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UNIT: I SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT:

ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: ASKING FOR AND GIVING PERSONAL INFORMATION. STRATEGIC COMPETENCE: STUDENTS CAN USE VERBAL AND NON-VERBAL LANGUAGE TO REPAIR COMMUNICATION BREAKDOWNS. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION.

BEGINNING: BRAINSTORM. ASK: HOW DO YOU ASK FOR PERSONAL INFORMATION? WHAT`S YOUR FIRST NAME?, WHAT S YOUR LAST NAME?, HOW OLD ARE YOU?, WHAT S YOUR HOME ADDRESS?, WHAT S YOUR TELEPHONE NUMBER?, WHERE ARE YOU FROM?, WHAT S YOUR ADDRESS IN THE UNITED STATES?, HOW LONG ARE YOU PLANNING TO STAY? DEVELOPMENT:  LISTEN AND NUMBER.  LISTEN AND COMPLETE THE FORM.  ASK YOUR CLASSMATES THEIR NAMES AND TELEPHONE NUMBERS TO MAKE A CLASS DIRECTORY. BEGINNING: BRAINSTORM. DIVIDE IN TWO GROUPS AND PASS THEM TO THE BOARD, THEN TELL NAME, ADDRESS, TELEPHONE NUMBER AND THEY WRITE THE QUESTIONS. DEVELOPMENT:  WRITE THE QUESTIONS TO COMPLETE THE DIALOGUE.  REFLECT ON LANGUAGE: HOW DO WE EXPRESS AGE IN ENGLISH?  STRATEGIC COMPETENCE: SORRY? CAN YOU REPEAT THAT? CLOSING:  WRITE AND IMMIGRATION FORM. ROLE PLAY.

THE STUDENTS REFLECT ON TEXT PROCESS AND WRITE AN INFORMAL LETTER(PORTFOLIO).

UNIT: I SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TALKING TALENTS AND ABILITIES. STRATEGIC COMPETENCE: STUDENTS CAN USE VERBAL AND NON-VERBAL LANGUAGE TO REPAIR COMMUNICATION BREAKDOWNS. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

TALK ABOUT TALENTS AND ABILITIES.

BEGINNING: BRAINSTORM. ASK: WHAT TALENTS DO YOU HAVE? DEVELOPMENT:  LOOK AT THE NEWSPAPER ARTICLE. IN YOUR NOTEBOOK, WRITE:  READ THE ARTICLE. UNDERLINE MARCO S TALENTS AND ABILITIES AND CIRCLE LUCAS S.  REFLECT ON LANGUAGE: CIRCLE THE CORRECT WORD. THE WORD USED TO TALK ABOUT ABILITY IS CAN/CAN T. THE WORD USED TO TALK ABOUT INABILITY IS CAN/CAN T.  COMPLETE THE DIALOGUE. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK. BEGINNING: BRAINSTORM. . DEVELOPMENT:  LISTEN TO JULIE AND LULU TALKING ABOUT THEIR ABILITIES. CIRCLE T (TRUE) OR F (FALSE).  REFLECT ON LANGUAGE: LOOK AT THE AUDIO SCRIPT ON PAGE 164 AND ANSWER THE QUESTION. DOES THE FORM OF CAN CHANGE WITH DIFFERENT SUBJECTS?  LOOK AT THE PEOPLE AND WRITE QUESTIONS.

THE STUDENTS REFLECT ON TEXT PROCESS AND WRITE AN INFORMAL LETTER(PORTFOLIO).

ANSWER THEM.  IN PAIRS, ASK QUESTIONS TO FIND OUT WHAT YOU AND YOUR PARTNER CAN AND CAN T DO.  WORK WITH ANOTHER PARTNER. ASK AND ANSWER QUESTIONS ABOUT YOUR PARTNERS IN EXERCISE 3. CLOSING:  .

UNIT: I SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TALKING ABOUT ABILITIES AND OCCUPATIONS. STRATEGIC COMPETENCE: STUDENTS CAN USE VERBAL AND NON-VERBAL LANGUAGE TO REPAIR COMMUNICATION BREAKDOWNS. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS WHAT LANGUAGE DOES THE WORDS RSUM, CHAUFFEUR AND CUISINE COME FROM? Resume (r -z m') [Middle English resumen, from Old French resumer, from Latin res mere : re-, re- + s mere, to take. Chauffeur. In French, the word "chauffeur" means "driver." It is derived from the French verb "chauffer" which means "to heat (up)." Cuisine. Cuisine comes from the Latin 'coquere', meaning 'to cook'. EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

TALK ABOUT TALENTS AND ABILITIES.

BEGINNING: BRAINSTORM. ASK: HOW DO YOUR PARENTS DO? DEVELOPMENT:  LOOK AT THE ADVERTISEMENTS AND CIRCLE THE APPROPRIATE OPTION.  READ THE ADVERTISEMENTS, CIRCLE THE WORDS THAT ARE SIMILAR IN SPANISH, AND GUESS THEIR MEANING. COMPARE WITH A PARTNER.  STRATEGIC COMPETENCE: USE YOUR KNOWLEDGE OF YOUR OWN LANGUAGE TO HELP YOU UNDERSTAND THE MEANING OF WORDS YOU DON T KNOW.  READ THE ADVERTISEMENTS AGAIN AND ANSWER THE QUESTIONS. CLOSING:  RESEARCH ACTIVITY: WHAT LANGUAGE DO THE WORDS RSUM, CHAUFFEUR AND CUISINE COME FROM? BEGINNING: BRAINSTORM. . DEVELOPMENT:  LISTEN TO THE SOUNDS AND WRITE THE OCCUPATIONS YOU THINK THESE PEOPLE HAVE.  STRATEGIC COMPETENCE: YOU CAN USE BACKGROUND NOISE TO HELP YOUR

THE STUDENTS REFLECT ON TEXT PROCESS AND WRITE AN INFORMAL LETTER(PORTFOLIO).

UNDERSTANDING.  MATCH THE SENTENCES WITH THE PICTURES.  LISTEN AND UNDERLINE THE WORD THAT IS STRESSED.  REFLECT ON PRONUNCIATION AND STRESS: SAY THE SENTENCES AGAIN WITH THE CORRECT STRESS AND PRONUNCIATION AND ANSWER THE QUESTION. ARE CAN AND CAN T PRONOUNCED THE SAME?  IN PAIRS, ASK QUESTIONS ABOUT THE PEOPLE IN EXERCISE 1 AND 2. CLOSING:  .

UNIT: I SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: ASKING ABOUT ABILITIES. STRATEGIC COMPETENCE:. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

TALK ABOUT TALENTS AND ABILITIES.

BEGINNING: BRAINSTORM. ASK: WHAT CAN YOU DO? DEVELOPMENT:  LISTEN TO THE INTERVIEW AND CIRCLE.  COMPLETE THE DIALOGUE.  REFLECT ON LANGUAGE: HOW DO YOU TALK ABOUT ABILITIES.  WORK IN PAIRS. WRITE AN INTERVIEW FOR THE SUMMER CAMP JOB IN YOUR NOTEBOOK (PORTFOLIO).  REPORT THE RESULTS OF YOUR INTERVIEWS. BEGINNING: BRAINSTORM. WRITE ON THE BOARD THE NAMES OF DIFFERENT FAMOUS PEOPLE, AND THE STUDENTS WRITE A LIST OF ABILITIES FROM THE FAMOUS PERSONS. DEVELOPMENT:  READ AND UNDERLINE THESE POP STARS ABILITIES.  WRITE ABOUT YOUR FAVORITE POP STAR.  IN PAIRS. ASK AND ANSWER ABOUT YOUR FAVORITE POP STAR. CLOSING:  RESEARCH ACTIVITY: HOW CAN YOU CREATE YOUR OWN BLOG?

THE STUDENTS ASK ABOUT ABILITIES ABOUT THEIR FAVORITE POP STAR(CONVERSATION).

UNIT: I SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: DESCRIBING YOURSELF PHYSICALLY. STRATEGIC COMPETENCE:. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

DESCRIBE SOMEONE PHYSICALLY.

BEGINNING: BRAINSTORM. ASK: HOW CAN YOU DESCRIBE YOURSELF PHYSICALLY? I HAVE DEVELOPMENT:  LISTEN TO THE INTERVIEW AND COMPLETE THE DIALOGUE.  REFLECT ON LANGUAGE: FIND A GENERAL QUESTION IN THE TEXT TO ASK ABOUT PHYSICAL APPEARANCE.  ORDER THE WORD TO MAKE SENTENCES.  CD-ROM: HANGMAN ACTIVITY  MATCH THE PHYSICAL DESCRIPTIONS WITH THE PHOTOGRAPHS.  REFLECT ON LANGUAGE: WHICH WORDS DESCRIBE HEIGHT? HAIR LENGTH AND COLOR? SIZE AND COLOR OF EYES?  IN THEIR NOTEBOOK, WRITE DESCRIPTIONS FROM THE PHOTOS USING THE ADJECTIVES IN EXERCISE 1. CLOSING:  GUESSING GAME. IMAGINE YOU ARE A FAMOUS PERSON. DESCRIBE YOURSELF AND YOUR FRIEND GUESS WHO YOU ARE.  LEARN TO LEARN VOCABULARY.

PORTFOLIO.

UNIT: I SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: ASKING FOR PHYSICAL DESCRIPTIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPAIR COMMUNICATION BREAKDOWNS, BY REPEATING / ASKING FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NETIQUETTE: IT COMES FROM FRENCH TIQUETTE = GOOD EDUCATION AND THE ENGLISH NET = NETWORK, OTHER WORDS, THE RULES ABOUT BEHAIVOR IN INTERNET SITE, LIKE EMAIL, BASED BY HONOR. EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

DESCRIBE SOMEONE PHYSICALLY.

BEGINNING: BRAINSTORM. ASK: WHY IS IT IMPORTANT TO KNOW HOW TO DESCRIBE PEOPLE? THE STUDENTS WRITE SOME IDEAS IN THEIR NOTEBOOK. DEVELOPMENT:  DESCRIBE THE PERSONS THAT ARE ON THE PICTURE.  IDENTIFY THE BOY THEY ARE TALKING ABOUT.  COMPLETE THE DIALOGUE WITH THE WORDS IN THE BOX.  COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  STRATEGIC COMPETENCE: TO REPAIR COMMUNICATION BREAKDOWNS, YOU CAN REPEAT / ASK FOR REPETITION.  WRITE A DESCRIPTION OF ONE OF THE OTHER BOYS IN THE PICTURE.  IN PAIRS, ASK QUESTIONS TO GUESS WHICH BOY YOUR PARTNER WROTE ABOUT. CLOSING:  CD-ROM: SORTING ACTIVITY.  LEARN TO LEARN VOCABULARY, P 41, EX 4. BEGINNING: BRAINSTORM. WRITE THE NAMES OF SOME FAMOUS PEOPLE (SPORTSMEN, ACTORS OR ACTRESSES, SINGERS) AND THE STUDENTS WRITE

PORTFOLIO.

PHYSICAL DESCRIPTIONS. DEVELOPMENT:  WHERE CAN YOU FIND TEXTS LIKE THIS?  READ THE TEXT AND IDENTIFY WHAT ARE THE QUESTIONS TO FIND OUT ABOUT PHYSICAL DESCRIPTION AND UNDERLINE THEM.  COMPARE WITH A PARTNER AND ANSWER THE QUESTION BELOW.  REFLECT ON LANGUAGE: WHAT DOES HE LOOK LIKE? A) HE S TALL. B) HE S FRIENDLY.  PORTFOLIO: IN YOUR NOTEBOOK, WRITE A DESCRIPTION OF A FRIEND IN YOUR CLASS. Victor's handmake book\Doc2.docx  IN PAIRS. READ YOUR DESCRIPTION TO A CLASSMATE AND SEE IF HE/SHE CAN GUESS WHO IT IS.  IN PAIRS. IMAGINE YOU ARE IN A CHAT ROOM. WRITE A CHAT ROOM CONVERSATION AND DESCRIBE YOUR SELVES. CLOSING:  CD-ROM: CONVERSATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 41. EX. 3.  RESEARCH ACTIVITY: WHAT IS NETIQUETTE?  HOMEWORK: BRING A PHOTO OF YOUR PET OR A CUTOUT FROM A MAGAZINE OR A NEWSPAPER.

UNIT: I SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: DESCRIBING ANIMALS AND PETS. STRATEGIC COMPETENCE:.STUDENTS CAN USE REFERENCE BOOKS (DICTIONARIES, ENCYCLOPIAS, TEXTBOOKS) OR BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: THE MONARCH BUTTERFLY IS ONE OF TWO MEMBERS OF THE GENUS DANAUS. IT IS FOUND IN NORTH AND SOUTH AMERICA. MONARCH BUTTERFLIES NEED WARMTH TO SURVIVE. THE TWO DISTINCT POPULATIONS IN NORTH AMERICA BOTH LEAVE THEIR BREEDING GROUNDS EACH FALL AND RACE SOUTHWARD TO AVOID THE KILLING FROST. EASTERN MONARCHS HEAD TO THE MOUNTAINS OF CENTRAL MEXICO MOST OF THE MONARCHS JOINING THE MIGRATION EACH EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

DESCRIBE ANIMALS AND PETS.

