge) and alternative aedias, are many sites
the antonyms (or) textbook where new
smalles (e.g. and use s) in pages can be
t state cheap – ex such order to designed for
pensive), language look for free, like
in Mexi based on features help. http://geocities
co? content as appropriat – Can .yahoo.com,
17. M well as on ely. check which
knowledge the provides tools
exico is of the spelling for web page
the world of creation and
most and/or L1. unfamili easy to follow
beautif – Can ar instructions.
ul discriminat words. To prepare for
e the – Can evaluation of
place particular look up oral skills, the
in the sounds words to teacher can
world. used decide ask students
in this/is/ when to bring in
18. T and these / they are some items of
he i:z/, and – used. clothing to
Rocker ty/ti/ and – be used as
Band is teen items for sale.
the /ti:n/. Evaluation
– Can should focus
best express on vocabulary,
19. C own on the
an I judgement appropriate
and make use of
help recommen comparisons
you? dations and
20. C about the appropriate
an you information interaction in
contained the context of
help in texts shopping.
me? regarding Using the
21. P items for language of
roject: sale. the unit,
Garage Students students could
sale Part can use produce an
one language advertisement/
creatively catalogue
22. P and where they
roject: appropriat make
Garage ely by comparisons
sale Part selecting and add
two lexis, information
phrases about the
23. P and items to
roject: grammatic buy/sell like
Garage al prices, sizes,
sale Part resources etc. The focus
three in order to of evaluation
produce should be on
24. r short, the use of
eview relevant comparative
texts forms and
(advertise spelling.
ment, Written
catalogue, production can
conversati be included in
on) students’
regarding portfolios.
compariso
ns and
buying/selli
ng things.
– Can
follow
structured
models of
spoken/wri
tten
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/selli
ng things.
– Can
produce
some fixed
expression
s with
appropriat
e stress,
rhythm
and
intonation
when
making
compariso
ns and
purchases.
– Can
pronounce
intelligibly
short and
long vowel
sounds
that make
a
difference
in meaning
when
using
demonstra
tive
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
(advertise
ment,
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
preparatio
n to write
an
advertisem
ent,
catalogue,
and join
them
later using
some
linking
devices
(because,
or) in order
to make
the text
coherent.
– Can
concentrat
e
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
appropriat
ely the
advertisem
ent or
catalogue
produced.
 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.

REFLEC
STRATE
Social PERFORM TION UNIT
LESS GIC
TEAM Practice ANCE ON FOCUS
ONS COMPET
EVIDENC LANGU
ENCE
E AGE
1 My house Giving and Students Students Students Function
2 Look at this obtaining can notice: can use 4.1
3 bedroom factual recognize • some Recycles
There is a information and that ther verbal and
4 cake in the of a personal understand e and/or consolidat
oven and non- quotidian is andth non- es
There are my personal texts ere verbal language
5
favorite jeans kind. (brochures areindic informatio from Unit
There aren’t 4.1. , ate n to ease 3 (making
any tissues in Describing advertisem existenc and compariso
6 the bathroom accommodati ents, e in enrich ns) and
There’s a on magazine/ singular ommunic introduces
7 lamp on the Sample newspaper and ation. the use
8 night table productions: articles, plural – Can ofthere
Minicheck There’s an classified forms rely on is/arefor
9 Where is the apartment/a advertisem respectiv gestures, descriptio
lemonade? house for ents, ely facial ns of
Is there an rent/sale in my letters/e- • the expressio places. In
10
apartment for building/block/ mails and different ns and addition,
rent? …; conversati meaning visual vocabular
11 Are there nine There are ons) in s that a context. y
floors in the three order to single – Can regarding
building. rooms/two use them term adjust parts of
12 This bathrooms/… purposefull may pace the house
apartment is (there/in my y (obtain have according should be
nicer apartment); the dependi to presented
TheZaragozaa There’s a characteris ng on punctuati in this
