O GENERAL

Bienvenido a Bimestre 1 - Big English

Grado: 2° GradoÁrea: InglésBimestre: 1
◄Semana 2Semana 4►
Semana 3
o

o DESCRIPCIÓN GENERAL DE LA UNIDAD

DATOS INFORMATIVOS

Nº DE UNIDAD TEMÁTICA

Nº DE SEMANAS

Nº DE SESIONES GROUP

DESCRIPCIÓN DE LA SEMANA

CONTENIDOS

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ORGANIZADORES DEL ÁREA

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RESULTADOS

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EVALUACIÓN Y EVIDENCIA DE LOGROS DE LA SEMANA

INSTRUMENTOS

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CRITERIOS DE EVALUACIÓN

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 AUTOR

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NOTAS DEL AUTOR

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o Sesión Grupal N° 1
o Sesión Grupal N° 2
o Sesión Grupal N° 3
o Sesión Grupal N° 4
o Sesión Grupal N° 5
o Sesión Grupal N° 6
o Sesión Grupal N° 7
o Sesión Grupal N° 8
o Sesión Grupal N° 9

DISEÑO DE LA SESIÓN GRUPAL N° 1

RESULTADOS DE APRENDIZAJE
To follow simple instructions in order to make a puppet. To learn the value of taking
turns. (L3) (L8)

ACTIVACIÓN

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Show SS one puppet and say: What is this? Tell SS: It is a puppet.
Tell SS what animal is this?
SS say: It's a lion. Get SS to repeat after you and do this activity again at least 10 times.
Encourage SS to recognize the different animals. (show only: a lion, a zebra and an
elephant)

MATERIALES
Prepare a finger puppet at home. (Download the material in the section Material - word
document)
 CONSTRUCCIÓN

TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 11

Ex. 23
Provide the pre-made puppets and have SS cut them and color them.
You can also decorate the puppets with stars, glitter,glitter pens, etc.

Model a role play with a volunteer. Use the finger puppets and mimic the sample dialogue.
Get two SS to go front and repeat after you:
Student A: You can use the pen now
Student B: Thanks
Get other SS to go front and act out the same dialog but with different objects.
Listen to the SS as they role-play with their puppets. Note which SS need help using the
expressions from the text.
Correct any errors you hear by modelling the conversation slowly and having SS repeat
after you.

MATERIALES
Print the word document attached to this lesson (download and print)
Finger Puppets

CIERRE

TIEMPO
10'

DESCRIPCIÓN DE LAS ACTIVIDADES

Get SS in pairs and get them to practice the previous conversation using different objects.
Tell them to practice using at least 10 different objects
Monitor the activity closely

MATERIALES
Finger puppets and classroom objets

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 2

RESULTADOS DE APRENDIZAJE
SS can understand the value of turn taking / SS can understand simple expressions of
communication (L8)

ACTIVACIÓN

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Start by activating the vocabulary of the previous lesson.
Tell one student: May I use your pen?
Encourage the SS to say: Yes, let's take turns. If the students does not remember the
answer. Ask him to repeat after you.
Do the same activity with at least 5 other students using different objects SS know.

MATERIALES
Classroom objects

CONSTRUCCIÓN

TIEMPO
30'

DESCRIPCIÓN DE LAS ACTIVIDADES

Teacher's Book page 11- Application and practice activity.

Draw two people with bubbles on the board. Ask SS to do the same.
Have each student draw a simple picture showing two characters with speech bubbles.
If T considers the activity will take too long, then you can provide the material on this page
under material.
Print the material and distribute it to SS. SS can color it and then write the information in
the bubbles.
Provide a list of possible sentences students can use to write their dialogue : (write the
cues in disorder)

May I ______?
Yes. It’s your turn.
Let’s take turns.
Thanks.
You’re welcome.
Monitor the activity and help when necessary
Let each student show his or her drawing with the class.

MATERIALES

Blank paper or Printed paper (provided on this page in the part of material)
crayons
pencil
Discussion Bubbles
 CIERRE

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask students to roleplay the conversation in their papers. (The ones they created in the
construction stage)

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 3

RESULTADOS DE APRENDIZAJE
Students can talk about classroom activities. They can compare and contrast
pictures. (S2)(W4)

ACTIVACIÓN
TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Play a game of Charade for a few minutes
Write the following verbs on the board. (Count, cut, draw, glue, listen to, play, read, write
and use)
Using different objects, the board or your body try to mime them or draw them on the
board so that SS can guess what you are doing.

Be sure students understand the meaning of all the verbs.

T can always repeat verbs and indicate that one specific student answers instead of having
the whole class do it.

MATERIALES
Markers

CONSTRUCCIÓN
TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page

12 (Whole Class)

Use the Unit poster to review the unit vocabulary. Play a game with SS.
Write the following phrases on index cards:
Counting pencils, cutting paper, drawing a picture, gluing shapes, listening to music,
listening to a story, playing a game, reading a story, using the computer, writing numbers.
Invite a student to go front and provide him with markers.
The first player picks an index card and draws a picture of someone doing the activity
that’s on the card.
Students guess what the picture shows, using the phrases on the board. The student who
guesses correctly gets to choose a card and draw the next picture. Continue playing until
everyone has had a chance to draw a picture.
Exercise 24
Have two volunteers read the text in the speech bubbles aloud. Explain that students will
talk about the differences between the classroom activities people are doing in the two
pictures.
Review the answers as a class.

MATERIALES

Unit poster.
Index cards with target phrases.