BEGINNING: BRAINSTORM. ASK: CAN YOU DESCRIBE YOUR FAVORITE ANIMAL? DEVELOPMENT:  LISTEN AND CIRCLE THE PICTURE OF THE PET DESCRIBED.  REFLECT ON LANGUAGE: WHAT DOES IT LOOK LIKE?  PUT A CHECK OR A CROSS NEXT TO THE BODY PARTS.  IN PAIRS, DESCRIBE YOUR PETS. CLOSING:  PORTFOLIO: IN THEIR NOTEBOOK, WRITE A SHORT PARAGRAPH DESCRIBING YOUR FAVORITE PET. ILLUSTRATE IT WITH A PICTURE. Victor's handmake book\Doc3.docx  HOMEWORK: FIND OUT ABOUT THE DIFFERENT TYPES OF ELEPHANTS THAT EXIST IN YOUR NOTEBOOK: THERE ARE TWO TYPES OF ELEPHANTS: THE AFRICAN AND THE ASIAN ELEPHANT. BEGINNING: BRAINSTORM. WRITE: WILD ANIMALS (ELEPHANT, LION, SNAKES, HORSE, ETC.) / FARM ANIMALS PETS (SHEEP, LAMB, PONEYS, TURKEYS, GOAT, PIGS, PIGLET, CALF, HEN, CHICKS, ROOSTER, DUCKS, DUCKLINGS, HORSE, COW, CAT, KITTENS, PUPPY).

PORTFOLIO.

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DEVELOPMENT:  IN PAIRS. WHAT ARE THE DIFFERENCES BETWEEN AFRICAN AND ASIAN ELEPHANTS? DISCUSS.  READ THE INFORMATION ABOUT ELEPHANTS. WHERE CAN YOU FIND INFORMATION ABOUT THIS TEXT? LISTEN TO THE CLASS PRESENTATION AND WRITE AF (AFRICAN) OR AS (ASIAN). COMPARE.  STRATEGIC COMPETENCE: THEY CAN USE REFERENCE BOOKS OR YOUR CLASSROOM S LIBRARY.  ANSWER THE QUESTIONS.  IN PAIRS. ASK YOUR PARTNER ABOUT OTHER WILD ANIMALS CHARACTERISTICS AND HABITS. CLOSING:  PORTFOLIO: IN THEIR NOTEBOOK, LOOK FOR INFORMATION ABOUT ENDANGERED ANIMALS .

FALL ARE THREE-TOFOUR GENERATIONS REMOVED FROM THOSE THAT MADE THE JOURNEY THE PREVIOUS YEAR. WHILE BUTTERFLIES THAT BREED DURING THE SUMMER LIVE FOR JUST TWO TO FIVE WEEKS, MIGRATORY MONARCHS THAT SURVIVE THE WINTER IN MEXICO REACH EIGHT TO NINE MONTHS OF AGE AND MAY HAVE THE GREATEST LONGEVITY OF ALL BUTTERFLIES.

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UNIT: I SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: RECOGNIZING AND UNDERSTANDING ACADEMIC TEXTS. STRATEGIC COMPETENCE:.STUDENTS CAN UNDERSTAND ACADEMIC TEXTS AND UNDERSTAND LITERARY TEXTS, AND MAKE SENSE OF THEIR ORGANIZATION IN ORDER TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: THE MONARCH BUTTERFLY EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

READ AND UNDERSTAND THE MEANING IN POEMS.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU KNOW ABOUT THE MONARCH BUTTERFLY? DEVELOPMENT:  READ THE STATEMENTS AND CIRCLE T (TRUE) OR F (FALSE).  LOOK AT THE SUBHEADINGS IN THE TEX. WRITE THE LETTER OF THE PARAGRAPH WHERE YOU THINK YOU CAN FIND THE INFORMATION.  REFLECT ON LANGUAGE: ARE THE STYLES OF THE TEXT THE SAME? WHAT MAKES THEM DIFFERENT?  READ AND CHECK YOUR ANSWERS TO EXERCISES 1 AND 2. CLOSING:  HOMEWORK: FIND OUT ABOUT THE DOLPHINS IN YOUR NOTEBOOK. BEGINNING: BRAINSTORM. WHAT KIND OF TEXTS DO YOU FIND THE INFORMATION? THE STUDENTS WRITE 10 CARATERISTICS IN THEIR NOTEBOOK. DEVELOPMENT:  READ THE POEM AND UNDERLINE THE SENTENCES THAT TELL YOU WHAT A DOLPHIN LOOKS LIKE.

PORTFOLIO.

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 LOOK AT THE POEM ABOVE AND THE FACT FILE BELOW AND WRITE A PARAGRAPH ABOUT DOLPHINS IN YOUR NOTEBOOK. |CLOSING:  PORTFOLIO: IN THEIR NOTEBOOK, WRITE 2 PARAGRHAPS ABOUT THE DOLPHINS. Victor's handmake book\Doc5.docx  HOMEWORK: BRING CUT OUTS FROM DIFFERENT ANIMALS AND MATERIAL TO MAKE A POSTER.  CD-ROM: FILL IN THE BLANKS ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 41, EX. 1

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UNIT: I SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TALKING ABOUT ANIMAL ABILITIES. STRATEGIC COMPETENCE:.STUDENTS CAN USE THE INTERNET TO LOOK FOR INFORMATION FOR A PROJECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: Emperor penguins can dive to 565 meters and stay under for more than 20 minutes. Emperor penguins spend the long winter on the open ice. Ostriches can sprint up to 70 kilometer an hour and run over distance at 50 kilometers an hour. long legs can cover 3 to 5 meters in a single stride. Ostrich kicks can kill a human or a potential predator like a lion.
Fastest Fish Sailfish can swim up to 68 miles per hour.

DESCRIBE ANIMALS AND PETS.

BEGINNING: BRAINSTORM. ASK: WHAT ANIMAL ABILITIES DO YOU KNOW? THE STUDENTS USE THEIR CUTOUTS AND THEY SPEAK ABOUT THEIR ABILITIES. DEVELOPMENT:  WHAT TYPE OF TEXT ARE THEY?  READ THE INFORMATION AND COMPLETE THE CHART.  WRITE SENTENCES ABOUT THE BIRDS IN EXERCISE 1. CLOSING:  POSTER: THEY WRITE ABOUT ENDANGERED ANIMAL AND WRITE SOME FEATURES.  PORTFOLIO: SURF THE INTERNET AND FIND MISSING INFORMATION ABOUT THE VERBS, IN A SHEET OF PAPER WRITE FIVE SENTENCES SAYING OTHER THINGS THEY CAN AND CAN T DO Victor's handmake book\Doc6.docx (HTTP://WWW.NATIONALGEOGRAPHIC.COM). BEGINNING: BRAINSTORM. CONTEST: ASK 20 QUESTIONS ABOUT THE ANIMALS AND THE STUDENTS ANSWER: YES, THEY CAN / NO, THEY CAN T. DEVELOPMENT:  WHAT TYPE OF ANIMALS DO YOU SEE FROM THE ILLUSTRATIONS (WILD ANIMALS).  ANSWER THE WEB PAGE ANIMAL QUIZ.

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

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 REFLECT ON LANGUAGE: DOES THE SENTENCE REFER TO HUMMING BIRDS IN GENERAL OR TO A SPECIFIC GROUP OF HUMMINGBIRDS?  WRITE A QUIZ ABOUT ANIMALS YOU KNOW ABOUT AND ASK YOUR CLASSMATES. CLOSING:  PORTFOLIO: SURF THE INTERNET AND FIND INFORMATION ABOUT ANIMAL RECORDS. MAKE A POSTER AND PRESENT IT TO THE CLASS, SUGGESTED SITE: WWW.NATIONALZOO.SO.EDU/ANIMALS. Victor's handmake book\Doc7.docx  STRATEGIC COMPETENCE: YOU CAN USE THE INTERNET TO LOOK FOR INFORMATION FOR A PROJECT.

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UNIT: I SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TALKING ABOUT ANIMAL ABILITIES. STRATEGIC COMPETENCE:.INTEGRATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

BEGINNING: BRAINSTORM. ASK: DO YOU KNOW ANY RACES OF DOGS? DEVELOPMENT:  PETER S WANTS TO GIVE HELEN, HIS GIRLFRIEND, A DOG FOR THEIR ANNIVERSARY, READ PETER S NOTES ABOUT HELEN S PERSONALITY. IN PAIRS, DICUSS WHICH TYPE OF DOG SHE WOULD LIKE.  PAY ATTENTION TO THE ILLUSTRATIONS FROM THE DOGS AND ASK THEM IF THEY KNOW SOME FEATURES. THEY READ THE ARTICLE ON DOG BREEDS AND WRITE THE MAIN PERSONALITY FEATURE OF EACH DOG UNDER THEIR PICTURE.  IN GROUPS OF THREE. THINK OF OTHER PETS THAT CAN BE A SUITABLE PRESENT. PREPARE AN ARTICLE TO PROVIDE INFORMATION ABOUT THEM. DON T FORGET TO INCLUDE INFORMATION ABOUT THE PERSONALITY AND PHYSICAL APPEARANCE OF THE PETS. INCLUDE A PICTURE. CLOSING:  PORTFOLIO: THEY BRING THEIR PORTFOLIO.

PORTFOLIO: INTERVIEW FOR A SUMMER CAMP JOB. SESSION 7. DESCRIPTION OF DIFFERENT PEOPLE. SESSION 10. DESCRIPTION OF A FRIEND. SESSION 12. PARAGRAPH DESCRIBING YOUR FAVORITE PET. SESSION 13. INFORMATION ABOUT ENDANGERED ANIMALS. SESSION 14. PARAGRAPH ABOUT DOLPHINS. SESSION 16. INFORMATION ABOUT BIRDS. SESSION 17.

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UNIT: I SESSIONS: 21 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY MAKING GRADE: 2ND SUBJECT: ENGLISH REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE:.STUDENTS REFLECT ON UNIT 1. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

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UNIT: I SESSIONS: 23 AND 24 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND GRADE: 2ND SUBJECT: ENGLISH ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TO CREATE A PRESENTATION WITH USEFUL INFORMATION ABOUT ENDANGERED SPECIES. STRATEGIC COMPETENCE: MY PROYECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, MAKE A LIST OF ANIMALS THAT ARE IN DANGER OF EXTINCTION.  WHERE DO THEY LIVE?  WHY DO THEY NEED PROTECTING FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A BROCHURE __ A WEB PAGE __ A POWER POINT A BOOK __ A POSTER __ OTHER _______ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________ PRESENTATION: ___________________________ _____________________

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PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

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GRADE: 2ND SUBJECT: ENGLISH ABOUT HEALTH AND THE BODY. A TABLE OF CONTENTS

UNIT: II SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE SUGGESTIONS TOPIC: TALKING ABOUT HEALTH AND THE BODY. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS SCIENCE: Emperor penguins can dive to 565 meters and stay under for more than 20 minutes. Emperor penguins spend the long winter on the open ice. Ostriches can sprint up to 70 kilometer an hour and run over distance at 50 kilometers an hour. long legs can cover 3 to 5 meters in a single stride. Ostrich kicks can kill a human or a potential predator like a lion.
Fastest Fish Sailfish can swim up to 68 miles per hour.

SEQUENCE OF LEARNING

TALK ABOUT HEALTH AND THE BODY.

BEGINNING: BRAINSTORM. ASK: CAN YOU SAY THE PARTS OF THE BODY IN ENGLISH? THE STUDENTS SAY THE PARTS OF THE BODY. DEVELOPMENT:  READ THE WEB PAGE ABOUT THE HUMAN BODY.  COMPLETE THE SENTENCES WITH AND, OR, BECAUSE OR A COMMA (,).  REFLECT ON LANGUAGE: 1. IT IS USED TO INDICATE AN ALTERNATIVE. _____ COMMA (,). 2 IT IS USED TO CONNECT IDEAS. _____ OR 3 IT IS USED TO SEPARATE ELEMENTS WITHIN A SENTENCE. _____ BECAUSE 4 IT IS USED TO INDICATE CAUSE. _____ AND CLOSING:  PORTFOLIO: SURF THE INTERNET AND FIND MORE INFORMATION ABOUT THE HEART. IN A SHEET OF PAPER WRITE FIVE SENTENCES. USE CONECTORS (AND, OR, BECAUSE, AND COMMAS). SUGGESTED SITE: HTTP://WWW.BBC.CO.UK/SCIENCE/HUMANBODY/ Victor's handmake book\Doc8.docx BEGINNING: BRAINSTORM. BODY: THE STUDENTS WRITE THE PARTS OF THE BODY. DEVELOPMENT:  UNDERLINE THE QUESTIONS ABOUT HEALTH: WHAT S THE MATTER? WHAT S THE PROBLEM?

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

20

 REFLECT ON LANGUAGE: WRITE THE PLURAL FORM OF THESE WORDS. WHAT DO YOU NOTICE? ONE TOOTH/ TWO ________ ONE FOOT/ TWO ________  LABEL THE BODY PARTHS WITH THE WORDS IN THE BOX. CLOSING:  IN YOUR NOTEBOOK, WRITE SIMILAR CONVERSATIONS. USE THE WORDS IN THE BOX AND ROLE-PLAY THE DIFFERENT SITUATIONS.  CD-ROM: CONCENTRATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 65, EX. 4.

21

UNIT: II SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE SUGGESTIONS GRADE: 2ND SUBJECT: ENGLISH ABOUT HEALTH AND THE BODY. TOPIC: TALKING ABOUT HEALTH PROBLEMS. STRATEGIC COMPETENCE: .STUDENTS CAN ADJUST PACE ACCORDING TO PUNCTUATION MARKS WHEN READING ALOUD/ SILENTLY TO HELP COMMUNICATION. STUDENTS CAN USE THE DICTIONARY TO CHECK THE SPELLING OF WORDS THEY ARE UNSURE OF A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: Emperor penguins can dive to 565 meters and stay under for more than 20 minutes. Emperor penguins spend the long winter on the open ice. Ostriches can sprint up to 70 kilometer an hour and run over distance at 50 kilometers an hour. long legs can cover 3 to 5 meters in a single stride. Ostrich kicks can kill a human or a potential predator like a lion.
Fastest Fish Sailfish can swim up to 68 miles per hour.

GIVE HEALTH ADVICE AND REMEDIES.