partment is large/beautiful tics of the on unit. The
13 bigger than studio/living accommod context marks function
the Hidalgo room/… and a ation, of use when provides
14 Ave. small make (sink, reading enough
15 apartment bathroom/kitc compariso yard) aloud/sile opportunit
The white sofa hen/…(in ns). • that ntly. ies to
is more his/her – Can use some Students extend
expensive house); My knowledge prepositi can and
16
Minicheck bedroom is of the ons recognize consolidat
Project: larger/nicer world and indicate when e study of
Classified than my clues location confused certain
17 advertisement sister’s/the (illustration (on, in, and language
s. Part one studio; The s) to make in cope with areas
Project: bedroom/dinin predictions front of, not being from 1st
18 Classified g room/… is about the between able to grade
advertisement opposite/next texts. , next to, understan such as
s. Part two to/… – Can behind) d parts of prepositio
Project: the identify the • that written/or ns of
Classified entrance/dinin overall some al texts. place from
19 advertisement g room/…; Are message linking – Can Units 2
s. Part three there any and some devices tolerate and 5
Project: closets/bookc details indicate ambiguity and there
20 Classified ases/…?; Yes (location, addition . is/are
21 advertisement there are; No, numbers, (“,”, Students from Unit
s. Part four there aren’t characteris and) can 5, as well
Project: (any) (, but tics of while recognize as
Classified there’s a chest accommod others when adjectives
advertisement of drawers); ation and indicate confused for
s. Part five What’s your parts of a contrast and use descriptio
Review. Part room/house/... house) and (but) and verbal ns from
one like?; It’s a discriminat use such and/or Unit 1 of
Review. Part small room/a e relevant languag non- 2nd
two large from e verbal grade.
Answer Key/ apartment/...; irrelevant features language To
21 sessions, 7 There’s a lamp information appropri to repair evaluate
weeks/ beside the bed , in order to ately. communi writing,
and a identify a cation students
computer on place/item breakdow could
my desk; in the ns. produce a
There are two house, – Can classified
bedrooms on determine paraphra advertise
the second which se. ment or a
floor/next to place is – Can re- brochure
the bigger/bett read. describing
bathroom/...; er, a house/
How many complete/e an
posters/pictur xpand a apartment
es/… are text and/or . Half of
there/do you respond to the class
have?; (There a could
are/I have) conversati write a
Two/Four/…; on. classified
Where’s the – Can infer advertise
bathroom?; some ment to
It’s at the end information sell/rent a
of the hall/next such as house/an
to the kitchen. location of apartment
rooms/furni and the
ture, size other half
of the to
house/roo buy/rent
Social m, location accommo
Practice of dation.
Performance speakers Written
Evidence in relation productio
to a map. n can later
Performance Can infer be
Evidence from the included
data in
provided students’
by the text, The
knowledge advertise
of the ments can
world also be
and/or L1, used to
some evaluate
implicit speaking,
information through a
(state of task in
accommod which
ation, students
characteris try to find
tics of accommo
location). dation that
matches
– Can infer the
the requireme
meaning of nts of their
unfamiliar advertise
words ment.
related to
accommod
ation 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
recommen
dations
about the
information
contained
in texts
regarding
accommod
ation.
Students
can use
language
creatively
and
appropriat
ely by
selecting
lexis,
phrases
and
grammatic
al
resources
in order to
produce
short,
relevant
texts
(brochure,
advertisem
ent,
classified
advertisem
ent,
letter/e-
mail,
conversati
on)
regarding
description
s of
accommod
ation.
– Can
follow
structured
models of
spoken/wri
tten
language
to give
information
about
accommod
ation.
– Can use
knowledge
of the
world to
anticipate
type of
information
required,
expected
ways of
interaction
and
possible
language
needed
when
describing
accommod
ation.
– Can
produce
some fixed
expression
s with
appropriat
e stress,
rhythm and
intonation
when
giving/
asking for
information
about
accommod
ation.