CIERRE
TIEMPO
10'

DESCRIPCIÓN DE LAS ACTIVIDADES

Divide the class into small groups. Have groups make a list of all the differences they see
between Picture A and Picture B.
Get SS to work in groups and tell how many differences there are.
Ask SS about the number of differences. Then ask the group with more differences to go
front and tel the differences out loud
 TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 4

RESULTADOS DE APRENDIZAJE
Students can talk about classroom activities. Students can use the structure There is and
There are. (S2) (W2)

ACTIVACIÓN
TIEMPO
10'

DESCRIPCIÓN DE LAS ACTIVIDADES

Play a game of Simon Says by telling students to pretend to do an action only when they
hear you say, “Simon Says”

(see Game Bank , page T135, for details).

For example:
You are listening to music.
You are playing the guitar.
You are dancing ballet

MATERIALES
Marker

CONSTRUCCIÓN

TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 13- Exercise 25

Write the verbs shown in the book (page 13 exercise 25) on the board. . Explain that
students have to add –ing to the verbs. Point out that students will need to drop the final
‘e’ from glue before adding ‘ ing’.
Get different SS to go front and write the ing forms.
Help students identify what each person in the picture is doing.
Complete item 1 together with SS. Have SS complete the rest of the activity
independently.
Review the answers as a class and ask volunteers to write their answers on the board so
that everyone can check spelling.

Student’s Book page 13- Exercise 26

Write There is and there are on the board.

Write: ____________________ a book on the table.
Have SS work independently to complete the sentences, as needed.
Have SS discuss their answers with a partner. Circulate, checking that students are using
correct pronunciation and intonation.

MATERIALES
Markers

CIERRE

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS to make oral sentences with things around the room. You say the item/items and
they produce the sentences as a class.
Example: Teacher: windows
Students: There are two windows.

TAREA PARA LA CASA

 DISEÑO DE LA SESIÓN GRUPAL N° 5

RESULTADOS DE APRENDIZAJE
Students can use the structure There is and There are. They can also assess their own
learning. (W2)

ACTIVACIÓN

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Write the word There is and There are on the board.

Then get SS to tell sentences using there is and there are and classroom objects
For example:
There is a board
There are books

CONSTRUCCIÓN
TIEMPO
30'

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 13- I CAN

Get SS in groups of three or four.

Ask them to name as many objects using there is and there are
Then ask SS can you say sentences with there is and there are?
When SS say "Yes", ask them to check the box in the first box of I CAN

Do the same for present continuous.

Ask the groups of SS to look around and create sentences about the activities different SS
are doing in that moment
Ex: Luis is writing.
Then ask SS "Can you tell what other students are doing?
When SS say "Yes", ask them to check the box in the second box of I CAN

MATERIALES
 CIERRE

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS to work in pairs and think of activities their father, mother, brother and sister are
doing
Encourage them to make complete sentences

TAREA PARA LA CASA

Direct SS to digital activities assign Workbook Unit 1 Page 11. Exercise 19 and 20

MATERIALES

DISEÑO DE LA SESIÓN GRUPAL N° 6

RESULTADOS DE APRENDIZAJE
Students can use the structure There is and There are.

ACTIVACIÓN

TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

Write questions about your classroom that can be answered with sentences that include
There is or There are.
Example. How many books are on my desk?
Ask SS to help you with the questions, so call volunteers to write more questions on the
board.

CONSTRUCCIÓN
TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

Have SS work in pairs to write There is / There are responses to each question. Then have
pairs exchange papers with another pair. Have them read the answers aloud. Check to
make sure they are correct.
Have SS play the Unit 1 Game 2 on Active teach.
Have SS review the Unit 1 dramatic video segment.

MATERIALES

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Describe one of your student’s desks using There is and there are.
There are two crayons. There is a book. There is a ruler.
Ask SS to guess which desk you are describing.

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 7

RESULTADOS DE APRENDIZAJE
Students can name playground games and activities.

ACTIVACIÓN
TIEMPO
15

DESCRIPCIÓN DE LAS ACTIVIDADES

Take SS for a walk around the playground in the school.

Ask: What do you like to do on the playground? Have volunteers pantomime their
favourite playground game or activity and see if other students can guess what it is.

CONSTRUCCIÓN

TIEMPO
20

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 14- Exercise 1

Read the directions aloud- Play Audio Track A 16. Have SS follow along silently.
Play the audio again and have SS sing along.
Act out the lyrics to help SS understand. For example do these gestures as you sing: Soccer
(kicking), baseball (batting), basketball (dribbling), etc.
Check Students’ comprehension. Ask: What games do they play? What does Paul like to
do? What does Vera like to do?
Point to the boy on the swing. Ask: Who is this? How do you know?
What is Vera doing?

MATERIALES

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Use the karaoke version (Track B59).

Encourage SS to sing along.

TAREA PARA LA CASA

 DISEÑO DE LA SESIÓN GRUPAL N° 8

RESULTADOS DE APRENDIZAJE
Students can name playground games and activities.

ACTIVACIÓN
TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

Elicit playground games and activities and write them on the board.
Ask SS to choose the most popular one.
Encourage SS to participate.

CONSTRUCCIÓN

TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 14- Exercise 2

Remind SS that you use he when you refer to males , she when you refer to females, and
they when you refer to more than one person.
Read the directions aloud. Play Audio Track A17 and have SS listen, point to each sentence,
and then repeat the sentence.
When SS are familiar with the vocabulary, play Charades (See Game Bank, page T 134, for
details) On index cards, write the phrases play basketball, kick a soccer ball, hit a baseball,
play on a slide, jump rope, skate, skateboard and ride a bike.
Have the first player draw a card and act out the phrases. Have SS guess what the player
is doing . Play until each student has had a chance to lead the game.

MATERIALES
Index cards.

CIERRE
TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS to think of other activities you can do in a playground.

Elicit ideas.
Example: play on the swings.

TAREA PARA LA CASA