LESSON No.

Do you know what means E.R.? ___________________________________________

Have you been there? _________. Who works there? ___________________________

I. READ THE NEXT DIALOGUE.

Paramedic 1: Mr. Kemp, do you fell Ok?

Mr. Kemp: No, I don’t fell well.

Paramedic 2: Where it hurts Mr. Kemp?

Mr. Kemp: I feel an intensive pain in my head.

Paramedic 3: Before the car crash, you were

using your seatbelts?

Mr. Kemp: No. I never used it.

Paramedic 1: How many fingers do you see on my hand?

Mr. Kemp: I see six fingers.

Paramedic 2: What’s your first name Mr. Kemp?

Mr. Kemp: I don’t remember. Why you call me Mr. Kemp? Where I am?

Doctor: Is he fine? Is he sick?

Paramedic 1: No, he is not fine. He is saying six fingers.

Paramedic 2: He has an intensive pain in his head, and has on it a big hematoma.

Paramedic 3: He is not well; all indicates that he lost his memory.

Doctor: OK. Take him to the X-ray, and prepare the surgery room.

Doctor: How are the others passenger of the car?

Paramedic 1: They are well. They have only slight wounds.

II. ACCORDING TO THE TEXT,ANSWER THE NEXT QUESTION:

What symptom does Mr. Kemp presents? _______________________________________

_______________________________________________________________________

Where is Mr. Kemp? Why?

________________________________________________________________________

III. MATCH THE WORD TO THEIR MEANING. FOLLOW THE EXAMPLE.

Hurt A swelling filled with blood resulting from a break in a blood vessel.
Surgery Something that pain, ache or wound.
Hematoma A medical procedure for removal or replacement an organ or a tissue.
Seat belt An unpleasant sensation occurring in varying degrees of severity as a
consequence of injury, disease, or emotional disorder.
Pain A safety strap or harness designed to hold a person securely in a seat.
Crash Sudden damage or destruction on impact.

IV. IN BASE OF THE TEXT UNDERLINED ON THE DIALOGUE, WRITE “HAS” OR

“HAVE” DEPENDING OF THE PERSON.

He _________ an intensive pain in his head and ________on it a big haematoma.

They __________ only slight wounds.

V. ANSWER THE NEXT QUESTIONS.

When we use “has”……………………………………………………………………………..( )

a) for the third person singular b) for plural persons and first singular person.

When we use “have” …………………………………………………………………………...( )

a) for the third person singular b) for plural persons and first singular person.

VI. WRITE IN YOUR NOTEBOOK FIVE EXAMPLES USING HAVE AND HAS.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.1. By the end of the lesson the Ss will be able to say if they feel good, sick, ill Lesson : 1
or a pain. Also the Ss are going to be introduced to the use of has or have and involved
Teacher: Ing. Salvador Meza Correa.
at the medical vocabulary.
Date: Week from October 15 to 19 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Predict the text by 5’ Text about an Ss are going to observe the picture in the text. And will answer the
text. looking the picture. Group E.R. next questions: What’s in the picture? Do you know what means E.R.?
Have you been there? Who works there?
Read the text Ss listen the reading 5´ T. gives to the Ss a dialogue and read it to them, in a loud voice.
and repeat. Lockstep Dialogue
Ss notice new words in 5´ between The Ss will underline all the unknown words identified during the
the text Individually doctor, reading. Examples: pain, surgery, wounds, hurt, well, etc. Ss can use
Text Work paramedics the dictionary to know their meaning.
and patient.
Ss identify some 5´ Ss will identify all the symptoms of the patient, to answer the next
details Lockstep question: What symptom does Mr. Kemp presents?
Involve Ss to the 10’ Linking Ss will link the words to their meaning.
vocabulary of medicine Individually exercise
and health.
Ss can identify the Ss look at the words in bold and understand the next grammar focus: T. will ask at
different ways of ask Do you feel well? Yes I do/ No, I don’t feel well. some
our state of health. Is he sick? Yes he is / No, he isn’t. students that
Reflection of Is she well? Yes, she is well/ No she isn’t well. questions
language 10’ Text of E.R. Ss look at the underlined words of the dialogue and notice that “has” is
Understand that “has” Group. used for third person singular and “have” is used for “I” and for plural
is for third person persons. Then Ss answer the section IV and V. Examples:
singular and “have” is
for plural persons. He has excellent English / We have great classmates/
She has a little baby / I have a bad day.
Productions Ss can use properly 5’ Notebook Ss will produce 5 sentences using “has or have”, depending of the
“has and have” Individually. person selected.
depending of the
person.
LESSON No. 2

I. LOOCK AT THE PICTURES AND ANSWER THE QUESTIONS.

Do they fell well? __________________________Are they sick?__________________

Their faces show pain or ache?_____________________________________________

II. SELECT THE CORRECT NAME OF THE ILLNESS FROM THE BOX AND WRITE IT
UNDER THE PICTURE.

 Stomachache  Sore throat  Neckache  Tootheach

 Indigestion  Backeach  Headeach  Flu

_________________ ________________ _______________ ________________

____________ _ ________________ _______________ ________________

III. ANSWER THE FOLLOWING QUESTIONS (YOU CAN USE YOUR DICTIONARY).
Pain and ache are synonyms? ________________________________________________
Illness, sickness and disease are synonyms?
_____________________________________
IV. WRITE IN YOUR NOTEBOOK, SENTENCES USING THE SICKNESSES GIVEN IN
THE BOX AND IN BASE TO THE NEXT PRONOUNS AND PROPER NOUNS.
He….. Paula………….. I… We…..
She…. Mark y Erik……. You…. The dog….
Examples: Laura has a stomachache / Martha and Peter have the flu.
V. WRITE IN YOUR NOTEBOOK THE NAME OF FIVE MORE DISEASES.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.1. By the end of the lesson the Ss will be able to express what illness the Lesson : 2
people and they are suffering. They will know the name of the most common illnesses
Teacher: Ing. Salvador Meza Correa.
and also they will understand that the words ill, sickness and disease are synonyms.
Date: Week from October 15 to 19 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will predict the 5’ Text Ss are going to read the text and observe the picture in it, and During the
last lesson,
text. text by looking the Group. “ What’s the then will answer the next questions: Do they fell well? Are they they have
pictures and using problem” sick? Their faces show pain or ache? increased
their
the known vocabulary.
vocabulary.
The Ss are going to check the names of the illnesses given in
In this
To know the name of 15´ the box and will try to relate these names with the known section, try
the most common Lockstep Pictures in words. Example: Head Headache, indigestion, etc. to avoid the
illnesses. the text. use of the
dictionary.
Text Work The T is going to make mimic to represent the illnesses
unknown for the students.
Ss will notice that 5’ The students will search the next questions in the dictionary:
some words are Individually Dictionary ache and pain; illness, sickness and disease and finally the Ss
synonym are going to determine if the words are synonyms.
The Ss are going to The Ss will use the pronouns and illnesses given in the box to
express what illness 15 minutes Notebook make sentences in his/her notebook, by using “has” or “have”,
is suffering the depending the person:
Reflection of person, by using
Language and “has” or “have”. Examples: I have a toothache.
Production. She has stomachache / He has the flu.
The dog has indigestion.
To Increase the The Ss will search five names of different illnesses and then
vocabulary of 5 minutes Dictionary will write them in the notebook. All this with the firm intention of
illnesses. Notebook increase the vocabulary.
LESSON No. 3