– Can
identify the
purpose for
writing a
description
of
accommod
ation,
intended
audience
and
type of
text
required
(brochure,
advertisem
ent,
classified
advertisem
ent,
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
establishin
g the basic
organizatio
n
of
component
s
(brochure:
heading,
subheadin
gs, body;
advertisem
ent:
heading,
body;
classified
advertisem
ent:
heading,
body;
letter/e-
mail:
introductio
n, body,
conclusion
s), with the
help of
peers, the
teacher or
a similar
text.
– Can
produce
individual
sentences
in
preparatio
n to write a
brochure,
advertisem
ent,
classified
advertisem
ent,
letter/e-
mail, and
join them
later using
some
linking
devices
(“,”, and,
but) in
order to
make the
text
coherent.
– Can
concentrat
e
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
appropriat
ely the
brochure
or
advertisem
ent
produced.

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.
 STRATEGI
LESS Social PERFORMA REFLECTION ON C UNIT FOCUS
TEAM
ONS Practice NCE LANGUAGE COMPETE
EVIDENCE NCE
1 A new Giving Students can Students notice: Students Functions
2 student and recognize and that the modal can use 5.1 and 5.2should
I went to obtainin understand verb couldindicates some be treated
visit my g factual quotidian texts past ability verbal sequentially and
3
grandmo informati (letters/e- and has a regular form and/or non- could be integrated
4
ther on of a mails, for all persons verbal later, if
When I personal magazine/ne • that the past simple information desired.Function
5 was a and non- wspaper tense indicates to ease 5.1 is used to
6 child personal articles, actions/ and enrich introduce the
7 Could kind anecdotes situations that started communic concept of the past.
8 you read 5.1. and and finished at a ation. The structure
9 well Expressi conversations certain – Can should be fairly
when ng ability ) in order to moment in the past adjust pace easy for students
you were and use them • that the past simple according because
10
ten inability in purposefully tense has a regular to it is regular
11 I couldn’t the past (obtain form for punctuatio (e.g.I/you/he/they
use a Sample information all persons n marks could ride a bike),
12 compute producti about (e.g. I studiedEnglish, when and because they
r ons: (in)abilities Hestudied reading are familiar
Minichec When I – Can use English, WestudiedE aloud/silent with can for ability
k was a knowledge of nglish) ly. in the
We child/Two the world and • that the suffix – Students present, which was
visited years clues ed indicates the past can introduced in Unit
13 Veracruz ago/…, I (illustrations) form of most recognize 1. Therefore, this
We could run to make verbs (regular verbs) when function should
visited very fast; predictions • the use of doas a confused take less time than
the zoo He/She about the main verb and cope the following one,
14 The couldn’t texts. (e.g. I did my with not and there should
legend of speak – Can identify homework being able be an emphasis on
two English the overall last night) or as an to oral
volcanoe when message and auxiliary verb in understand communication.
15 s he/she some details questions parts of The unit is an
16 My diary went to (sequencers, (e.g. What written/oral introduction to
Last England actions) and timedid you do your texts. describing the
17 weekend for the discriminate homework?) and in – Can past,
18 I went to first relevant negative statements tolerate and Function
19 the time/in from irrelevant (e.g. I didn’tdo my ambiguity. 5.2 places an
movies 2004/…; information, in homework) – Can emphasis on
Project: Could order to • changes in spelling wonder if a regular verbs.