BEGINNING: BRAINSTORM. ASK: CAN YOU SAY THE PARTS OF THE BODY IN ENGLISH? THE STUDENTS SAY THE PARTS OF THE BODY. DEVELOPMENT:  READ THE WEB PAGE ABOUT THE HUMAN BODY.  COMPLETE THE SENTENCES WITH AND, OR, BECAUSE OR A COMMA (,).  REFLECT ON LANGUAGE: 1. IT IS USED TO INDICATE AN ALTERNATIVE. _____ COMMA (,). 2 IT IS USED TO CONNECT IDEAS. _____ OR 3 IT IS USED TO SEPARATE ELEMENTS WITHIN A SENTENCE. _____ BECAUSE 4 IT IS USED TO INDICATE CAUSE. _____ AND CLOSING:  PORTFOLIO: SURF THE INTERNET AND FIND MORE INFORMATION ABOUT THE HEART. IN A SHEET OF PAPER WRITE FIVE SENTENCES. USE CONECTORS (AND, OR, BECAUSE, AND COMMAS). SUGGESTED SITE: HTTP://WWW.BBC.CO.UK/SCIENCE/HUMANBODY/ BEGINNING: BRAINSTORM. BODY: THE STUDENTS WRITE THE PARTS OF THE BODY. DEVELOPMENT:

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

22

 UNDERLINE THE QUESTIONS ABOUT HEALTH: WHAT S THE MATTER? WHAT S THE PROBLEM?  REFLECT ON LANGUAGE: WRITE THE PLURAL FORM OF THESE WORDS. WHAT DO YOU NOTICE? ONE TOOTH/ TWO ________ ONE FOOT/ TWO ________  LABEL THE BODY PARTHS WITH THE WORDS IN THE BOX. CLOSING:  IN YOUR NOTEBOOK, WRITE SIMILAR CONVERSATIONS. USE THE WORDS IN THE BOX AND ROLE-PLAY THE DIFFERENT SITUATIONS.  CD-ROM: CONCENTRATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 65, EX. 4.

23

UNIT: II SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE SUGGESTIONS GRADE: 2ND SUBJECT: ENGLISH ABOUT HEALTH AND THE BODY. TOPIC: GIVING ADVICE AND REMEDIES. STRATEGIC COMPETENCE: .STUDENTS CAN RELY ON GESTURES, FACIAL EXPRESSIONS AND VISUAL CONTEXT TO EASE COMMUNICATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: Emperor penguins can dive to 565 meters and stay under for more than 20 minutes. Emperor penguins spend the long winter on the open ice. Ostriches can sprint up to 70 kilometer an hour and run over distance at 50 kilometers an hour. long legs can cover 3 to 5 meters in a single stride. Ostrich kicks can kill a human or a potential predator like a lion.
Fastest Fish Sailfish can swim up to 68 miles per hour.

GIVE HEALTH ADVICE AND REMEDIES.

BEGINNING: BRAINSTORM. ASK: WHEN DO YOU USUALLY GO TO THE DOCTOR? DEVELOPMENT:  LISTEN AND CIRCLE THE HEALTH PROBLEMS MRS. DALTON HAS.  LISTEN AGAIN AND CIRCLE THE ADVICE THE DOCTOR GIVES HER.  REFLECT ON LANGUAGE: WRITE AN ALTERNATIVE EXPRESSION THE DOCTOR USES TO GIVE MRS. DALTON ADVICE. YOU SHOULD DRINK LOTS OF LIQUIDS. ________________________ TAKE VITAMIN C.  IN YOUR NOTEBOOK, MAKE A LIST OF SUGGESTIONS FOR THE HEALTH PROBLEMS IN EXERCISE 1.  IN PAIRS, GIVE ADVICE ABOUT HEALTH PROBLEMS. USE YOUR LIST OF SUGGESTIONS IN EXERCISE 2. CLOSING:  . BEGINNING: BRAINSTORM. BODY: THE STUDENTS WRITE THE PARTS OF THE BODY. DEVELOPMENT:  CIRCLE YOUR ANSWERS IN THE QUESTIONNAIRE. CHECK YOUR SCORE TO SEE HOW HEALTHY YOUR LIFE IS.

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

24

 COMPARE YOUR RESULTS WITH A PARTNER. GIVE HIM / HER ADVICE IF NECESSARY.  LOOK AT THE ADVERTISEMENT AND ANSWER THE QUESTIONS IN YOUR NOTEBOOK. UNDERLINE FIVE COGNATES IN THE ADVERTISEMENT. CLOSING:  PORTFOLIO: DESIGN YOUR OWN ADVERTISEMENT FOR A SIMILAR PRODUCT TO THE ONE IN EXERCISE 3. Victor's handmake book\Doc9.docx  CD-ROM: CONCENTRATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 65, EX. 4.

25

UNIT: II SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE SUGGESTIONS GRADE: 2ND SUBJECT: ENGLISH ABOUT HEALTH AND THE BODY. TOPIC: FOLLOWING DOCTOR S ORDERS. MY PROJECT. STRATEGIC COMPETENCE: .STUDENTS CAN RECOGNIZE WHEN THEY DON T UNDERSTAND PARTS OF A WRITTEN TEXT AND CAN USE A DICTIONARY TO HELP THEMSELVES. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS SCIENCE: Emperor penguins can dive to 565 meters and stay under for more than 20 minutes. Emperor penguins spend the long winter on the open ice. Ostriches can sprint up to 70 kilometer an hour and run over distance at 50 kilometers an hour. long legs can cover 3 to 5 meters in a single stride. Ostrich kicks can kill a human or a potential predator like a lion.
Fastest Fish Sailfish can swim up to 68 miles per hour.

READ DOCTOR S PRESCRIPTIONS AND DOSAGES.

BEGINNING: BRAINSTORM. ASK: WHAT WAS THE LAST TIME YOU GOT A DOCTOR S PRESCRIPTION? THE STUDENTS DEDUCE THE MEANING: PRESCRIPTION, IT IS A FALSE COGNATE. DEVELOPMENT:  READ THE DOCTORS PRESCRIPTIONS AND UNDERLINE THE PHRASES THAT INDICATE QUANTITY.  REFLECT ON LANGUAGE: UNDERLINE THE CORRECT OPTION. WHAT DO YOU NOTICE? 1 TAKE (A / A SPOONFUL OF) COUGH SYRUP. 2 PUT (TWO DROPS OF / TWO) OTOCURE SOLUTION IN EACH EAR. 3 APPLY WITH (A / A PIECE OF) COTTON. 4 TAKE (A TABLET OF / A) CATAFLUX.  MATCH THE WORDS WITH THE APPROPRIATE PICTURE  IN YOUR NOTEBOOK, WRITE THE ITEMS IN EXERCISE 2 WITH THE APPROPRIATE MEASUREMENT IN THE BOX. CLOSING:  PORTFOLIO: CHOOSE A HEALTH PROBLEM AND WRITE A DOCTOR S PRESCRIPTION. USE THE PRESCRIPTIONS IN EXERCISE 1 AS A MODEL AND REMEMBER TO: y GIVE MEDICAL INDICATION. y SPECIFY QUANTITIES.

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

26

SPECIFY HOW MANY TIMES A DAY THE MEDICINE SHOULD BE TAKEN. y GIVE INSTRUCTIONS ABOUT WHAT THE PATIENT SHOULD / SHOULD NOT TO. Victor's handmake book\Doc9.docx BEGINNING: BRAINSTORM. ASK: WHO HAS PROBLEMS TO SLEEP? WRITE SUGGESTIONS TO INSOMNIA. DEVELOPMENT:  LOOK AT THE ARTICLE. UNDERLINE WHAT YOU THINK IT TALKS ABOUT.  READ THE ARTICLE AND ANSWER THE QUESTIONS BELOW IN YOUR NOTEBOOK.  REFLECT ON LANGUAGE: WRITE ALTERNATIVE WAYS OF GIVING ADVICE. 1 YOU SHOULD TAKE A HOT BATH. / ____________________ 2 YOU SHOULDN T EAT PROTEIN AT NIGHT. / ____________ CLOSING:  ROLE-PLAY A DIALOGUE BETWEEN A DOCTOR AND A PATIENT WHO HAS SLEEPING PROBLEMS.
y

27

UNIT: II SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE SUGGESTIONS GRADE: 2ND SUBJECT: ENGLISH ABOUT HEALTH AND THE BODY. TOPIC: TALKING ABOUT FIRST AID PROCEDURES. STRATEGIC COMPETENCE: .STUDENTS CAN RECOGNIZE WHEN THEY DON T UNDERSTAND PARTS OF A WRITTEN TEXT AND CAN USE A DICTIONARY TO HELP THEMSELVES. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

READ DOCTOR S PRESCRIPTIONS AND DOSAGES.

BEGINNING: BRAINSTORM. ASK: WHAT DOES FIRST AID MEAN? DEVELOPMENT:  LOOK AT THE POSTER ON THE NOTICE BOARD AND ANSWER THE QUESTIONS.  LISTEN WHAT YOU SHOULD AND SHOULDN T DO WHEN SOMEONE IS DROWING AND NUMBER THE PICTURES IN THE ORDER HE MENTIONS THEM.  READ THE PARAGRAPH AND COMPLETE IT WITH THE PIECES OF ADVICE IN THE BOX: GRAB A TOWEL, PRESS THEIR NOSE, GO BEHIND, SWIM TO THE EDGE, DON T LET GO, TAKE THEIR HEAD, HIT THEM, THROW IT, DON T JUMP IN. CLOSING:  HOMEWORK: BRING CARDBOARD AND MARKERS TO MAKE A MEMORY GAME. BEGINNING: BRAINSTORM. DROWNING ASK: WHAT SHOULD YOU DO IT? WHAT SHOULDN T YOU DO IT?  STRATEGIC COMPETENCE: DICTIONARY. YOU CAN LOOK UP UNFAMILIAR WORDS TO FIND THEIR MEANING. DEVELOPMENT:  READ AND PUT A CHECK.

Choking: perform a technique called the Heimlich maneuver. Bruise: apply a cold compress for a least 10 minutes. Nosebleed: pinch the soft part of your nose together and breath through your mouth for 10 minutes.

PORTFOLIO.

28

 COMPLETE THE SENTENCES.  REFLECT ON LANGUAGE: ARE THE SENTENCES INSTRUCTIONS OR ADVICE?  MEMORY GAME. IN PAIRS, MAKE A SET OF 10 CARDS. WRITE THE FIVE DIFFERENTE SITUATIONS IN EXERCISE 1 AND THE CORRECT ADVICE ON THE OTHER FIVE. PLACE THE CARDS UPSIDE DOWN. TAKE TURNS TO PICK ANY TWO CARDS. IF THEY MATCH, KEEP THEM. PUT YOUR PAIRS OF CARDS TOGETHER AND MAKE SENTENCES. CLOSING:  INTERNET PROJECT. SURF THE INTERNET AND FIND MORE INFORMATION AND ILLUSTRATIONS ABOUT FIRST AID. WITH THE INFORMATION, WRITE A BROCHURE. SUGGESTED SITE: Victor's handmake book\Doc10.docx

29

UNIT: II SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE GRADE: 2ND SUBJECT: ENGLISH SUGGESTIONS ABOUT HEALTH AND THE BODY. TOPIC: GIVING SUGGESTIONS AND ADVICE. STRATEGIC COMPETENCE: .STUDENTS CAN RECOGNIZE WHEN THEY DON T UNDERSTAND PARTS OF A WRITTEN TEXT AND CAN USE A DICTIONARY TO HELP THEMSELVES. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

READ DOCTOR S PRESCRIPTIONS AND DOSAGES.

BEGINNING: BRAINSTORM. ASK: WHAT DOES WHAT YOU EAT AFFECT YOUR HEALTH? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION.  REFLECT ON LANGUAGE: THE PHRASE _______________ IS USED TO GIVE ADVICE.  IN YOUR NOTEBOOK PUT THE FOLLOWING EXPRESSIONS IN THE CORRECT CATEGORY. CLOSING:  IN PAIRS. USE IF I WERE YOU, I WOULD BEGINNING: BRAINSTORM. DROWNING ASK: WHAT DO YOU DO TO HAVE GOOD HABITS? WHAT ARE THE MOST COMMON ILLNESSES? DEVELOPMENT:  LOOK AT THE INFORMATION AND CIRCLE THE BEST OPTION.  READ THE ARTICLE AND ANSWER THE QUESTIONS IN THE BOX.  REFLECT ON LANGUAGE: CAN YOU FIND ANOTHER WAY OF GIVING ADVICE IN THE TEXT? ______________________________________  COMPLETE THE DIALOGUES. USE THE PHRASES IN THE BOX IN THE BOX TO GIVE ADVICE. CLOSING:

Choking: perform a technique called the Heimlich maneuver. Bruise: apply a cold compress for a least 10 minutes. Nosebleed: pinch the soft part of your nose together and breath through your mouth for 10 minutes.

PORTFOLIO.

30

 PORTFOLIO: PREPARE AND ACT OUT WITH A PARTNER TWO SIMILAR MINI-DIALOGUES TO THE ONES IN EXERCISE 3.  HOMEWORK: THE STUDENTS WRITE 2 LISTS: JUNK FOOD / HEALTHY FOOD.

31

UNIT: II SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE GRADE: 2ND SUBJECT: ENGLISH SUGGESTIONS ABOUT HEALTH AND THE BODY. TOPIC: TALKING ABOUT HEALTHY HABITS. STRATEGIC COMPETENCE: .STUDENTS CAN RECOGNIZE WHEN THEY DON T UNDERSTAND PARTS OF A WRITTEN TEXT AND CAN USE A DICTIONARY TO HELP THEMSELVES. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

READ DOCTOR S PRESCRIPTIONS AND DOSAGES.