I. READ THE FOLLOWING DIALOGUE.

VICKI: You don’t look too well today. Are you OK Matt?

MATT: No, not really. I’ve temperature, headache and sore throat.

VICKI: Oh dear…I think you are going down with the flu!

MATT: Yes, I think I’m going down with the flu. But I need to fight it
off, because today is the mathematics test.

VICKI: Wait, I have some anti flu tablets in my bag.

MATT: Oh Thanks. That should bring down my temperature.

VICKI: And here’s some water.

MATT: Thanks. (Drinks) Argh! That hurts my throat!

VICKI: Hmm you’re a difficult patient!

VICKI: (Two hour later) So, Matt, how are you feeling now?

MATT: Oh…I’m feeling much better thanks!

II. ANSWER THE FOLLOWING QUESTIONS.

Is Matt recovered? _______________________________________________________

The anti flu tablets worked? ________________________________________________

III. SELECT THE SYNONYM OF THE PHRASE AND CIRCLE THE BETTER.

I’M FEELING MUCH BETTER - I’m worse - I’m relieved - I’m sick

ILL - Sick - Healthy - Worried

I’M GOING DOWN WITH - I’m starting to feel ill - I’m starting to feel better

BRING DOWN - Increase - Reduce - Magnify

TO FIGHT IT OFF - To combat - Disease - To support

IV. IDENTIFY AND CIRCLE, ALL THE MATT SYMPTOMS.

V. ASK TO THREE CLASSMATES “HOW DO YOU FEEL” AND WRITE THEIR ANSWERS IN
YOUR NOTEBOOK. IF ONE OF YOUR CLASSMATES IS SICK, WRITE HIS SYMPTOMS.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.1. By the end of the lesson the Ss will be able to express how they feel. Also Lesson : 3
they will identify the main symptoms of the patient.
Teacher: Ing. Salvador Meza Correa.
Date: Week from October 15 to 19 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will predict the 5’ Text Teacher will ask: Is he fine? He looks great or terrific? Is he
text. text by looking the Group. “ I don’t feel sick? What illnesses do you think is affecting him?
pictures. well”
T. gives to the Ss. a text and read it to them in a loud voice. At
the same time the T will explain the meaning of the next
15´ Dialogue expression:
Read the text Ss can identify some Lockstep
details of the text. Going down with the…. To fight it off….. and bring down my….

Finally the teacher asks: Is Matt recovered?

The anti flu tablets worked?
Ss will notice that 10’ The students will look the expressions given at the section III In this
section the
some phrases to Individually Text and and select the synonyms phrases. Examples: students can
express how we feel Dictionary To fight it off  To combat use the
Reflection of are synonyms. dictionary.
I’m going down with  I’m starting to feel ill
Language Identify the 5’ Ss will read again the dialogue and are going to circle all the
symptoms of the Individually Text symptoms that the patient presents, like: Temperature,
patient. headache, sore throat.
To improve the In teams the Ss are going to ask him: “How do you feel” and
communication 10’ Notebook are going to write his answer in the notebook. If one of his
Production. between the Teams of 4 Ss. classmates is sick the Ss should write all the symptoms of his
classmates, as the classmates. The T. can use monitors that will act, like if
grammar. they were sick, so the other students should write the
symptoms.
LESSON No. 4

Are the same illnesses but with different names? Why?

I. READ THE TEXT AND WATCH THE CHART TO SEE THE DIFFERENCES
BETWEEN THE ILLNESSES, AND UNDERLINE THE UNKNOWN WORDS.

The common colds are minor infections of the upper respiratory system caused by different
viruses. The flu (or influenza) is a contagious viral infection of the upper or lower respiratory
system. In both cases the virus is spread from one person to another through tiny droplets
that are released into the air when a person infected coughs or sneezes. The viruses that
produce the flu and the cold come from different viral families.

Fever Rare Usually Present (High)

Aches and Pain Slight Usual, often severe

Dizziness and vomit Uncommon Rare in adults.

Tiredness Mild Moderate to severe

Sudden Symptoms Appear gradually Can appear within 3-6 hours

Coughing Hacking (mucus -producing) Dry (non-mucus producing)

Sneezing Common Uncommon

Stuffy nose Common Uncommon

Sore throat Common Uncommon

Runny Nose Common Uncommon

Headache Uncommon Common

Prevention None Vaccination or anti flu shots

2007 American Lung Association®. All rights reserved.

II. CIRCLE THE CORRECT ANSWER. T (TRUE) OR F (FALSE)

a) The influenza and the common cold aren’t viral infections. T F
b) The virus of the flu can travels trough the air. T F
c) Both illnesses come from the same viral family. T F
d) The vaccines and shots can prevent the common cold T F

III. SELECT THE NAME OF THE ILLNESS, IN BASE OF THE SYMPTOMS PRESENTED.
If you have a high fever and a dry cough, you’re going down with _________________
If you have sore throat and headache, you’re going down with____________________

IV. WRITE IN YOUR NOTEBOOK THREE SYMPTOMS OF THE DIARRHEA.

 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.1. By the end of the class the Ss will be able to determine the name of the Lesson : 4
illness, in base to the symptoms presented. Also they will know the differences between Teacher: Ing. Salvador Meza Correa.
the common cold and the flu. Finally the Ss will identify if is a magazine, newspaper or a Date: Week from October 22 to 26 of 2007
web article.

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will make 5’ Text Teacher asks: Is he ill? He has got the common cold or the
text. predictions about the Group. “I have a cold or flu? Are the same illnesses but with different names? Why?
I have the flu”
text.
SS can recognise and T. gives to the Ss the text and read it to them in a loud voice.
In this
understand quotidian 10´ Text During the reading the Ss will underline all the unknown section the
Read the text texts in order to use Lockstep words. At the end of the reading the teacher will ask the students can
use the
them purposefully. unknown words, and he will explain the meaning of each word. dictionary.