20 Making you establish a at the end of regular given text Some common
an read/ride sequence of verbs makes irregular verbs may
21 entertain a bike/… events, in the past sense. occur incidentally
ment when you identify main (e.g. stopstopped, Students (e.g. do, go), but
magazin were 5 actions/peopl use used, can the teacher should
22 e. Part (years e/ places studystudied, etc.) recognize concentrate on
23 one old)/were complete/exp • that some words are when regular forms. This
Project: in and a text used to replace nouns confused function naturally
24 Making preschool and/or (e.g. and use lends itself to
an /…?; Yes, respond to a I enjoyed the verbal substantial work
entertain I could; conversation. party. It was and/or non- with written texts. If
25 ment No, I Can infer wonderful;Romeo an verbal the teacher wishes
magazin couldn’t (, feelings and d language to use Internet
26 e. Part but I cold attitudes of Julietbelonged to to repair resources, some
two skate/cli others. enemy communic interesting texts
Project: mb Students can families. Theydied ation can be found at
27 Making trees/…). recognize and young; I really breakdown http://www.biograp
an 5.2. understand likedOaxaca. I s. hy.com or
28 entertain Expressi academic wentthere last year.) – Can http://www.encilop
ment ng past texts • that some linking repeat/ask edia.com.
magazin events (historical devices indicate for In order to evaluate
e. Part Sample articles and contrast (but) repetition. writing, students
three producti biographies) while others indicate – Can refer can write the
I didn’t ons: in order to sequence (when, to biography of a
29 clean my Studied compare with then, after dictionary famous person
30 bedroom for the the rest of the entries. from the past. This
Did you Spanish class their • differences in final – Can self- can be done as a
study for exam/wat own consonant sounds of correct text expansion
the math ched interpretation regular pronunciati task. Fictitious
exam?. TV/… and judgment verbs in the past on. stories could also
Did you yesterday of such texts. (e.g.watch – Can re- be written in pairs;
iron your /last – Can obtain watched/t/, dance read. then students
uniform? night/…; information danced /d/,visit – Can ask could share their
Minichec Did you from texts and visited /id/, etc.) and for/give the productions with
k visit the register it in use such language spelling/me the rest of the
Read zoo/enjoy charts, features aning of a group and decide
about an that diagrams and appropriately. word. which ones are the
importan film/…(w notes. Students most imaginative.
t person hen you – Can use can Evaluation should
Where went to maps, give/take concentrate on
did you Mexico photographs the floor meaning and on
go last City)?; and charts in sensitively the appropriate use
weekend Yes, I did; texts to in of the past tense.
? No, I increase their verbal To evaluate
Who was didn’t; knowledge and/or non- speaking, students
the last Was about past verbal could first write a
Aztec it/the situations. ways. list of some
emperor weather/ Students – Can activities/events in
? … recognize and indicate a their lives that
Tlaloc, OK/nice/ understand need to happened in the
the rain …?; Yes, short literary intervene recent past (e.g.
god it was; texts (tales in a last weekend, last
Project: No, it and fragments conversati week, etc.) and
Making a wasn’t; of stories) in on. then use their list to
book of What did order to Students interview others
tales. you do comment on can make and find someone
Part one. last the feelings sense of who did the same.
Project: weekend/ generated by the Evaluation should
Making a on them. organizatio concentrate on the
book of Saturday/ – Can identify n of use of and
tales. …?; I characters, reference response to yes/no
Part two played main events books questions.
Project: soccer/ha and their (dictionarie
Making a d lunch sequence. s,
book of with my – Can relate encycloped
tales. uncle/…; topics, events, ias,
Part Where characters textbooks)
three did and conflicts in order to
Project: he/she described in look for
Making a stay texts to own help.
book of (when experience. – Can
tales. he/she Students can check the
Part four went to use language spelling of
Project: Acapulco creatively and unfamiliar
Making a )?; appropriately words.
book of (He/She by selecting – Can
tales. stayed) lexis, phrases check the
Part five With and pronunciati
Project: some grammatical on of
Making a friends/In resources in unfamiliar
book of a small order to Word.
tales. hotel/…; produce short,
Part six What was relevant texts
the best (letter/e-mail,
thing story, diary,
Review.
from Los biography,
Part one
Cabos/th conversation)
Review.
e regarding (in)
Part two
disco/…? ability in the
Answer
; The past and past
key/
people/T events.
30
he – Can use
sessions
music/… knowledge of
, 10
the world to
weeks/
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.