BEGINNING: BRAINSTORM. ASK: WHAT KIND OF FOOD IS GOOD FOR YOUR HEALTH? DEVELOPMENT:  READ THE ARTICLE AND UNDERLINE THE EXPRESSIONS TO GIVE ADVICE.  REFLECT ON LANGUAGE: WHY DON T YOU DRINK WATER INSTEAD OF A MILKSHAKE? DON T DRINK MILKSHAKES. DRINK WATER. 1 HOW MANY DIFFERENT WAYS OF GIVING ADVICE DO YOU FIND IN THE INTERNET ARTICLE? 2 WHICH EXPRESSION IS AN INSTRUCTION?  IN YOUR NOTEBOOK WRITE A NOTE GIVING ADVICE TO A FRIEND WHO EATS LOTS OF FOOD. USE SOME EXPRESSIONS FROM THE ARTICLE. CLOSING:  RESEARCH: WHAT COUNTRY IS THE WORLD S THIRD BIGGEST CONSUMER OF PIZZA? WWW.ASKJEEVES.COM HTTP://WWW.JUNKFOODNEWS.NET/WORLDRECORD S.HTM  CD-ROM: SORTING ACTIVITY. BEGINNING: BRAINSTORM. DROWNING ASK: WHAT DO YOU EAT IN A DAY? WHAT SPORTS OR EXERCISE DO YOU PRACTICE EVERY DAY? THE STUDENTS

PORTFOLIO.

32

WRITE A LIST. DEVELOPMENT:  ANSWER THE QUESTIONNAIRE.  IN YOUR NOTEBOOK, MAKE A LIST OF THINGS YOUR CLASSMATES SHOULD DO TO LEAD A HEALTHIER LIFE.  STRATEGIC COMPETENCE: TO REPAIR COMMUNICATION BREAKDOWNS YOU CAN REPEAT OR ASK FOR REPETITION.  IN PAIRS, TALK ABOUT THE SUGGESTIONS YOU HAVE IN YOUR LIST. CHOOSE THE ONES YOU THINK YOU CAN DO. CLOSING:  HOMEWORK: THE STUDENTS LOOK FOR ABOUT WHAT IS THE FOOD PYRAMID AND THEY DRAW IT. THEY HAVE TO WRITE THE GROUPS IN ENGLISH: WWW.EDUPLACE.COM/ACT/SPPYRAMID.HTML

33

UNIT: II SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE GRADE: 2ND SUBJECT: ENGLISH SUGGESTIONS ABOUT HEALTH AND THE BODY. TOPIC: MAKING OFFERS AND SUGGESTIONS. STRATEGIC COMPETENCE: .STUDENTS CAN RECOGNIZE WHEN THEY DON T UNDERSTAND PARTS OF A WRITTEN TEXT AND CAN USE A DICTIONARY TO HELP THEMSELVES. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

READ DOCTOR S PRESCRIPTIONS AND DOSAGES.

BEGINNING: BRAINSTORM. ASK: WHO CAN GIVE YOU ADVICE ON HEALTH? DEVELOPMENT:  READ THE LETTERS IN THE ADVICE PAGE AND ANSWER THE QUESTIONS.  WORK IN PAIRS. ONE OF YOU WRITES A LETTER TO PRISCILLA S ADVICE PAGE AND THE OTHER ONE ANSWERS THE LETTER AND GIVES ADVICE. CLOSING:  PORTFOLIO: EXE. 3 P. 60. Victor's handmake book\Doc12.docx  CD-ROM: FILL IN THE BLANKS ACTIVITY. BEGINNING: BRAINSTORM. ASK: CONVERSATION ABOUT HEADACHE, FEVER, SORETHROAT AND SUGGESTIONS. DEVELOPMENT:  LISTEN TO THE DIALOGUE AND ANSWER THE QUESTIONS.  REFLECT ON FUNCTIONAL LANGUAGE: READ THE DIALOGUE IN THE AUDIOSCRIPTS SECTION PAGE 166 AND ANSWER. HOW DOES THE LADY MAKE OFFERS? HOW DOES THE GIRL REFUSE OR ACCEPT THEM?  COMPLETE THE SENTENCES WITH THE APPROPRIATE

PORTFOLIO.

34

OFFER. USE DO YOU WANT ME OR SHALL I  IN PAIRS, LOOK AT THE PICTURE AND COMPLETE THE DIALOGUE. ROLE-PLAY THE CONVERSATION WITH YOUR CLASSMATES. CLOSING:  CD-ROM: CONVERSATION ACTIVITY.

35

UNIT: II SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE ADVICE AND MAKE GRADE: 2ND SUBJECT: ENGLISH SUGGESTIONS ABOUT HEALTH AND THE BODY. TOPIC: MAKING OFFERS AND SUGGESTIONS. STRATEGIC COMPETENCE:.INTEGRATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

BEGINNING: BRAINSTORM. ASK: DO YOU KNOW ANY RACES OF DOGS? DEVELOPMENT:  PETER S WANTS TO GIVE HELEN, HIS GIRLFRIEND, A DOG FOR THEIR ANNIVERSARY, READ PETER S NOTES ABOUT HELEN S PERSONALITY. IN PAIRS, DICUSS WHICH TYPE OF DOG SHE WOULD LIKE.  PAY ATTENTION TO THE ILLUSTRATIONS FROM THE DOGS AND ASK THEM IF THEY KNOW SOME FEATURES. THEY READ THE ARTICLE ON DOG BREEDS AND WRITE THE MAIN PERSONALITY FEATURE OF EACH DOG UNDER THEIR PICTURE.  IN GROUPS OF THREE. THINK OF OTHER PETS THAT CAN BE A SUITABLE PRESENT. PREPARE AN ARTICLE TO PROVIDE INFORMATION ABOUT THEM. DON T FORGET TO INCLUDE INFORMATION ABOUT THE PERSONALITY AND PHYSICAL APPEARANCE OF THE PETS. INCLUDE A PICTURE. CLOSING:  PORTFOLIO: THEY BRING THEIR PORTFOLIO.

PORTFOLIO: INTERVIEW FOR A SUMMER CAMP JOB. SESSION 7. DESCRIPTION OF DIFFERENT PEOPLE. SESSION 10. DESCRIPTION OF A FRIEND. SESSION 12. PARAGRAPH DESCRIBING YOUR FAVORITE PET. SESSION 13. INFORMATION ABOUT ENDANGERED ANIMALS. SESSION 14. PARAGRAPH ABOUT DOLPHINS. SESSION 16. INFORMATION ABOUT BIRDS. SESSION 17.

36

UNIT: II SESSIONS: 19 SESSION PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY MAKING GRADE: 2ND SUBJECT: ENGLISH REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE:.STUDENTS REFLECT ON UNIT 2. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

37

UNIT: II SESSIONS: 21 SESSIONS PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TO CREATE A PRESENTATION WITH USEFUL INFORMATION ABOUT ENDANGERED SPECIES. STRATEGIC COMPETENCE: MY PROYECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, MAKE A LIST OF ANIMALS THAT ARE IN DANGER OF EXTINCTION.  WHERE DO THEY LIVE?  WHY DO THEY NEED PROTECTING Victor's handmake book\Doc13.docx FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A BROCHURE __ A WEB PAGE __ A POWER POINT A BOOK __ A POSTER __ OTHER _______ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________ PRESENTATION: ___________________________ _____________________

38

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

39

UNIT: III SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 2ND SUBJECT: ENGLISH WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: MAKING COMPARISONS. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHERE DO YOU PREFER TO SHOP? THE STUDENTS SAY THE PARTS OF THE BODY. DEVELOPMENT:  LISTEN TO THE RADIO PROGRAM AND CHOOSE THE APPROPRIATE ANSWER.  LISTEN TO THE RADIO PROGRAM AGAIN AND CHECK YOUR ANWERS.  READ AND SOLVE THE RIDDLE. COLOR THE CAPS ACCORDING TO THE TEXT  REFLECT ON LANGUAGE: 1. IT IS USED TO INDICATE AN ALTERNATIVE. _____ COMMA (,). 2 IT IS USED TO CONNECT IDEAS. _____ OR 3 IT IS USED TO SEPARATE ELEMENTS WITHIN A SENTENCE. _____ BECAUSE 4 IT IS USED TO INDICATE CAUSE. _____ AND WHAT DO THESE SENTENCES EXPRESS? WHAT DO YOU NOTICE ABOUT UNDERLINED WORDS? CLOSING:  LEARN TO LEARN VOCABULARY, P. 91, EX.3. BEGINNING: BRAINSTORM. BODY: THE STUDENTS WRITE THE PARTS OF THE BODY. DEVELOPMENT:  UNDERLINE THE QUESTIONS ABOUT HEALTH: WHAT S THE MATTER? WHAT S THE PROBLEM?

PORTFOLIO.

40

 REFLECT ON LANGUAGE: WRITE THE PLURAL FORM OF THESE WORDS. WHAT DO YOU NOTICE? ONE TOOTH/ TWO ________ ONE FOOT/ TWO ________  LABEL THE BODY PARTHS WITH THE WORDS IN THE BOX. CLOSING:  IN YOUR NOTEBOOK, DESIGN CLOTHES FOR A FASHION SHOW. IN GROUPS OF THRE, COMPARE EACH OTHER S DESIGN. Victor's handmake book\Doc14.docx  CD-ROM: CONCENTRATION ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 65, EX. 4.

41

UNIT: III SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 2ND SUBJECT: ENGLISH WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: COMPARING CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHAT IS YOUR FAVORITE STYLE OF CLOTHES? DEVELOPMENT:  READ THE MAGAZINE ARTICLE AND CIRCLE THE WORDS THAT DESCRIBE THE CLOTHES.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTION. 1. JEANS ARE CASUAL. BAGGY PANTS ARE MORE CASUAL. 2. THIN BELTS ARE FASHIONABLE. THICK BELTS ARE MORE FASHIONABLE. THICK BELTS ARE MORE FASHIONABLE. 3. BLOUSES ARE COOL. T-SHIRTS ARE COOLER. WHAT DO YOU NOTICE ABOUT THE COMPARATIVE FORM OF THE ADJECTIVES IN NUMBERS 1 AND 2?  IN YOUR NOTEBOOK, WRITE SENTENCES COMPARING CLOTHES.  MAKE A LIST OF TYPES OF CLOTHES YOU LIKE. CLOSING:  CD-ROM: SORTING ACTIVITY. BEGINNING: BRAINSTORM. ASK: MEN AND WOMEN CLOTHES. DEVELOPMENT:  COMPLETE THE MAGAZINE ARTICLE WITH THE CORRECT FORM OF THE WORDS IN PARENTHESES.

PORTFOLIO.

42

 REFLECT ON LANGUAGE: UNDERLINE THE COMPARATIVE FORM OF THE ADJECTIVES IN THE EXAMPLES AND ANSWER THE QUESTION. 1 TRENDY CLOTHES ARE MORE COMFORTABLE THAN FORMAL CLOTHES. 2 A FORMAL LOOK IS MORE ELEGANT THAN A CASUAL LOOK. WHAT TWO WORDS DO YOU NEED TO FORM THE COMPARATIVE OF LONG ADJECTIVES?  WRITE A SHORT PARAGRAPH SAYING WHAT CLOTHES YOU LIKE AND WHY. USE THE MAGAZINE ARTICLE AS A MODEL. CLOSING:  RESEARCH ACTIVITY: WHO INVENTED BLUE JEANS? AND TENNIS SHOES? SUGGESTED SITE: ASK JEEVES  CD-ROM: MATCHING ACTIVITY.

43

UNIT: III SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 2ND SUBJECT: ENGLISH WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: COMPARING TWO THINGS OF THE SAME KIND. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER EDUCATIONAL SUBJECTS RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHAT TYPE OF CLOTHES DO YOU LIKE? DEVELOPMENT:  LOOK AT THE WEB PAGE AND CIRCLE THE CORRECT OPTION.  USE THE TEXT TO COMPLETE THE SENTENCES.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND COMPLETE THE SENTENCES. 1. I LIKE THE RED BAG, BUT I DON T LIKE THE BLACK ONE. 2. I LIKE THE BROWN SHOES, BUT I DON T LIKE THE RED ONES. __________ SUBSTITUTES A SINGLE OBJECT. __________ SUBSTITUTES A PLURAL ONE.  READ AND UNDERLINE THE APPROPRIATE OPTION.  IN PAIRS, TALK ABOUT THE ITEMS IN THE WEB PAGE. CLOSING:  CD-ROM: SORTING ACTIVITY. BEGINNING: BRAINSTORM. ASK: THE SEASONS OF THE YEAR: SPRING, SUMMER, FALL, WINTER. DEVELOPMENT:  LISTEN TO THE DIALOGUE WHICH CLOTHES FROM THE WEB PAGE DO MARCO AND TIM NOT TALK ABOUT?  IN PAIRS, TALK ABOUT THE CLOTHES ON THE WEB

PORTFOLIO.

44

PAGE. CLOSING:  INTERNET PROJECT: FIND CLOTHES YOU LIKE. SUGGESTED SITE: WWW.GAP.COM

45

UNIT: III SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 2ND SUBJECT: ENGLISH WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: IDENTIFYING CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS
Sandals were the most common footwear in most early civilizations, however, a few early cultures had shoes. In Mesopotamia, (c. 16001200 BC) a type of soft shoes were worn by the mountain people who lived on the border of Iran. The soft shoe was made of wraparound leather, similar to a moccasin. As late as 1850 most shoes were made on absolutely straight lasts, there being no difference between the right and the left shoe.