To increase the 10’ True or false Ss will define if the given sentences are true or false according
Text work vocabulary of the Ss Individually exercise. to the lesson.

The Ss will read the symptoms given and will chose the name
10’ Text of the illness in base to them.
Reflection of To determine the name Individually
Language of the illness, in base to Also the students are going to review the next grammar focus:
the symptoms
presented. You are going down with the flu.
You are going down with the common cold.
To improve the The Ss will write in his notebook three symptoms of the
Production. grammar by writing 10’ Notebook diarrhoea. If they don’t know the symptoms they can search in
about the health. In pairs. a biology book or in an encyclopaedia.
LESSON No. 5

I. READ THE CONVERSATION BETWEEN THE DOCTOR AND THE PATIENT.

Patient: Good afternoon Doctor Johnson.

Doctor: Good afternoon Miss Kent. How do you feel?

Patient: I think I’m sick because when I waked up today, I’m star to
fell a great pain in my head. That pain was above my eyes. Also
my nose is congested and I don’t feel the taste of the food.

Doctor: Ok. Do you feel pain in your joints?

Patient: Yes I do.

Joint
Doctor: Ok that sensation is called “body cut”.
And do you feel cold on your feet?

Patient: Yes I feel it, they are like frozen.

Doctor: Do you feel pain in your throat, when you drink water or at the
moment of passing the food?

Patient: Just a little bit, it is only during the morning

and in the night.

Doctor: Do you sneeze a lot?

Patient: Yes, I sneeze at every minute.

Patient: I’m worried; I want to be healthy!!!!!

Doctor: Miss Kent, there is nothing to be worried; it’s just a simple cold.

II. CIRCLE THE CORRECT ANSWER. YES (Y) OR NO (N).

a) The information that Miss Kent give to the Doctor are their symptoms? Y N
b) The pain in the head, above the eyes and in the neck was a toothache? Y N
c) One of the symptoms of the cold is the “body cut”. Y N
d) When you are cold you have a congested nose. Y N
e) The sore throat doesn’t let you drink and eat comfortably? Y N

III. WHAT IS THE SINGULAR FOR FEET? ___________________________________

IV. WRITE IN YOUR NOTEBOOK FOUR HOMEREMEDIES FOR THE COMMON COLD,
AND MAKE A SHORT DIALOGUE BETWEEN A DOCTOR AND A PATIENT.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.1. At the end of the class the Ss will be able to obtain information about the Lesson : 5
state of health of a patient by an interrogation. Also the Ss will notice that some words Teacher: Ing. Salvador Meza Correa.
have irregular plurals (foot  feet) Date: Week from October 22 to 26 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will predict the text 5’ Text Teacher asks: Is he a doctor? What does a doctor do? Is the
text. by looking the pictures. Group. “I’m sick” patient sick? What illness does the patient has?

T. gives to the Ss the text and read it to them in a loud voice.

In this
10´ Dialogue During the reading the Ss will underline all the unknown section the
Read the text Ss can identify some Lockstep words. At the end of the reading the teacher will ask the teacher can
details of the text. unknown words, and he will explain the meaning of each word. act.

5’ Yes or No Ss will define if the given sentences are true (Yes) or false
Text work Individually exercise. (No) according to the lesson.

Ss look at the words in bold and understand the next grammar

To review the use of 10’ Text focus:
“do” as a powerful Group
auxiliary verb to obtain Do you feel……? Yes I do/ No, I don’t.
Reflection of information.
Language Then they are going to write this grammas focus in his/her
notebook.
Ss will notice that some 5’ The Ss will answer the next question:
words have irregular Individually What is the singular for feet?
plurals
SS can use language The Ss will write in his notebook four home remedies for the
Production. creatively and 10’ Notebook common cold. Also the Ss will write a short dialogue between
appropriately in order to In pairs. a doctor and a patient using “do” or “does”, depending of the
produce short text. person.
LESSON No.6

Do you know what means “should”? Do you know what is an imperative sentence?
Do you know what’s a suggestion or advice?

I. READ THE NEXT DIALOGUE WITH A CLASSMATE.

Luis: Hello dad, how are you?

Dad: I’m good, but your Mom is not very well son.

Luis: Is she sick?

Dad: Yes she is. She has an stomach infection.

Dad: Son, We are worried because our English is not very well, and
we don’t understand the instructions that the doctor gave us.

Luis: What told you the doctor?

Dad: He gave us the following medical instructions:

• Take two antibiotic pills each eight hours.

• You should eat bland food as chicken soup, rice, potatoes, etc., during two days.
• Drink too much water or beberages as gatorade or juice of fruits.
• Stay in bed for at least one day.
• You should not eat junk food as potato chips, maruchan’s soup, etc.
• Don’t eat food that is sold on the street.
• Wash your hands before eating and after going to the bathroom.
• You shouldn’t eat more spicy food, as the mexican or indu.
• You should keep your strees under control.

Luis: OK dad, I will explain you. When the doctor don’t saiy “should or shouldn’t” he was
telling the instruction in an Imperative form. The imperatives are used for giving orders or
instructions that are an obligation.

Luis: And when the doctor said “should or shouldn’t” he was giving you an advice or a
suggestions, in other words, there is not an order or an obligation, you can decide.

II. UNDERLINE ALL THE IMPERATIVES AND CIRCLE ALL THE SUGGESTIONS THAT
THE DOCTOR GAVE THEM.

III. YOUR FRIENDS GIVE MEDICAL INSTRUCTIONS, OR ADVICES?____________

IV. WRITE IN YOUR NOTEBOOK, THREE SUGGESTIONS AND TWO MEDICAL

INDICATIONS FOR THE SORE THROAT.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.2. At the end of the class the will differentiate between an advice (using the Lesson : 6
modal verb should) and a medical instruction (in an imperative form). Teacher: Ing. Salvador Meza Correa.
Date: Week from October 22 to 26 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will make 5’ Text Teacher asks: Do you know what means “should”? Do you
text. predictions about the Group. “Advices or know what is an imperative sentence?
text. Indications” Do you know what’s a suggestion or advice?
T. gives to the Ss the text and read it to them in a loud voice.

Ss can identify some The Ss will notice that the modal verb “should” is used for
details of the text, so 20´ giving advices, an then they will try to establish the next
they can try to establish Lockstep Dialogue grammar focus:
Read the text the differences between
an imperative form and For and affirmation we use  Should.
the modal verb For a negation we use  Shouldn’t.
“should”.
Finally the Ss will understand what an imperative form is, and
will try to do a rule for the imperatives.
The Ss are going to underline all the imperatives and circle all
To differentiate 10’ Text the suggestions of the text.
Reflection of between an imperative Individually
Language form and the modal Finally they are going to answer the next question:
verb “should”.
Your friends give you, medical advices or instructions?

Ss can identify the The Ss will write in his notebook three suggestions and two
Production. purpose for writing 10’ Notebook medical indications for the sore throat.
about the health. Individually.
LESSON No. 7

I. READ THE FOLLOWING TEXT.

The main cause of dead in Mexico is the Diabetes Mellitus

that is a disease, in which the body doesn't produce or
properly use insulin. Insulin is a hormone produced in the
pancreas, and is needed to turn sugar and other food into
energy. When you have diabetes, your body can’t make
enough insulin or can’t use its own insulin. In other words,
diabetes means that your blood sugar is too high. Your
blood always has some sugar in it because the body uses
sugar for energy; it's the fuel that keeps you going. But too
much sugar in the blood is not good for your health.

If the diabetes is not controlled can lead to blindness, heart

disease, kidney failure, amputations of the lower extremities
and nerve damage.
http://www.jornada.unam.mx/
http://www.americanheart.org/
HOW TO PREVENT OR DELAY DIABETES?

• Eat lots of vegetables and fruits daily.

• You should include fish in your meals 2-3 times a week.
• Exercise your body at least 30 minutes daily.
• You should eat whole grains as beans and rice.
• You should check your blood sugar level twice a year.
• Don’t smoke or drink alcohol.
• If you have overweight; take off some weight.
• Don’t eat fatty and fried foods.

II. CLASSIFY THE STATEMENTS TO PREVENT THE DIABETES INTO IMPERATIVES

(I), OR ADVICES (A) AND WRITE THE CORRESPONDING LETTER IN THE ABOVE
CHART.

III. ANSWER TRUE (T) OR FALSE (F)

The diabetes can produce blindness. T F

The diabetes is produced by an overproduction of insulin. T F
The sugar is the fuel of the human body. T F
The stomach produces insulin. T F
The insulin is a protein. T F

IV. IT’S A NEWSPAPER ARTICLE OR A WEBSITE ARTICLE? _____________________

 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.2. . To read a medical article written with advices and medical instructions. Lesson : 7
Finally the Ss will identify if is a magazine, newspaper, letter or a web article. Teacher: Ing. Salvador Meza Correa.
Date: Week from October 29 to November 2 of
2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss will make 5’ Text Teacher asks: Do you know where is the pancreas? What
text. predictions about the Group. “What’s hormone does it produce? Which is the name of the disease
text. diabetes when high levels of azucar are had?
mellitus” What is the diabetes? Do you have relatives with this illness?
Ss can recognise and T. gives to the Ss the text and read it to them in a loud voice.
In this
understand quotidian 10´ Text During the reading the Ss will underline all the unknown section the
Read the text texts in order to use Lockstep words. At the end of the reading the Ss in pairs, are going students can
use the
them purposefully. to try to infer the meaning of the unknown words. dictionary.

To increase the 10’ True or false Ss will define if the given sentences are true or false according
Text work vocabulary of the Ss Individually exercise. to the lesson.

The Ss are going to classify the statements to prevent the

To classify statements 10’ Text diabetes into imperatives (I), or advices (A), and finally they
Reflection of into advices or medical Individually will write the corresponding letter in the given chart.
Language and instructions.
Production
To debate the type of 10’ All the boys are going to be placed in one side of the
data source. Gender war Board. classroom, and the ladies in the other side of the classroom.
The two teams are going to say to the teacher why they think
is a web article, medical article, etc.
LESSON No. 8

I. LOOK AT THE PICTURE AND ANSWER THE FOLLOWING QUESTIONS.

What is in the picture? ______________What’s its name in plural? _________________

What do you think is the lesson about? ______________________________________
The nouns foot and tooth have a regular form in plural? __________________________

II. READ THE NEXT DIALOGUE.

Martha: Ouch, my tooth is aching.

Oscar: Why you don’t take an aspirin?
Martha: No thanks. I don’t like to take medicine without a prescription.
Kelly: I think you shouldn’t go to the school today.
Martha: Oh no. It isn’t necessary to be absent, the pain is not intensive.
Oscar: The best thing for you is to drink a cup of hot tea.
Kelly: No Oscar! The hot beverages are not good for the toothache.
Kelly: Try putting a clove ointment on your tooth.
Martha: That’s a good idea, that’s the home remedy of my Mom.
Oscar: If I were you, I would go to the dentist.
Martha: I prefer to try the ointment, because I hate dentists.

III. MATCH THE WORDS TO THEIR MEANING. FOLLOW THE EXAMPLE.

Tablets ( ) a) Pills containing a certain amount of medicine.

Capsules ( ) b) Small containers which you swallow as they contain a

certain amount of medicine that should be taken
Eye drop ( ) c) Medicine in a liquid form that is used in the eyes

Ear drops ( ) d) Medicine in a liquid form that is used in the ears

Syrup ( ) e) A smooth, thick type of cream which is rubbed into the

skin or a wound to help it heal
Ointment ( ) f) Medicine in a liquid form that's usually sticky and tastes
sweet
Dose/Dosage ( g ) g) The amount of a drug or medicine that should be taken

IV. WRITE IN YOUR NOTEBOOK ADVICES FOR THE STOMACHACHE THAT BEGINS
WITH…
a) Try drinking…….. e) The best thing for you is…….
b) If I where, I wouldn’t go…….. f) If I were you, I would……
c) You should go……… g) You shouldn’t ……..
d) Don’t eat / don’t drink……… h) Take…..…….
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function 2.2 and 2.3. At the end of the class the Ss will be able to give advices to their Lesson : 8
classmates, relatives and friends. Also the Ss will notice that some words have irregular Teacher: Ing. Salvador Meza Correa.
plurals (tooth  teeth) Date: Week from November 5 to 9 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Ss will predict the text Teacher asks: What is in the picture? What do you think is the
by looking the pictures. Text lesson about? What means aching?
Introducing the 10’ “My tooth is
text. Ss will notice that some Group. aching” Teacher asks:
words have irregular What’s its name in plural?
plurals The nouns foot and tooth have a regular form in plural?
T. gives to the Ss the text and read it to them in a loud voice.
Read the text Ss can identify some 10´ Dialogue During the reading the Ss will be focus in the texts in bold, and
details of the text. Lockstep the teacher will explain the meaning of every expression. At
the end of the reading the Ss in pairs, are going to try to
infer the meaning of the unknown words.
To increase the medical 10’ Linking In this
section the
Text Work vocabulary of the Ss Individually. exercise The Ss will link the words to their meaning. students can
use the
dictionary.
The Ss are going to write advices in his/her notebook for the
To follow structured 15’ Notebook stomach ache, using:
Reflection of models of Individually • Try drinking……..
Language and spoken/written • If I where, I wouldn’t go……..
Production language to give health • You should go………
advices • Don’t eat / don’t drink………
• The best thing for you is…….
• If I were you, I would……
• You shouldn’t ……..
• Take……
LESSON No.9