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: HOW DO YOU IDENTIFY THINGS THAT ARE NEAR OR FAR? DEVELOPMENT:  LOOK AT THE PICTURE AND COMPLETE THE DIALOGUE WITH THE WORDS IN THE BOX: STYLISH, ELEGANT, COOL, TRENDIER, NICE.  REFLECT ON LANGUAGE: READ THE DIALOGUE AND WRITE THE WORDS THAT ARE USED. TO TALK ABOUT THINGS THAT ARE FAR: _____ _____ TO TALK ABOUT THINGS THAT ARE NEAR: ____ ____  IN GROUPS OF FOUR, PRACTICE THE DIALOGUE IN EXERCISE 1. ROLE-PLAY IT AND USE GESTURES TO MAKE IT MORE REALISTIC.  STRATEGIC COMPETENCE: TO HELP COMMUNICATION YOU CAN SUPPORT MESSAGES WITH GESTURES. CLOSING:  HOMEWORK: BRING CUT-OUTS ABOUT CLOTHES. BEGINNING: BRAINSTORM. ASK: WHERE DO YOU GO SHOPPING? WHAT DO YOU LIKE TO SHOP? AND WHAT DO YOU DON T LIKE? DEVELOPMENT:  LISTEN AND CIRCLE THE CORRECT WORD. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: READ THE DIALOGUE AND

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER

ASSESSMENT

PORTFOLIO.

46

CIRCLE THE CORRECT WORDS. 1  IN PAIRS, TALK ABOUT THE CLOTHES ON THE WEB PAGE. CLOSING:  INTERNET PROJECT: FIND INFORMATION ABOUT THE HISTORY OF FOOTWEAR AND SHOE MAKING TECHNOLOGY. WRITE A SHORT PARAGRAPH. SUGGESTED SITE: HTTP://INVENTORS.ABOUT.COM/LIBRARY/INVENTOR S/BLSHOE.HTM

47

UNIT: III SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN CONVERSATIONS IN GRADE: 2ND SUBJECT: ENGLISH WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: GIVING OPINIONS ABOUT CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHAT IS YOUR FAVORITE COLOR FOR CLOTHES? DEVELOPMENT:  LISTEN AND CHOOSE THE APPROPRIATE ANSWER.  LISTEN AGAIN AND CIRCLE THE WORDS THAT DESCRIBE THE DRESS.  REFLECT ON LANGUAGE: NUMBER THE DRESSES IN THE ORDER OF PREFERENCES EXPRESSED BELOW. A: I LIKE THE WHITE DRESS. IT S NICE. B: I PREFER THE BLUE ONE. IT S NICER. BUT THIS PINK ONE IS THE NICEST. A) WHITE DRESS ____ B) PINK DRESS _____ C) BLUE DRESS _____  LOOK AT THE SUITS IN THE TABLE. CHECK YOUR OPINION AND COMPARE WITH A PARTNER. CLOSING:  LEARN TO LEARN VOCABULARY P. 91, EX. 2. BEGINNING: BRAINSTORM. ASK: HAVE YOU SEEN SOME ADVERTISEMENTS ABOUT CLOTHES? DO YOU LIKE THEM OR DON T YOU LIKE THEM? WHY? DEVELOPMENT:  LABEL THE ADVERTISEMENTS WITH THE FOLLOWING INFORMATION.  REFLECT ON LANGUAGE: LOOK AT THE SUPERLATIVE

PORTFOLIO.

48

FORM OF SHORT ADJECTIVES. WHAT DO YOU NOTICE? IT S THE NEWEST OUTLET. FLORIDA IS THE OLDEST STATE IN THE U.S.A. SHOE FACTORY IS THE CHEAPEST SHOE STORE.  IN PAIRS, USE THE WORDS IN THE BOX TO DESCRIBE THE T-SHIRTS. CLOSING:  PORTFOLIO: DESIGN AN ADVERTISEMENT FOR A CLOTHING STORE OF YOUR CHOICE. WRITE A SHORT PARAGRAPH INCLUDING THE ELEMENTS IN EXERCISE 1. USE DIFFERENT ADJECTIVES TO ATTRACT THE READER S ATTENTION. Victor's handmake book\Doc15.docx

49

UNIT: III SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: TALKING ABOUT BUYING CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER EDUCATIONAL SUBJECTS RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHERE DO YOU BUY CLOTHES? DEVELOPMENT:  READ THE MAGAZINE PAGE AND UNDERLINE WHAT THE TEXT IS ABOUT.  REFLECT ON LANGUAGE: LOOK AT THE SUPERLATIVE FORM OF LONG ADJECTIVES. WHAT DO YOU NOTICE? 1 CLOTHES IN BOUTIQUES ARE THE TRENDIEST. 2 CLOTHING STORES HAVE THE CHEAPEST PRICES AT THE END OF THE SEASON. 3 CLOTHES IN BOUTIQUES ARE THE MOST EXPENSIVE. 4 FOR THE MOST ACCESSIBLE PRICES, TRY MARKETS AND SECOND HAND STORES.  WRITE THE SENTENCES IN THE CORRECT BOX. CLOSING:  PORTFOLIO: EXE. 3, P. 80. Victor's handmake book\Doc16.docx  CD-ROM: FILL IN THE BLANKS ACTIVITY. BEGINNING: BRAINSTORM. ASK: HOW MANY SECTIONS DOES A NEWSPAPER HAVE? AND WHAT ARE THEIR NAMES? HOUSE, EMPLOYMENT, CLOTHES, ETC. SHOW A NEWSPAPER. DEVELOPMENT:  LOOK AT THE CLASSIFIED ADVERTISEMENTS AND

PORTFOLIO.

50

ANSWER THE QUESTIONS.  STRATEGIC COMPETENCE: LOOK UP THE WORDS TIE, COAT, DRESS AND GLASSES IN THE DICTIONARY. HOW MANY MEANINGS DO THEY HAVE?  LISTEN TO THE DIALOGUE AND CIRCLE THE ADVERTISEMENT TOM IS REFERRING TO.  REFLECT ON LANGUAGE: READ THE SENTENCE AND ANSWER THE QUESTIONS. THE GREEN SUITS ARE THE BEST PRICE BUT THE WORST COLOR FOR MR. DALTON. WHAT S THE SUPERLATIVE FOR GOOD? __________ WHAT S THE SUPERLATIVE FOR BAD? ___________ IN GROUPS OF FOUR, MAKE A PAGE OF CLASSIFIED ADVERTISEMENTS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 91, EX. 4 .

51

UNIT: III SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: ASKING FOR CLOTHES AND SIZES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: WHAT SIZE CLOTHES DO YOU WEAR? DEVELOPMENT:  LOOK AT THE PICTURES. LISTEN AND COMPLETE. COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  REFLECT ON LANGUAGE: COMPLETE THE SENTENCES WITH IT OR THEM AND ANSWER THE QUESTION. 1 WOULD YOU LIKE TO TRY __________ ON? 2 DO YOU WANT TO TRY ____________ ON? WHEN DO WE USE IT OR THEM?  MATCH THE SIZES WITH THE ITEMS.  COMPLETE THE CONVERSATION AND THEN ROLE-PLAY WITH A PARTNER. USE THE WORDS IN THE BOX TO HELP YOU. CLOSING:  CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHICH ELEMENTS FROM A CONVERSATION USE FOR UNDERSTANDING? DEVELOPMENT:  LISTEN TO THE DIALOGUES AND CIRCLE THE CORRECT

PORTFOLIO.

52

OPTION.  LISTEN AGAIN AND REPEAT THE INDIVIDUAL PHRASES WITH THE SAME INTONATION.  IN PAIRS, PREPARE A SIMILAR DIALOGUE TO THE ONE IN EXERCISE 1. CLOSING:  INTERNET PROJECT. SURF THE INTERNET OR USE MAGAZINES TO FIND INFORMATION ABOUT CLOTHES SIZES IN DIFFERENT COUNTRIES. SHARE THE INFORMATION WITH YOUR CLASSMATES AND COMPARE THE SIZES. SUGGESTED SITE: WWW.ONLINECONVERSION.COM/CLOTHING.HTM Victor's handmake book\Doc17.docx

53

UNIT: III SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: IDENTIFYING THE PRICES OF CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: HOW DO YOU ASK FOR PRICES IN ENGLISH? DEVELOPMENT:  LISTEN AND CHOOSE THE CORRECT PRICE.  REFLECT ON LANGUAGE: LISTEN AGAIN AND ANSWER. 1 HOW DO YOU ASK FOR THE PRICE OF A SINGLE OBJECT? ___________________________________ 2 HOW DO YOU ASK FOR THE PRICE OF MORE THAN ONE OBJECT? _______________________________  LISTEN TO THESE NUMBERS AND UNDERLINE THE STRESSED SYLLABLES.  CIRCLE THE CORRECT OPTION. THEN PRACTICE WITH A PARTNER. CLOSING:  . BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE THE CLOTHES, SHOES AND ACCESSORIES THEY REMEMBER. DEVELOPMENT:  FIND THE FOLLOWING ITEMS IN THE PICTURE AND WRITE THE PRICES.  MEMORY GAME. IN PAIRS, ASK AND ANSWER ABOUT THE PRICES OF THE CLOTHES IN EXERCISE 1.  USE THE ILLUSTRATION TO PREPARE A SIMILAR

PORTFOLIO.

54

CONVERSATION TO THE ONE IN EXERCISE 1, PAGE 84. CLOSING:  NOTEBOOK: SURF THE INTERNET AND FIND OUT WHAT S THE MEANING OF: ORGANIC FASHION AND ECO FASHION? BRING A CARDBOARD AND COLORS.

55

UNIT: III SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: SELLING AND BUYING CLOTHES. STRATEGIC COMPETENCE:.. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

BEGINNING: BRAINSTORM. ASK: DO YOU ALWAYS TRY ON CLOTHES BEFORE YOU BUY THEM? DEVELOPMENT:  FILL IN THE SPEECH BUBBLES WITH THE PHRASES IN THE BOX. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: READ THE DIALOGUES AND FIND EXPRESSIONS TO: OFFER HELP ASK FOR ANOTHER SIZE ASK PERMISSION TO SEE IF AN ITEM OF CLOTHING FITS YOU.  INVENT PRICES FOR EACH ONE OF THE ITEMS. IN PAIRS, PRACTICE OFFERING HELP, ASKING FOR ANOTHER SIZE, ASKING ABOUT PRICES AND ASKING PERMISSION TO SEE IF THE ITEM OF CLOTHING FITS YOU.  CIRCLE THE CORRECT OPTION. THEN PRACTICE WITH A PARTNER. CLOSING:  CD-ROM: DRAG AND DROP ACTIVITY. BEGINNING: BRAINSTORM. ASK: STUDENTS WRITE WORDS ABOUT FASHION THEY REMEMBER. DEVELOPMENT:  LOOK AT THE MAGAZINE ARTICLE AND ANSWER THE

PORTFOLIO.

56

QUESTIONS.  READ THE MAGAZINE ARTICLE AND MATCH THE CLOTHES WITH THEIR DESCRIPTION.  REFLECT ON LANGUAGE: PUT THE WORDS IN THE CORRECT ORDER AND ANSWER THE QUESTIONS. 1 BAGGY JEANS / DEREK S / NICE / ARE/. 2 IS / LIGHT T-SHIRT / MIRANDA S / PRETTY /. CLOSING:  PORTFOLIO: THINK OF A FAMOUS PERSON. WRITE A SIMILAR DESCRIPTION OF THE CLOTHES HE / SHE WEARS FOR SPRING. USE THE IDEAS IN THE MAGAZINE ARTICLE. Victor's handmake book\Doc18.docx

57

UNIT: III SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: SELLING AND BUYING CLOTHES. STRATEGIC COMPETENCE: INTEGRATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

DEVELOPMENT:  LOOK AT THE PAGE FROM TRENDY TEENS CATALOGUE AND DISCUSS WITH A PARTNER WHAT YOU WOULD BUY AND WHY.  WHEN BUYING CLOTHES WE ASK FOR THE PRICE, SIZE AND THE COLOR. WHICH EXPRESSIONS CAN BE USED WHEN BUYING CLOTHES FROM A CATALOGUE? WORK IN PAIRS AND WRITE DOWN SOME OF THESE EXPRESSIONS.  IN GROUPS OF THREE MAKE A CLOTHES CATALOGUE PAGE WITH ARTICLES THAT YOU. THINK OF THE FOLLOWING BEFORE YOU START:  SHOW YOUR CATALOGUES TO YOUR CLASSMATES AND DISCUSS ABOUT THE PRICES, THE COLORS, WHERE AND HOW CAN YOU GET THOSE CLOTHES AND ACCESSORIES. CLOSING:  HOMEWORK: STUDENTS BRING THEIR PORTFOLIO.

PORTFOLIO.

58

UNIT: III SESSIONS: 21 SESSION. PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE:.STUDENTS REFLECT ON UNIT 3. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

59

UNIT: III SESSIONS: 23 AND 24 SESSIONS. PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE GRADE: 2ND SUBJECT: ENGLISH AND ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TO CREATE A CATALOGUE OF THE PRODUCTS, CLOTHES AND CRAFTS PRODUCED IN YOUR COUNTRY. STRATEGIC COMPETENCE: MY PROYECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, MAKE A LIST OF ALL DIFERENT TYPES OF PRODUCTS AND CRAFTS. CATEGORIZE BY TYPE. WHERE DO THE PRODUCTS COME FROM? WHO MAKES THEM? Victor's handmake book\Doc19.docx FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A BROCHURE __ A WEB PAGE __ A POWER POINT A BOOK __ A POSTER __ OTHER _______ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________ ________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________ PRESENTATION: ___________________________ _____________________

60

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

61

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: IV SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT WHERE PEOPLE LIVE. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: DO YOU LIVE IN AN APARTMENT OR IN A HOUSE? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION AND ANSWER THE QUESTIONS IN YOUR NOTEBOOK. COMPARE WITH A PARTNER.  STRATEGIC COMPETENCE: YOU CAN PARAPHRASE TO EXPLAIN WHAT SOMETHING MEANS.  MATCH THE TYPES OF HOUSES WITH THEIR DESCRIPTION.  IN GROUPS OF FOUR, TAKE A SURVEY ABOUT THE TYPE OF HOUSE YOUR CLASSMATES LIVE IN.  REPORT THE RESULTS TO THE CLASS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 115, EX.3. BEGINNING: BRAINSTORM. EXE. 2, P 96.: READ THE DEFINITIONS TO THE STUDENTS AND THEY ANSWER WHAT HOUSE OR APARTMENT IT IS. DEVELOPMENT:  COVER THE DIALOGUE. LISTEN AND CIRCLE THE ACCOMMODATION MENTIONED. COMPARE WITH A PARTNER. LISTEN AGAIN AND COMPLETE THE DIALOGUE WITH THERE IS AND THERE ARE.  REFLECT ON LANGUAGE: CIRCLE THE CORRECT OPTION.