Do you know what an ankle is? _____________________________________________

How many ankles do we have? ____________ Where are they?___________________

I. READ THE NEXT DIALOGUE.

Marc: Hey Peter, Hey Jane. Can you help me with the
downstairs?

Peter: Yes of course, what happened to your ankle?

Marc: It’s dislocated. I was playing basketball and I did a bad

dribble.

Jane: Why you don’t put some ice on it? That reduces the
inflammation.

Marc: That’s a great idea, but where we can find ice in the park.

Jane: How about taking a hot shower? That reduces the pain.

Marc: That would be nice, but there aren’t public bath rooms in
the park.

Peter: Why you don’t go with the orthopaedic doctor?

Marc: Because I can’t drive my car, remember my ankle it’s dislocated.

Jane: Should I call an ambulance?

Marc: Yes, please.

Jane: I’m sorry, there are not ambulances available, all they are busy.

Marc: Oh no!!!!!!!!

Peter: Do you want me to take you to the hospital?

Marc: Yes. Thank you very much.

Jane: Do you want me to phone your parents?

Marc: No thanks. My mom is very angry. I would rather to call my big brother.

Peter: I don’t think so; your mom is very understanding.

II. ANSWER THE NEXT QUESTIONS

They found ice for the dislocated ankle? _______________________________________

Jane called to Marc parents? _________________________________________________

Are public bath rooms in the park? ____________________________________________

Does Marc can drive? ______________________________________________________

III. IF YOU WERE A FRIEND OF MARC WHAT SUGGESTION DO YOU GIVE HIM,
AFTER HE VISITED THE DOCTOR? MARK THE BEST SUGGESTION FOR YOU.

How about staying in bed?

Should I bring you a cup of tea?
Why you not buy a new ankle?
How about jumping on the bed?

IV. WRITE IN YOUR NOTEBOOK FIVE SUGGESTIONS FOR THE FLU, USING:

How about………
Do you want me to……
Should I……….
Why don’t you………

V. LOOK AT THE PARTS OF THE HUMAN BODY AND KNOW ITS NAME IN ENGLISH.
PRACTICE THE PRONUNCIATION WITH A CLASSMATE.
1 - hair
2 - head
3 - eye
4 - ear
5 - nose
6 - lips
7 - face
8 - neck
9 - shoulder
10 - arm
11 - elbow
12 - wrist
13 - hand
14 - thumb
15 - fingers
16 - breast
17 - chest
18 - stomach
19 - abdomen
20 - bottom
21 - thigh
22 - leg
23 - knee
24 - ankle
25 - foot/feet
26 - big toe
27 – toes
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function: 2.3. At the end of the class the students will be able to make and to offer Lesson : 9
suggestions or advice, as well as to answer them. Teacher: Ing. Salvador Meza Correa.
Date: Week from November 5 to 9 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Ss will predict the text Text T. invites the Ss to look at the picture and asks: Do you know
Introducing the by looking the pictures. 5’ “My ankle” what an ankle is? How many ankles do we have? Where are
text. Group. they? What do you thing is the text about?
T. gives to the Ss the text and read it to them in a loud voice.
10´ Dialogue During the reading the Ss will be focus in the texts in bold, and
Lockstep the teacher will explain the meaning of every expression.
Ss can identify some
Ss answer the questions individually and then check the
Read the text details of the text.
5’ answers in group: They found ice for the dislocated ankle?
and text work.
Individually. Text Jane called to Marc parents? Are public bath rooms in the
park? Does Marc can drive?
5’
Individually Ss will select the best suggestion for the Marc’s ankle.

Ss learn how to make 5’ Text Ss look at the words in bold and reflect their meaning, then the
and offer suggestions Individually teacher asks: Their meaning is different that the meaning in
Reflection of Spanish? The context change a lot?
Language and To follow structured 15’ Notebook The Ss are going to write suggestions for the flu, using:
Production models of Individually
spoken/written How about………
language to give health Do you want me to……
advices Should I……….
Why don’t you………
 LESSON No. 10

I. Look at the picture what is wrong with the girl?

What do you thing is the text about?
II. Read the text.

Today, Liza woke up with a sore, burning and itch in the nose, it was a horrible zit, she was
concerned, so she asked some people to help her and these were the suggestions:
Liza’s mother: -You should drink two bottles of water and exercise regularly! That will
bring oxygen to your skin.
Liza’s father: -The best thing for you is to eat fresh fruits and vegetables.
Liza’s older brother: -If I were you, I would mix the juice of one lemon with drops of
rose water and apply this mixture on the face and let it stay for half hour. Wash your
face with fresh water.
Liza’s best friend: -Why don’t you take a tube of toothpaste and rub some on your
pimple before you go to bed?
Liza’s grandmother: -How about mix a spoon of sugar with two of honey, apply the
mixture in the face and give it a little massage, then wash your face?
Liza’s boyfriend: -Try holding a piece of ice on the area for two or three minutes.