PORTFOLIO.

62

1 THERE IS / THERE ARE IS USED TO TALK ABOUT THE EXISTENCE OF MORE THAN ONE THING. 2 THERE IS / THERE ARE IS USED TO TALK ABOUT THE EXISTENCE OF ONE THING.  IN PAIRS, TALK ABOUT THE PLACES FOR RENT AND SALE.  IN YOUR NOTEBOOK, WRITE ABOUT WHAT THERE IS FOR RENT. CLOSING:  .

63

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: IV SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT THE ROOMS IN A HOUSE. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: HOW MANY ROOMS ARE THERE IN YOUR HOUSE? DEVELOPMENT:  LISTEN AND COMPLETE WITH THE WORDS IN THE BOX.  LABEL THE ROOMS. USE THE DIALOGUE AND WORDS IN EXERCISE 1.  MEMORY GAME. CHOOSE YOUR BOOK AND DESCRIBE MARTHA AND TOM S HOUSE. CLOSING:  . BEGINNING: BRAINSTORM. ASK: STUDENTS UNSCRAMBLE: TELCAPS, LECAPA, NETT, EMCARP (CASTLE, PALACE, TENT, CAMPER). DEVELOPMENT:  READ IVI S E-MAIL AND CIRCLE THE CORRECT OPTION. REFER TO THE PICTURE.  LOOK AT THE HOUSES BELOW AND CHOOSE THE ONE YOU LIKE MOST. WORK IN PAIRS AND TAKE TURNS TO DESCRIBE YOUR HOUSE TO YOUR PARTNER. TRY TO GUESS WHICH ONE HE / SHE LIKES THE MOST. ASK YOUR PARTNER TO REPEAT THE DESCRIPTION WHEN NECESSARY.  REFLECT ON LANGUAGE: LOOK AT THE DESCRIPTION OF THE HOUSE IN EXERCISE 1. HOW DO WE REFER TO THE FLOORS IN A HOUSE OR

PORTFOLIO.

64

BUILDING? IS IT THE SAME IN YOUR LANGUAGE?  IN YOUR NOTEBOOK WRITE AN E-MAIL DESCRIBING YOUR FRIEND S HOUSE. USE THE E-MAIL IN EXERCISE 1 TO HELP YOU. EXCHANGE WITH YOUR PARTNER. CORRECT HIS / HER E-MAIL AND GIVE IT BACK. WRITE A FINAL VERSION INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING:  CD-ROM: CONCENTRATION ACTIVITY.

65

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: IV SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: DESCRIBING BUILDINGS AND APARTMENTS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: ARE THERE ANY APARTMENT BUILDINGS IN YOUR AREA? DEVELOPMENT:  FIND THESE WORDS IN THE BROCHURE AND GUESS THEIR MEANING.  LISTEN AND CHECK THE QUESTIONS YOU HEAR. THEM READ THE BROCHURE AND ANSWER ALL OF THEM.  REFLECT ON LANGUAGE: LOOK AT THE BROCHURE. WHAT DO YOU NOTICE ABOUT THE ORGANIZATION OF THE INFORMATION IN THE BROCHURE? IS IT EASY TO UNDERSTAND? WHICH OTHER TYPE OF TEXTS CAN BE ORGANIZED IN THIS WAY?  READ THE TEXT. MAKE A LIST OF ALL THE WORDS THAT HELP DESCRIBE THE BUILDING AND THE APARTMENTS. COMPARE WITH A PARTNER. CLOSING:  PORTFOLIO: IN YOUR NOTEBOOK, DESCRIBE AN APARTMENT BUILDING YOU KOW AND READ THE DESCRIPTION TO A PARTNER. BEGINNING: BRAINSTORM. ASK: WHAT S THE DIFFERENCE BETWEEN A HOUSE AND APARTMENT. DEVELOPMENT:  LOOK AT THE BROCHURE IN EXERCISE 1, PAGE 100,

PORTFOLIO.

66

AND COMPLETE THIS INFORMATION.  CHOOSE THE NAME, THE LOCATION, THE CONTACT DETAILS AND THE E-MAIL ADDRESS FOR A NEW BROCHURE AND COMPLETE THE DESCRIPTION. CLOSING:  USE THE INFORMATION IN EXERCISE 2 TO DESIGN YOUR OWN BROCHURE. SHOW IT TO YOUR CLASSMATES. Victor's handmake book\Doc20.docx  RESEARCH ACTIVITY: WHAT ARE HOUSES IN MEXICO MADE OF? (NOTEBOOK).  LEARN TO LEARN VOCABULARY, P. 115, EX.3.

67

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: IV SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: DESCRIBING HOUSES. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT TYPE OF HOUSE DO YOU LIVE IN? DEVELOPMENT:  LISTEN TO LUCA DESCRIBE HER HOUSE AND CIRCLE IT.  REFLECT ON LANGUAGE: CIRCLE THE CORRECT OPTION. WE USE THE QUESTION WHAT IS YOUR HOUSE LIKE? TO ASK FOR A) LOCATION. B) DESCRIPTION. C) PRICE.  COMPLETE THE COLUMN ABOUT YOUR HOUSE.  ASK YOUR PARTNER ABOUT HIS/HER HOUSE AND COMPLETE THE LAST COLUMN. CLOSING:  LEARN TO LEARN VOCABULARY P. 115, EX. 1. BEGINNING: BRAINSTORM. ASK: DO YOU LIKE THE PLACER WHERE YOU LIVE? DEVELOPMENT:  READ THE LETTER IN EXERCISE 2 AND WRITE THE WORDS TIM USES TO DESCRIBE HIS HOUSE.  READ THE LETTER AND UNDERLINE THE SENTENCES THAT USE AND OR BUT.  REFLECT ON LANGUAGE: READ THE EXAMPLE AND COMPLETE THE SENTENCES. IT ISN T VERY BIG, BUT IT S PRETTY AND COMFORTABLE.

PORTFOLIO.

68

1 __________ CONNECT IDEAS OR INFORMATION. 2 __________ CONTRASTS IDEAS FOR INFORMATION.  COMPLETE THE SENTENCES WITH AND OR BUT. CLOSING:  USE THE INFORMATION IN EXERCISE 2 TO DESIGN YOUR OWN BROCHURE. SHOW IT TO YOUR CLASSMATES.  RESEARCH ACTIVITY: WHAT ARE HOUSES IN MEXICO MADE OF? (NOTEBOOK).  LEARN TO LEARN VOCABULARY, P. 115, EX.3.

69

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: IV SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: LOOKING AT CLASSIFIED ADVERTISEMENTS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: DO YOU RENT THE HOUSE YOU ARE LIVING IN? DEVELOPMENT:  LOOK AT THE ADVERTISEMENTS AND THE APPROPRIATE OPTION.  READ THE ADVERTISEMENTS AND ANSWER THE QUESTIONS. COMPARE WITH A PARTNER.  STRATEGIC COMPETENCE: LOOK UP THE WORD YARD. HOW MANY MEANINGS DOES IT HAVE?  GUESSING GAME. IN PAIRS, CHOOSE A PLACE FROM EXERCISE 1 AND ASK QUESTIONS TO GUESS WHICH PLACES IT IS. STUDENT 1: CHOOSE A PLACE. STUDENT 2: ASK QUESTIONS AND GUESS. CLOSING:  HOMEWORK: BRING SOME ADVERTISEMENTS ABOUT A HOUSE OR APARTMENTS IN RENT. BEGINNING: BRAINSTORM. ASK: DO YOU LIKE THE PLACER WHERE YOU LIVE? DEVELOPMENT:  READ THE ADVERTISEMENTS IN EXERCISE 1, PAGE 104, AGAIN AND DECIDE WHICH IS THE BEST ACCOMMODATION FOR EACH PERSON.  WRITE AN ADVERTISEMENT FOR A HOME. THEN DESCRIBE THE SITUATION OF A PERSON OR PEOPLE

PORTFOLIO.

70

LOOKING FOR SOMEWHERE TO LIVE. GET TOGETHER IN GROUPS OF FOUR AND EXCHANGE PAPERS. CLOSING:  .

71

UNIT: IV GRADE: 2ND SUBJECT: ENGLISH LEARN ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND TOPIC: TALKING ABOUT SPECIFIC LOCATION OF ROOMS IN A HOUSE. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE ROOM IN YOUR HOUSE? DEVELOPMENT:  LISTEN TO THE DIALOGUE AND MATCH THE ROOMS IN THE HOUSE PLAN. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: WRITE THESE WORDS UNDER THE CORRECT PICTURE: AT THE END OF, OPPOSITE, BETWEEN, NEXT TO / BESIDE.  USE THE FLOOR PLAN TO COMPLETE THE SENTENCES.  ASK YOUR PARTNER WHERE HIS / HER BEDROOM IS AND DESCRIBE IT. CLOSING:  CD-ROM: WHERE IS IT? BEGINNING: BRAINSTORM. ASK: DO YOU LIKE THE PLACER WHERE YOU LIVE? DEVELOPMENT:  CHOOSE A LAYOUT FOR YOUR HOUSE. WRITE THE WORDS IN THE BOX NEXT TO THE LETTER WHERE YOU WANT THEM.  ASK YOUR PARTNER ABOUT HIS / HER HOUSE AND COMPLETE HIS / HER COLUMN.  WRITE A PARAGRAPH COMPARING THE LOCATION OF ROOMS IN YOUR HOUSE WITH THE LOCATION OF ROOMS IN YOUR FRIEND S HOUSE AND SHARE THEM WITH THE CLASS. USE THE LAYOUTS IN EXERCISE 1.

PORTFOLIO.

72

CLOSING:  INTERNET PROJECT: SURF THE INTERNET AND FIND INFORMATION ABOUT THE HISTORY OF FURNITURE. WRITE A SHORT PARAGRAPH AND SHARE THE INFORMATION WITH YOUR CLASSMATES. SUGGESTED SITE: HTTP://ENCARTA.MSN.COM/ENCICLOPEDIA_7615630 34/FURNITURE.HTML  HOMEWORK: BRING CUTOUTS ABOUT DIFFERENT FURNITURE.

73

UNIT: IV GRADE: 2ND SUBJECT: ENGLISH LEARN ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 13 AND 14 SESSIONS TOPIC: TALKING ABOUT FURNITURE.

PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND STRATEGIC COMPETENCE:.. EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

CONNECTION WITH OTHER SUBJECTS

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT FURNITURE IS THERE IN YOUR LIVING ROOM? DEVELOPMENT:  LISTEN AND WRITE THE PRICES OF THE FURNITURE.  COMPARE THE PRICES WITH YOUR PARTNER. THEN LISTEN AGAIN AND CHECK.  WORK IN PAIRS. ROLE-PLAY THE DIALOGUE BETWEEN A CLERK AND A CUSTOMER IN A FURNITURE STORE. USE THE PICTURES IN EXERCISE 1. CLOSING:  CD-ROM: SORTING ACTIVITY. BEGINNING: BRAINSTORM. ASK: THEY WRITE THE FURNITURE FOR EACH ROOM: DINING ROOM, LIVING ROOM, BEDROOM, KITCHEN. DEVELOPMENT:  LISTEN AND CHECK ACCORDING TO WHAT THE BIG STUDIO (B) OR THE SMALL STUDIO (S) HAS.  STRATEGIC COMPETENCE: LOOK UP THE WORD SINK. HOW MANY MEANINGS DOES IT HAVE?  COMPLETE THE QUESTIONS. ANSWER THEM FOR THE SMALL STUDIO.  ASK YOUR PARTNER ABOUT THE FURNITURE IN HIS / HER HOUSE. CLOSING:  RESEARCH ACTIVITY: SURF THE INTERNET AND

PORTFOLIO.

74

INVESTIGATE: WHAT FURNITURE DID THE AZTECS USE? SUGGESTED SITE: HTTP://WWW.SCHOOLS.ASH.ORG.AU/ELANORAH/HO MES.HTM  CD-ROM: MATCHING ACTIVITY.

75

UNIT: IV GRADE: 2ND SUBJECT: ENGLISH LEARN ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS SEQUENCE OF LEARNING

SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND TOPIC: DESCRIBING ROOMS IN A HOUSE. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR BEDROOM LIKE? DEVELOPMENT:  READ THE LETTER FORM HAPPY STUDENTS HOMESTAY AND CIRCLE THE ROOM IT REFERS TO. COMPARE WITH A PARTNER.  STRATEGIC COMPETENCE: WHEN YOU READ, TRY TO PAUSE WHEN INDICATED BY PUNCTUATION. THIS HELPS YOU UNDERSTAND THE TEXT.  REFLECT ON LANGUAGE: READ AND WRITE THE UNDERLINED WORDS UNDER THE CORRECT PICTURE. 1 THERE S A LAMP ON THE DESK. 2 THERE S A DESK IN FRONT OF THE BOOKCASES.  COMPLETE THE SENTENCES THAT DESCRIBE THE OTHER ROOM IN THE STUDENTS HOMESTAY.  DESCRIBE ONE OF THE ROOMS IN EXERCISE 1 AND SEE IF YOUR PARTNER CAN GUESS WHICH ONE IT IS. CLOSING:  CD-ROM: FILL IN THE BLANKS ACTIVITY. BEGINNING: BRAINSTORM. ASK: DICTATE PACO S BEDROOM AND THEY DRAW IT. DEVELOPMENT:  LOOK AT THE PICTURE OF PACO S BEDROOM. READ THE DESCRIPTION AND UNDERLINE THE SIX FACTUAL MISTAKES.