III. Answer the following questions.

1. What is a zit o pimple? A spot/a headache /a blackhead
2. What happened to Liza? ____________________________
3. Which remedy do you thing is the best? ________________
4. Why? ___________________________________________

IV. Look at the words in bold and reflect the question.

− two bottles of water
− drops of rose water
− a tube of toothpaste
− a spoon of sugar
− a piece of ice

a) What name receives the following words: bottle, drop, tube, spoon, and piece?
_______________________
b) Why do you think that before water-toothpaste-sugar-ice is used a quantifier?
________________________________________________
c) What word is next to the quantifier? ____
d) What do you notice in the use of “OF”? ________________
e) Which other words do you think that needs quantifiers? List five of them.
__________, ___________, ____________, ____________, ____________
V. Now give Liza some suggestions that you use as a home remedy for the
acne. (in your notebook)
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Function 2.1, 2.2 and 2.3. By the end of the session Ss will be able to Lesson : 10
make suggestions about some healthy problems. Teacher: Liliana Erives, Norma Arguelles, Salvador Meza
Date: Week from November 5 to 9 of 2007

INTERACTION
ACTIVITY OBJETIVE AND TIME MATERIAL PROCEDURE
Ss use knowledge to make 5 min Text T. invites the Ss to look at the picture and asks:
Prediction of the text prediction about the text. Group “Oh No, What is wrong with the girl? What do you thing is
Acne again!” the text about?
T. gives the Ss. the text and asks them to read it.
Ss answer the questions individually and then
Text Ss read the text to identify some 10 min Text check the answers in group: What is a zit o
work details. Lockstep pimple? What happened to Liza? Which remedy
is the best? Why?
Ss look at the words in bold and reflect the
Reflection on Ss notice the use of quantifiers 15 min Text questions: two bottles of water, drops of rose
language: and the word “of” with Individual, Handout water, a tube of toothpaste, a spoon of sugar,
Answer and reflect uncountable nouns. Group a piece of ice. What name receives the following
the questions words: bottle, drop, tube, spoon, and piece? Why
do you think that before water-toothpaste-sugar-
ice is used a quantifier? What word is next to the
quantifier? What do you notice in the use of “of”?
Which other words do you think that needs
quantifiers? List five of them.
Text production: Ss can produce a text with 10 to 15 min Notebook Ss will give suggestions to Liza with the home
20 words, about home By teams Text remedies that he/she use for the acne.
remedies Sharing texts
 LESSON No. 11

I. Look at the text. What is it? Do you have one? What do you do in a messenger?
II. Read the text.

X
X
Alice@hotmail.com says:
Mom, I’m a little confused. I don’t understand the meaning of the word “Sick”.
Yesterday my best friend said “I feel sick”, and then she throw up.
I don't comprehend because my teacher said the other day “I’m sick of you”
and after that, she left the class.
Then I remembered that the other day you said to me that “I’m homesick”,
because I'm far of my house”.
But that is not all I’m just heard on the TV that “the murderer is a sick person”.
I looked in the dictionary and it says that sick is “to be ill” but that don’t
answered the question. Can you help me to understand?
alicemom@hotmail.com says:
Sweetheart, just look the context of the word.
III. Answer the questions.

a) What’s the problem with Alice? __________________________________________

b) Why is she confused? _________________________________________________

c) Who is she writing? ___________________________________________________

d) What does Alice mom answer? __________________________________________

IV. Read again the sentences. Match the columns.

1) I feel sick. a) Tired, exhausted.

2) I’m sick of you. b) Nauseous, dizzy.
3) I’m homesick. c) ailing, unwell, not well.
4) The murderer is a sick d) Bad, disturb, morbid.
person.
e) Nostalgic, melancholic.
5) Sick is “to be ill”.

V. Write in your notebook 5 sentences using the different meanings of sick.

 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2°G
Function 2.1, 2.2 and 2.3: Text discussing health problems and giving Lesson : 11
advice/ suggestions for ss to notice the different meaning that a single term Teacher: Liliana Erives, Norma Arguelles, Salvador Meza
may have depending on the context of use (sick) Date: Week from November 12 to 16 of 2007

INTERACTION
ACTIVITY OBJETIVE AND TIME MATERIAL PROCEDURE
Text prediction Ss use knowledge to make 10 min Text T. invites the Ss to look at the picture and asks:
prediction about the text. Group What’s sick? What is it? Do you have one? What do you do in
a messenger?

Text work Ss read the text to identify some 15 min Text T. gives the Ss. the text and asks them to read it.
details. Individual What’s sick? Ss answer the questions individually and then
check the answers in group: What’s the problem
with Alice? Why is she confused? Who is she
writing? What does Alice mom answer?
Reflection on Ss notice the different meaning 10 min Handout Read again the sentences. And match the
language that a single term may have Pairs columns. I feel sick. I’m sick of you. I’m homesick
depending on the context of use .The murderer is a sick person. Sick is “to be ill”.
(sick) a) Tired, exhausted. b) Nauseous, dizzy. c) ailing,
unwell, not well. d) Bad, disturb, morbid. e)
Nostalgic, melancholic.
Text production Ss can produce a text using the 10 min Handout Ss write in their notebook 5 sentences using the
text as an example. Individual Notebook different meanings of sick.
LESSON No. 12
1. LOOK AT THE PICTURES DO YOU KNOW A TEENAGER THAT DRINK ALCOHOL? DO
YOU THING THERE IS AN ALCOHOL PROBLEM AMONG YOUNG PEOPLE?
2. READ ABOUT IT.
Another morning, another hangover. Sarah
Watson does not enjoy the experience. “It’s not very nice
being drunk,” she says. “You get full of your self and then
you get a headache.”
But Sarah is not an adult recovering from a heavy
night in the bar. She is a 12 and one of a growing number
of young children who know the taste –and the effects- of
alcohol.
Sarah is one of the lucky ones. She says her
experience is relatively limited. But by the time they reach
14, most children have tried alcoholic drinks, according to
a nationwide survey on young people and drinking.
Seventy-three per cent of 13- to 14- year-old
children interviewed said they had had an alcoholic drink.
As many as 55% of 10- to 12-year-olds said they had tried
alcohol, and 45% of seven to nine-year-olds.
3. UNDERLINE THE DIFFICULT WORDS. READ THE DEFINITIONS.
Drunks: People who get drunk often.
Hangover: Headache and tiredness a few hours after
drinking too much.
Full of yourself: Very self-confident.
Recovering: Getting better after an illness.
Heavy: “Heavy drinking”= drinking a lot.
4. ARE THESE SENTENCES TRUE (T) OR FALSE (F)?
a) Sarah Watson doesn’t like drink, but she likes its effects.
b) 26% of children aged 14 have never tried alcohol.
c) Almost 50% of nine-yea-olds have had an alcoholic drink.
d) Young children usually get their first drink from their brothers of sisters.
e) According to Drinkline, everybody is now talking about alcohol problems.
f) Sharon thinks that drugs are worse than alcohol.
Experimentation with alcohol begins at an early age.
Typically in the form of a glass of wine shared with
parents.
Drinkline, the national helpline for people with
drink problems, said the dangers of alcohol were being
overlooked because of the concerns about drugs.
Sarah Watson said: “Many people act as through
cigarettes can do more damage, and they take time to
talk about drugs, but never about alcohol. When adults do
talk about it, they just say it’s really bad, and that’s the
end of the conversation.”
“I could live without alcohol,” said Sharon O’Dea,
15. “But if you go to a party, it is better than talking drugs.”
More English teenagers drink alcohol than their
contemporaries in France and Spain, according to a
report last month.
The Observer/ CHILDRENS EXPRESS
Alcohol: All alcohol drinks (beer, wine, vodka, etc)
Helpline: A telephone number for people with problems.
Overlooked: Missed, not noticed.
Concerns: Worries, important considerations.
Contemporaries: People of the same age.
_____
_____
_____
_____
_____
____
5. UNDERLINE THE “AND”, “OR” & “BECAUSE” OF THE TEXT. CAN YOU EXPLAIN THE
USE OF EACH ONE? WRITE THE ANSWER IN YOUR NOTEBOOK.