PORTFOLIO.

76

 CORRECT THE INFORMATION ABOUT PACO S BEDROOM.  IMAGINE YOU ARE OFFERING PACO S ROOM OUT FOR RENT. LOOK AT YOUR PARAGRAPH AND WRITE A FIRST DRAFT OF A SIMILAR LETTER TO THE ONE IN EXERCISE 1, PAGE 110. EXCHANGE WITH A PARTNER. CORRECT HIS / HER LETTER AND GIVE IT BACK. WRITE A FINAL VERSION INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 115, EX. 4.  CD-ROM: WORD SEARCH ACTIVITY.  PORTFOLIO: EX. 3 P. 111.

77

UNIT: IV SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO PARTICIPATE IN GRADE: 2ND SUBJECT: ENGLISH CONVERSATIONS IN WHICH YOU COMPARE, BUY OR SELL A VARIETY OF ITEMS. TOPIC: SELLING AND BUYING CLOTHES. STRATEGIC COMPETENCE: INTEGRATION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

COMPARE CLOTHES BY PRICE, COLOR AND SIZE.

DEVELOPMENT:  LOOK AT THE PAGE FROM TRENDY TEENS CATALOGUE AND DISCUSS WITH A PARTNER WHAT YOU WOULD BUY AND WHY.  WHEN BUYING CLOTHES WE ASK FOR THE PRICE, SIZE AND THE COLOR. WHICH EXPRESSIONS CAN BE USED WHEN BUYING CLOTHES FROM A CATALOGUE? WORK IN PAIRS AND WRITE DOWN SOME OF THESE EXPRESSIONS.  IN GROUPS OF THREE MAKE A CLOTHES CATALOGUE PAGE WITH ARTICLES THAT YOU. THINK OF THE FOLLOWING BEFORE YOU START:  SHOW YOUR CATALOGUES TO YOUR CLASSMATES AND DISCUSS ABOUT THE PRICES, THE COLORS, WHERE AND HOW CAN YOU GET THOSE CLOTHES AND ACCESSORIES. CLOSING:  HOMEWORK: STUDENTS BRING THEIR PORTFOLIO.

PORTFOLIO.

78

UNIT: IV SESSIONS: 21 SESSION. PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE AND ANIMALS BY GRADE: 2ND SUBJECT: ENGLISH MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE:.STUDENTS REFLECT ON UNIT 3. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

79

UNIT: IV SESSIONS: 23 AND 24 SESSIONS. PURPOSE: TO ENABLE YOU TO DISCUSS DESCRIBE PEOPLE GRADE: 2ND SUBJECT: ENGLISH AND ANIMALS BY MAKING REFERENCE TO THEIR PHYSICAL APPEARANCE, (IN) ABILITIES AND HABITS OR ROUTINES. TOPIC: TO CREATE A CATALOGUE OF THE PRODUCTS, CLOTHES AND CRAFTS PRODUCED IN YOUR COUNTRY. STRATEGIC COMPETENCE: MY PROYECT. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

ASK FOR AND GIVE PERSONAL INFORMATION. TALK ABOUT TALENTS AND ABILITIES. DESCRIBE SOMEONE PHYSICALLY. DESCRIBE ANIMALS AND PETS.

PREPARATION:  IN YOUR GROUP, MAKE A LIST OF ALL DIFERENT TYPES OF PRODUCTS AND CRAFTS. CATEGORIZE BY TYPE. WHERE DO THE PRODUCTS COME FROM? WHO MAKES THEM? Victor's handmake book\Doc21.docx FORMAT:  IN YOUR GROUP DECIDE HOW YOU WANT TO PRESENT YOUR PROJECT. A BROCHURE __ A WEB PAGE __ A POWER POINT A BOOK __ A POSTER __ OTHER _______ SOURCES:  WHERE CAN YOU LOOK FOR INFORMATION? BIBLIOTECA DEL AULA BOOKS MAGAZINES ENCYCLOPEDIAS REFERENCE BOOKS THE INTERNET INTERVIEWS

SCIENCE

PROYECT.

SCHOOL LIBRARY ZOOS

COLLABORATION: DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM. STUDENT(S) RESPONSIBLE MATERIALS: ______________________________ _____________________ RESEARCH: _______________________________ _____________________ WRITING: ________________________________ _____________________ PRESENTATION: ___________________________ _____ ________________

80

PREPARE AND REVIEW: PREPARE A FIRST DRAFT OF YOUR PROJECT, AND REVIEW AND CORRECT THE FOLLOWING: CONTENT LANGUAGE PUNCTUATION SPELLING CLARITY NOW, WRITE THE FINAL VERSION OF THE TEXT. PROJECT PRACTICE: PRACTICE YOUR PRESENTATION IN YOUR GROUP. THINGS TO REMEMBER: PLACE: ___________________________________ TIME: ____________________________________ EQUIPMENT: ______________________________ TEAM ROLES: ______________________________ EVALUATE AND LEARN:

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

81

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V

SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT LOCATION IN THE PAST. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHERE WERE YOU AT 9 O CLOCK LAST NIGHT? DEVELOPMENT:  READ THE LETTER AND MARK THE DAYS LUCA REFERS TO ON THE CALENDAR.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND COMPLETE THE SENTENCE. THE WEATHER WAS VERY NICE. THE DALTONS WERE NICE TO ME. ________ AND ________ ARE THE FORMS OF THE PAST OF AM, IS AND ARE.  READ THE LETTER AGAIN AND ANSWER T (TRUE) OR F (FALSE). COMPARE WITH A PARTNER.  COMPLETE THE SENTENCES WITH WAS OR WERE.  WORK IN GROUPS OF SIX. TELL ONE OF YOUR CLASSMATES WHERE YOU WHERE YOU WERE LAST SATURDAY. HE/SHE REPORTS WHERE YOU WERE AND SAYS WHERE HE/SHE WAS. THE REST OF THE STUDENTS DO THE SAME. CLOSING:  CD-ROM: WORD SEARCH ACTIVITY. BEGINNING: BRAINSTORM. HAVE YOU READ A POLICE STORY? DEVELOPMENT:  LISTEN AND CHECK WHO IS NOT TELLING THE TRUTH. THEN ANSWER THE QUESTIONS.

PORTFOLIO.

82

 LISTEN AGAIN AND LOOK AT THE PICTURES. WRITE WHERE THESE PEOPLE WERE YESTERDAY AT 10 O CLOCK IN THE MORNING. USE THE WORDS IN THE BOX.  READ INSPECTOR EYE S NOTES ABOUT WHERE THE SUSPECTS WERE LAST WEEK AND WRITE A REPORT IN YOUR NOTEBOOK.  COMPLETE THE SENTENCES WITH INFORMATION ABOUT YOU. COMPARE WITH A PARTNER.  CLOSING:  LEARN TO LEARN VOCABULARY, P. 147, EX. 1.

83

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V

SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: ASKING AND ANSWERING ABOUT THE PAST. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHERE WERE YOU AT SCHOOL YESTERDAY? DEVELOPMENT:  LISTEN TO THE DIALOGUE AND ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: READ THE DIALOGUE IN THE AUDIOSCRIPTS SECTION PAGE 170 AND ANSWER. HOW DO YOU ANSWER WHEN A QUESTION BEGINS WITH WAS / WERE? IS IT THE SAME ANSWER FOR QUESTIONS WITH HE AND WE?  IN PAIRS, FIND OUT WHERE YOUR PARTNER WAS YESTERDAY / LAST SATURDAY / LAST WEEKEND. CLOSING:  . BEGINNING: BRAINSTORM. ASK: WHAT IS A DIARY? DEVELOPMENT:  ORDER THE SENTENCES TO MAKE A LOGICAL DIALOGUE. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  READ THE DIARY PAGES AND COMPLETE THEM.

PORTFOLIO.

84

DECIDE WHICH IS LUCA S DIARY AND WHICH IS IVY S. COMPARE WITH A PARTNER.  IN YOUR NOTEBOOK WRITE ABOUT A PARTY YOU WERE AT. USE THE DIARY PAGES IN EXERCISE 2 AS A MODEL. CLOSING:  PORTFOLIO: EX. 3, P. 123.  RESEARCH ACTIVITY: WHERE DID ANNE FRANK WRITE HER FAMOUS DIARY? SUGGESTED SITE: HTTP://WIKI.ANSWERS.COM/Q/

85

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V

SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: EXPRESSING ABILITY AND INABILITY IN THE PAST. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT COULD YOU DO WHEN YOU WHERE FIVE YEARS OLD? DEVELOPMENT:  LISTEN TO THE DIALOGUE AND MATCH THE NAME WITH THE ABILITY. THEN LISTEN AGAIN AND CHECK.  REFLECT ON LANGUAGE: CIRCLE THE CORRECT OPTION. 1 WE USE CAN / COULD TO TALK ABOUT ABILITY IN THE PAST. 2 WE USE COULDN T / CAN T TO TALK ABOUT INABILITY IN THE PAST. 3 COULD IS FOLLOWED BY TO + VERB / VERB.  LOOK AT THE TABLE AND TELL YOUR PARTNER WHAT CHARACTERS COULD OR COULDN T DO WHEN THEY WERE YOUNGER.  IN YOUR NOTEBOOK, WRITE ABOUT WHAT YOU COULD OR COULD T DO WHEN YOU WERE A CHILD. EXCHANGE YOUR WORK WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. REWRITE YOUR WORK INCLUDING YOUR PARTNER S CORRECTIONSCLOSING:  PORTFOLIO: EX. 3, P. 124.  RESEARCH ACTIVITY: HOW OLD WAS TIGER WOODS WHEN HE WON THE OPTIMIST INTERNATIONAL

PORTFOLIO.

86

JUNIOR TOURNAMENT? SUGGESTED SITE: HTTP://WWW.TIGERWOODS.COM/NOFLASH.SPS. BEGINNING: BRAINSTORM. ASK: THEY WRITE 3 ABILITIES WHEN THEY WERE A CHILD. DEVELOPMENT:  READ THE ARTICLE ABOUT JACK DEMPSEY AND ANSWER THE QUESTIONS BELOW.  REFLECT ON LANGUAGE: LOOK AT THIS SENTENCE. FIND A SENTENCE WITH A SIMILAR MEANING IN THE TEXT. LAST YEAR HE COULD T RUN. __________________ ANSWER THE QUESTION. WHAT DOES AGO MEAN ______________________  ANSWER THE FOLLOWING QUESTIONS.  WORK IN PAIRS. ASK EACH OTHER THE QUESTIONS IN EXERCISE 2. CLOSING:  .

87

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V

SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: ASKING ABOUT ABILITY AND INABILITY IN THE PAST. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: COULD YOU SWIM WHEN YOU WERE FIVE? DEVELOPMENT:  LISTEN AND PUT A CHECK OR A CROSS NEXT TO THE ACTIVITIES MARCO, IVY AND HER MOTHER COULD OR COULDN T DO WHEN THEY WERE YOUNGER. COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  REFLECT ON LANGUAGE: LOOK AT THE QUESTION. WHAT ARE THE TWO POSSIBLE ANSWERS? COULD IVY PAINT WHEN SHE WAS EIGHT? ______________________________  PUT A CHECK OR A CROSS NEXT TO THE ACTIVITIES YOU COULD OR COULDN T DO AT DIFFERENT AGES.  IN PAIRS, ASK YOUR PARTNER ABOUT THE THINGS HE / SHE COULD OR COULDN T DO. CLOSING:  . BEGINNING: BRAINSTORM. ASK: THEY WRITE AN ABILITY OR INABILITY THEY HAD IN THE PAST. DEVELOPMENT:  READ THE STATEMENTS BELOW. PREDICT WHICH STATEMENTS ARE TRUE AND WHICH ARE FALSE. WRITE T (TRUE) OR F (FALSE) NEXT TO THEM.

PORTFOLIO.

88

COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  MATCH THE FAMOUS PEOPLE WITH THEIR ABILITIES.  IN YOUR NOTEBOOK, WRITE TWO TRUE STATEMENTS AND TWO FALSE STATEMENTS ABOUT YOU USING COULD AND COULDN T. SHOW YOUR STATEMENTS TO A PARTNER AND READ HIS / HER STATEMENTS. GUESS WHICH TWO STATEMENTS ARE FALSE. CLOSING:  LEARN TO LEARN VOCABULARY, P. 147, EX. 2.  CD-ROM: HANGMAN ACTIVITY.

89

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V

SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT PAST EVENTS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU DO YESTERDAY? DEVELOPMENT:  READ TIM S DIARY AND PUT A CHECK NEXT TO THE ACTIVITIES.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTIONS. 1 I WASH MY CLOTHES EVERY SATURDAY. I WASHED MY CLOTHES LAST SATURDAY. 2 I INVITE RICHARD EVERY DAY. I INVITED RICHARD LAST SAURDAY. 3 I STUDY EVERY DAY. I STUDIED YESTERDAY. 4 I STOP PLAYING AT 10:00. YESTERDAY I STOPPED PLAYING AT 10:00. WHAT HAPPENS TO THE ACTION WORDS IN THE PAST TENSE?  WRITE ABOUT TIM S ACTIVITIES AT THESE TIMES LAST SATURDAY.  WRITE A DIARY ENTRY DESCRIBING WHAT YOU DID LAST SATURDAY. COMPARE WITH A PARTNER. CLOSING:  CD-ROM: THE WEATHER SONG. BEGINNING: BRAINSTORM. ASK: WHICH BOOKS HAVE YOU READ? WHICH DID YOU LIKE THE MOST?

PORTFOLIO.