6. WHAT DO YOU THINK ABOUT DRINKING TEENAGERS? WRITE ABOUT IT IN YOUR

NOTEBOOK.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”

UNIT 2 SECOND GRADE

MAIN AIM: Groups : 2° G
Function 2.1, 2.2 and 2.3: Authentic text with instructions about how to use Lesson : 12
certain medicine for ss to notice that some linking devices indicate addition Teacher: Liliana Erives, Norma Arguelles, Salvador Meza
(“,” and) while others indicate cause (because) or alternative (or). Date: Week from November 12 to 16 of 2007

INTERACTION
ACTIVITY OBJETIVE AND TIME MATERIAL PROCEDURE
Text prediction Ss use knowledge to make 10 min Text Ss will look at the pictures. Do you know a
prediction about the text. Group What’s sick? teenager that drink alcohol? Do you thing there is
an alcohol problem among young people?
Text work Ss read the text to identify some 10 min Text Ss read the text and underline the difficult words.
details. Individual What’s sick? Read the definitions. Then answer the exercise:
Are these sentences true (T) or false (F)?
Reflection on Ss notice that some linking 10 min Handout Underline the “,”, “and”, “or” & “because”. Of the
language devices indicate addition (“,” Pairs text. Can you explain the use of each one.
and) while others indicate cause
(because) or alternative (or).
Text production Ss can produce a text using the 15 min Handout Ss write about: Why do you think about drinking
text as an example. Individual Notebook teenagers? Write about it.
LESSON No. 13
1. Look at the pictures. What do you think is the text about? Do you or somebody of your
family use pill for lose weigh? What the common instructions to take pills?
2. Read the instructions.

Welcome to a better health, and congratulation for obtain the best natural product
of the last times to be healthy and lose weigh. Exclusive from France to Mexico.

Instructions:

For better results, it’s necessary to take one pill before eat food, (3 times per day).
It’s normal that during the firs week present symptoms of diarrhoea and inflammation in the abdomen
because the apple extract is purifying your organism.
You will notice how you are beginning to lose fat, get more energy and in general enjoy a better health.
Use this treatment constantly during a month or you won’t notice the results.
A bottle contains: 90 pills.
Ingredients: apple extract, vinegar, le pomme groupe recipe.
Cautions: don’t take in case of allergy to the ingredients. Everybody older
than 5 years old can take them, in case of can’t take dissolve in a glass of
warm water.

3. Answer the questions.

♦ What is “Apple Extracts”? ____________________________________________________
♦ Where are the pills from?_____________________________________________________
♦ What did the instructions recommended for better results? __________________________
♦ What symptoms can you present during the first week? _____________________________
♦ Why? ____________________________________________________________________
♦ What you will notice?________________________________________________________
♦ What happens if you don’t use it during a month? _________________________________

4. Match the columns.

( ) or 1. Linking device that indicate addition.
( ) and & , 2. Linking device that indicate cause.
( ) because 3. Linking device that indicate alternative.
5. Invent a product that improve your health, name it, and write instructions for it.
This homework will be used for the portfolios.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”

UNIT 2 SECOND GRADE

MAIN AIM: Groups : 2° G
Function 2.1,2.2 and 2.3 Authentic text with instructions about how to use Lesson : 13
certain medicine for Ss to notice that some linking devices indicate addition Teacher: Liliana Erives, Norma Arguelles, Salvador Meza
(“,” and) while others indicate cause (because) or alternative (or) . Date: Week from November 12 to 16 of 2007

INTERACTION
ACTIVITY OBJETIVE AND TIME MATERIAL PROCEDURE
Text prediction Ss use knowledge to make 10 min Text Ss look at the pictures. What do you think is the
prediction about the text. Group Apple extract text about? Do you or somebody of your family
use pill for lose weigh? What the common
instructions to take pills?
Text work Ss read the text to identify 15 min Text Ss Read the instructions and answer the
some details. Individual Apple extract questions. What is “Apple Extracts”? Where are
the pills from? What did the instructions
recommended for better results? What symptoms
can you present during the first week? Why?
What you will notice? What happens if you don’t
use it during a month?
Reflection on SS notice that some linking 10 min Handout Match the columns.
language devices indicate addition (“,” Pairs ( ) or 1. Linking device that indicate
and) while others indicate ( ) and & , addition.
cause (because) or alternative ( ) because 2. Linking device that indicate
(or) . cause.
3. Linking device that indicate
alternative.
Text production Ss can produce a text using 15 min Handout Ss Invent a product that improve your health,
the text as an example. Individual Notebook name it, and write instructions for it.
This homework will be used for the portfolios.
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”

UNIT 2 SECOND GRADE

MAIN AIM: Groups : 2° G, H, I, J, K

Ss produce a set of instructions regarding to health and body and Lesson : 14
organize ideas coherently with the help of peers, the teacher or by Teacher: Liliana Erives, Norma Arguelles, Salvador Meza
consulting different sources of information. Date: Week from November 19 to 23 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE

AND TIME

Ss can identify the purpose of
Making writing about health, and
instructions organize ideas coherently
about health with the help of peers,
teacher or a similar text.
Magazines, T asks to the Ss to choose a topic for the
medical instructions. Then organize the ideas and ask
50 min books, the Ss to consult different sources of
reports, etc. information. Using other texts as example.
portfolios After that in groups of 5 persons complete
the instructions and put in the portfolios.
LESSON No. 15

The letters are useful to communicate with other people, weather to ask or answer
information.
The topic in a letter can change; you can use it to congratulate a person or to give
consolations. Also the mail can establish contact between two people, because when you
write you expect an answer.
It is necessary to distinct the different kinds of people that you are going to write, if the
person is an important or business man or to a friend or to a kid or a family or a coworker,
etc.