90

DEVELOPMENT:  READ THE STORY AND CIRCLE THE CONNECTORS THAT HELP THE WRITER TELL THE STORY.  REFLECT ON LANGUAGE: LOOK AT HOW THE WORDS BUT, WHEN, THEN AND AFTER THAT ARE USED IN THE STORY AND CIRCLE THE CORRECT OPTION. THE WORD BUT INDICATES A) ADDITION. B) CONTRAST. C) CONSEQUENCE. THE WORD WHEN INDICATES A) TIME. B) PLACE. C) REASON. THE WORDS THEN AND AFTER THAT INDICATE A) CONTRAST. B) SEQUENCE. C) ADDITION.  USE SOME OF THE IDEAS IN THE BOX OR YOUR OWN IDEAS TO FINISH THE STORY IN YOUR NOTEBOOK. USE BUT, WHEN, THEN, AND AFTER THAT TO MAKE THE TEXT COHERENT.  STRATEGIC COMPETENCE: BEFORE YOU READ YOUR STORY, ASK YOURSELF IF IT MAKES SENSE.  READ YOUR STORY TO A PARTNER AND MAKE ADEQUATE CORRECTIONS. WRITE A FINAL VERSION OF THE STORY AND READ IT TO YOUR CLASSMATES. ARE YOUR STORIES THE SAME OR DIFFERENT? CLOSING:  PORTFOLIO: EX. 3, P. 129.

91

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: COMPARING THE PAST AND THE PRESENT. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU PLAY WHEN YOU WHERE LITTLE? DEVELOPMENT:  READ THE ARTICLE AND PUT A CHECK OR A CROSS NEXT TO WHAT PEOPLE DID OR DIDN T DO IN THE PAST.  REFLECT ON LANGUAGE: UNDERLINE THE PARTS OF THE EXAMPLES THAT STATE A NEGATIVE FACT ABOUT THE PAST AND ANSWER THE QUESTION. PEOPLE DIDN T HAVE A TV; THEY LISTENED TO THE RADIO. WHAT DO YOU NOTICE ABOUT THE WAY THE NEGATIVE IS FORMED?  USE EXERCISE 1 TO HELP YOU WRITE ABOUT LIFE IN MEXICO IN THE PAST.  EXCHANGE YOUR WORK WITH A PARTNER. CORRECT HIS / HER WORK. REWRITE YOUR SENTENCES INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 147, EX. 4. BEGINNING: BRAINSTORM. ASK: TO YOUR GRANDPARENTS ABOUT THEIR YOUNG LIFE. DEVELOPMENT:  COMPLETE THE DESCRIPTION WITH THE CORRECT FORM OF THE WORDS IN PARENTHESES. COMPARE

PORTFOLIO.

92

WITH A PARTNER. THEN, LISTEN AND CHECK.  REFLECT ON PRONUNCIATION AND STRESS: LISTEN TO THE PRONUNCIATION OF THE VERBS TALK, LISTEN AND INVENT IN THE PAST TENSE AND ANSWER THE QUESTION. IS THE FINAL SOUND THE SAME?  LISTEN TO THE REST OF THE VERBS IN EXERCISE 1. WRITE THEM IN APPROPRIATE COLUM BELOW, ACCORDING TO HOW THEY ARE PRONOUNCED.  USE THE VERBS FROM THIS SESSION TO TELL A PARTNER ABOUT WHAT YOU DID WHEN YOU WERE YOUNGER. CLOSING:  RESEARCH ACTIVITY: HOW WAS LIFE IN YOUR HOMETOWN FIFTY YEARS AGO?  LEARN TO LEARN VOCABULARY, P. 147, EX. 3.

93

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: ASKING ABOUT SPECIFIC ACTIONS IN THE PAST. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: DID YOU DO YOUR HOMEWORK LAST NIGHT? DEVELOPMENT:  LISTEN TO TIM, IVY AND LUCA TALK ABOUT WHAT THEY DID LAST NIGHT AND CIRCLE T (TRUE) OR F (FALSE). COMPARE WITH A PARTNER.  LISTEN AGAIN AND ANSWER.  STRATEGIC COMPETENCE: TO HELP COMMUNICATION YOU CAN REPEAT OR ASK FOR REPETITION.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND COMPLETE THE SENTENCES. 1 DID YOU DO YOUR HOMEWORK? 2 YES, I DID. / NO, I DIDN T. 3 I DID MY HOMEWORK. DID IN SENTENCE NUMBER _____ IS AN ACTION WORD. DID IN SENTENCE NUMBERS _____ AND _____ IS USED TO MAKE A QUESTION AND A SHORT ANSWER.  READ AND ANSWER THE QUESTIONS. WRITE YOUR ANSWERS IN THE FIRST COLUMN.  IN PAIRS, ASK EACH OTHER THE QUESTIONS IN EXERCISE 2 AND WRITE THE ANSWERS IN THE SECOND COLUMN. CLOSING:  . BEGINNING: BRAINSTORM. ASK: UNSCRAMBLE: COOKED, HELPED.

PORTFOLIO.

94

DEVELOPMENT:  READ MIKEY S POSTCARD TO JENNY AND COMPLETE IT WITH THE WORDS IN THE BOX. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: LOOK AT HOW THE WORDS FIRST, THEN, AFTER THAT, WHEN AND FINALLY ARE USED IN THE POSTCARD AND CIRCLE THE CORRECT OPTION. 1 THE WORD WHEN INDICATES A) TIME. B) PLACE. C) REASON. 2 FIRST, THEN, AFTER THAT AND FINALLY INDICATE A) CONSEQUENCE. B) SEQUENCE. C) REASON.  READ THE INFORMATION AND WRITE THE SEQUENCE WORDS. WRITE A PARAGRAPH IN YOUR NOTEBOOK WITH THE INFORMATION.  WRITE A POSTCARD TO A FRIEND. USE THE POSTCARD IN EXERCISE 1 AS A MODEL. USE FIRST, THEN, AFTER THAT, WHEN AND FINALLY. SEND THE POSTCARD TO A FRIEND IN THE CLASSROOM. CLOSING:  .

95

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT PAST CIVILIZATIONS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU KNOW ABOUT THE AZTECS? DEVELOPMENT:  READ THE WEB PAGE ON THE AZTECS AND COMPLETE IT WITH THE CORRECT FORM OF THE WORDS IN PARENTHESES.  REFLECT ON LANGUAGE: LOOK AT THE VERBS IN PARENTHESES. WAS LASTED ADOPTED HOW ARE THESE VERBS DIFFERENT?  USE THE TEXT IN EXERCISE 1 TO COMPLETE THESE SENTENCES.  ASK QUESTIONS ABOUT THE AZTECS TO YOUR CLASSMATES. CLOSING:  RESEARCH ACTIVY: THE AZTECS USED TO PLAY PATOLLI AND TLACHTLI. WHAT KIND OF GAMES WERE THEY? HTTP://EN.WIKIPEDIA.ORG.WIKI/AZTECS BEGINNING: BRAINSTORM. ASK: ABOUT SOME NAHUATL LEYENDS. CHECKS BOOKS FROM THE BIBLIOTECA DEL AULA. DEVELOPMENT:  WHAT IS A LEYEND? READ THE LEGEND AND NUMBER THE PARAGRAPHS IN THE CORRECT ORDER. COMMPARE WITH A PARTNER.

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 IN YOUR NOTEBOOK, ANSWER THE QUESTIONS ABOUT THE LEGEND.  READ THE LEGEND ON CUAUHSHIHUA AGAIN AND CIRCLE THE OPTION THAT BEST REPRESENTS YOUR FEELINGS TOWARDS THE TEXT.  DISCUSS YOUR ANSWERS WITH YOUR CLASSMATES. DO YOU SHARE THE SAME OPINIONS? CLOSING:  .

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GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT PAST CIVILIZATIONS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHAT DID YOU GET UP THIS MORNING? DEVELOPMENT:  IVY AND TIM LEFT FOR MEXICO THIS MORNING. NUMBER THE PICTURES IN THE ORDER YOU THINK THEY OCCURRED. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  REFLECT ON LANGUAGE: READ THE SENTENCE AND ANSWER THE QUESTION. YESTERDAY, SHE GOT UP AT 9:00 AND SHE TOOK A SHOWER. WHAT DO YOU NOTICE ABOUT THE UNDERLINED WORDS IN THE SENTENCE?  COMPLETE THE SENTENCES WITH THE CORRECT FORM OF THE WORDS IN PARENTHESES.  IN YOUR NOTEBOOK, WRITE ABOUT WHAT YOU DID THIS MORNING AND WHAT TIME YOU DID EACH ACTIVITY. CLOSING:  INTERNET PROYECT: GO TO HTTP://WWW.QUIA.COM/BC/8111.HTML AND PLAY THE IRREGULAR VERB GAME.  CD-ROM: DRAG AND DROP ACTIVITY. BEGINNING: BRAINSTORM. ASK: YOU DICTATE VERBS IN PRESENT TENSE AND THEY WRITE

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IN PAST TENSE. COMPETITION. DEVELOPMENT:  MARCO S GRANDMOTHER INVITED IVY, TIM AND LUCA TO HER HACIENDA LAST SUNDAY. LISTEN AND WRITE THE TIMES.  REFLECT ON LANGUAGE: HOW DO YOU ASK A QUESTION ABOUT AN EVENT AT A SPECIFIC TIME IN THE PAST? COMPARE WITH A PARTNER. THEN LISTEN AGAIN AND CHECK.  WRITE QUESTIONS ABOUT THE OTHER ACTIVITIES MENTIONED.  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE ACTIVITIES AT THE HACIENDA.  FIND OUT WHAT YOUR CLASSMATES DID LAST SUNDAY AND WHAT TIME THEY DID IT. SEE WHAT THE MOST POPULAR WEEKEND ACTIVITY IS. CLOSING:  CD-ROM: CONVERSATION ACTIVITY.

99

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: NARRATING REAL AND FICTITIOUS EVENTS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: HOW GOOD ARE YOU AT SOLVING MYSTERIES? DEVELOPMENT:  READ THE STORY AND UNDERLINE THE PAST FORM OF THE VERBS IN THE BOX. COMPARE WITH A PARTNER.  WRITE SEVEN OF THE VERBS IN EXERCISE 1 THAT TELL THE MAIN EVENTS IN THE STORY. COVER THE STORY AND USE THESE WORDS TO HELP YOU WRITE SENTENCES TO NARRATE THE STORY WITHOUT LOOKING.  COMPARE WITH A PARTNER AND TRY AND NARRATE THE STORY USING ONLY THESE SENTENCES.  DISCUSS WITH YOUR PARTNER WHY THE NIGHT GUARD LOST HIS JOB AND TELL HIM / HER WHAT YOU THINK ABOUT MR. BROWN S DECISION. CLOSING:  . BEGINNING: BRAINSTORM. ASK: WRITE: ROSA PARKS, THE STUDENTS MAKE QUESTIONS TO KNOW ABOUT HER LIFE. DEVELOPMENT:  READ THE TEXT ABOUT ROSA PARKS AND CIVIL RIGHTS. CIRCLE T (TRUE) OR F (FALSE) FOR THE STATEMENTS BELOW.  REFLECT ON STYLE: READ THE TEXT AGAIN AND

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ANSWER. WHERE CAN YOU FIND A TEXT LIKE THIS? IN AN ENCYCLOPEDIA? IN A WEB SITE? IN A HISTORY BOOK? IN A NOVEL? WHY?  WORK IN PAIRS. LOOK AT THE NOTES ABOUT THAT HAPPENED AFTER THE INCIDENT. IN YOUR NOTEBOOKS, WRITE A SHORT PARAGRAPH ABOUT ROSA PARKS.  FIND OUT WHAT YOUR CLASSMATES DID LAST SUNDAY AND WHAT TIME THEY DID IT. SEE WHAT THE MOST POPULAR WEEKEND ACTIVITY IS. CLOSING:  INTERNET PROYECT: LOOK UP ROSA PARKS ON WWW.ROSAPARKS.ORG AND CIRCLE WHAT HAPPENED.

101

GRADE: 2ND SUBJECT: ENGLISH ABOUT OTHER PEOPLE S HOMES. A TABLE OF CONTENTS

UNIT: V SESSIONS: 21 AND 22 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE YOUR HOME AND LEARN TOPIC: TALKING ABOUT INVENTIONS. STRATEGIC COMPETENCE:.. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. CD-ROM. COMPUTER ASSESSMENT

SEQUENCE OF LEARNING

TALK ABOUT WHERE PEOPLE LIVE.

BEGINNING: BRAINSTORM. ASK: WHO IS YOUR FAVORITE HISTORICAL PERSON? DEVELOPMENT:  IN SMALL GROUPS, READ AND MATCH THE QUESTIONS TO THE ANSWERS. DISCUSS ANY DIFFERENT ANSWERS YOU HAVE.  REFLECT ON LANGUAGE: NOTICE THE DIFFERENCE IN THESE QUESTIONS WHO WAS THE FIRST MAN TO WALK ON THE MOON? DID HE MAKE THE JOURNEY SEVERAL TIMES?  USE INFORMATION IN THE BOXES TO WRITE SENTENCES IN YOUR NOTEBOOK ABOUT THESE INVENTIONS. CLOSING:  INTERNET PROYECT: FIND OUT THE DATE OF FIVE MORE INVENTIONS. DEVELOPMENTS OR DISCOVERIES AND THE NAME OF THE INVENTOR. WRITE ABOUT THEM IN YOUR NOTEBOOK. THEN READ YOUR INFORMATION TO A PARTNER AND LISTEN TO HIS / HER SENTENCES. SUGGESTED SITE: HTTP://INVENTORS.ABOUT.COM/LIBRARY/BL/BL12.H TM BEGINNING: BRAINSTORM. ASK: HOW OLD WERE YOU IN THE YEAR 2000?. DEVELOPMENT:

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 ANSWER THESE QUESTIONS ABOUT THE NEW MILLENIUM. READ THE TEXT AND CHECK YOUR ANSWERS.  READ THE TEXT AGAIN AND CIRCLE THE APPPROPRIATE OPTIONS.  IN GROUPS, TALK ABOUT WHAT YOU DID LAST YEAR FOR NEW YEAR. CLOSING:  .

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