1. WRITE IN A SHORT TEXT, THE MAIN IDEA OF THE TEXT THAT IS SUGGESTED
FOR EACH LETTER. LOOK AT THE EXAMPLE:

Answer to a solicitude of personal information.

My name is Blanca Sanchez. I live in Zacatecas, on the 28 Miguel Hidalgo street. I’m
studding in Benito Juarez High School.

a) Inform to a friend that lives in Acapulco that you are going to visit him.
________________________________________________________________________
b) Apply for a job in a car factory.
________________________________________________________________________
c) Give thanks to an uncle that gave you a bicycle.
________________________________________________________________________
d) Give an apology to the teacher for miss the last class.
________________________________________________________________________
e) Ask for permission to the Principal of the school to miss classes for a week.
________________________________________________________________________

2. CHOOSE FROM THE BOX THE CORRECT WORD IN EACH DEFINITION.

Sender receiver letterhead locality letter correspondence signature

Example: draw round or mark generally invariable, that a person own and use in files to be
sure that this person did it. Signature_
a) Person that sends a letter o files _________
b) Name and address of a person or institution, printed in the paper sheets and envelopes
that it’s used for post. _________
c) Person who receive the letter. _________
d) Text enveloped and aimed to a person to communicate something _________

e) Place where a person lives. _________

 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
To prepare the Ss for write a letter. Lesson : 15
Teacher: Ing. Salvador Meza Correa.
Date: Week from November 19 to 23 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss use knowledge to 5’ Text T. invites the Ss to look at the title of the lesson and asks: Do
text. make prediction about Group. “Writing a you know what a letter is? What’s a letter? Have you sent a
the text. letter” letter? Do you know the parts of a letter?
T. gives to the Ss the text and read it to them in a loud voice.
Read the text To introduce to the 10’ Text During the reading the Ss will underline all the unknown
students to the subject Lockstep. words. At the end of the reading the teacher will ask the
of the letter. unknown words, and he will explain the meaning of each word.

The Ss can produce 15´ The Ss are going to write in a short text, the main idea of the
individual sentences in individually Section 1 text that is suggested for each letter.
Text work and preparation to write a
Production. letter.

To know the parts and 15’ The Ss are going to choose from the box the correct word in
components of a letter. Individually. Section 2 each definition.
 LESSON No. 16

(a letter to a pen friend introducing yourself and your family)

1. Read the letter and match the sentences (A-C) to the paragraphs.
A) There are five people in my family.
B) Well, that’s all about me and my family.
C) Hi! I’m Louise Peters and I’m fourteen years old.

Dear Samantha,

( ) I’m short and slim with long brown hair and green eyes. I’m a student and I live with my family in
Portland, USA.
( ) My brother’s name is Thomas. He’s six years old. He’s got short blond hair and blue eyes. He is very
noisy. Jill, my sister, is tall with blonde hair and blue eyes. She is seventeen years old and very attractive.
My mother is a dentist. Her name’s Ruth. She’s got curly brown hair and she’s very kind and friendly. My
father, Jack, is a teacher. He’s quite tall and he’s and he’s very clever.
( ) Please write soon and tell me about your family.

Love,
Louise

2. Read the letter again and answer the questions.

1) Who is the letter from? Who is the letter to?
2) How does the letter star/end?
3) Which paragraph is about Louise’s family? How does Louise describe
each member? Which paragraph is about Louise? What does she say about her self?
What is the last paragraph about?
3. Write a letter introducing yourself and your family to your pen-friend (60-80
words), using the plan below. You can use the past letter as a model.

PLAN
 Introduction
(Paragraph 1) (your full name, age, what you look like, where you live)
 Main Body
(Paragraph 2) (your family: names, ages, jobs, what they look like, what they are like)
 Conclusion
(Paragraph 3) (ask friend to write back)
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Ss produce a skeleton of the text to be written, identifying and establishing the basic Lesson : 16
organization of components (letter/ e-mail: introduction, body, conclusions) with the help of Teacher: Ing. Salvador Meza Correa.
peers, the teacher or similar text. Date: Week from November 26 to 30 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss use knowledge to 5’ Text T. invites the Ss to look at the title of the lesson and asks:
text. make prediction about Group. “Writing a What means introducing yourself?
the text. letter”
10´ The Ss are going to read the letter and then they are going to
individually Section 1 put it in order, by matching the letters A, B and C.

15´ Section 2 The Ss are going to read the letter that is in order and answer
individually Notebook the next questions in his/her notebook:
To identify and
Text work and establish the basic
Who is the letter from? Who is the letter to?
Production. organization of
How does the letter star/end?
components of a letter.
Which paragraph is about Louise’s family?
How does Louise describe each member?
Which paragraph is about Louise?
What does she say about her self?
What is the last paragraph about?
15’ The Ss are going to write a letter introducing himself or herself
Individually. Section 3 and his/her family to his/her friend, using from 60 to 80 words,
and using the letter plan given.

This letter will be in the Ss portfolios.

 LESSON No. 17

Write a letter/e-mail to a friend asking for advice to deal with a specific illness/ ache or
personal problem. Remember to use the parts of the letter that you see in lesson 15 and
16.

1. Think about a health problem you had have in the last days.

2. Decide who of your classmates you are going to ask for an advice.

3. Make notes about the principal symptoms of the illness.

4. Use the next letter plan to write it.

LETTER PLAN

Name of the Receiver (Dear + friend’s first name)

Introduction
(Paragraph 1) (Greetings, why are you written for?)

Main Body
(Paragraph 2) (The health problem and the principal characteristics of it, how did the
problem begin?)

Conclusion
(Paragraph 3) (Closing remarks, ask a friend to write back and send a good solution for
your problem)

Name of the sender (Yours, + your first name) (Love, + your first name)
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Ss make a letter/e-mail of a friend asking for advice to deal with a specific illness/ ache or Lesson : 17
personal problem. Teacher: Ing. Salvador Meza Correa.
Date: Week from November 26 to 30 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss use knowledge to 5’ Text T. invites the Ss to look at the title of the lesson, and asks:
text. make prediction about Group. “Writing” Do you want to write a letter for a classmate?
the text. Why you don’t write the letter?
Do you know the parts of the letter?
T. gives to the Ss the text and read it to them in a loud voice,
Read the text To unify the parameters 10’ Text and at the same time the teacher explains the instructions for
for doing the letter. Lockstep. doing the letter.

Text work and The Ss can produce 30’ The Ss are going to write a letter in base to the letter plan
Production. individual sentences in Individually. Notebook given.
preparation to write a
letter. This letter will be in the Ss portfolios.
 LESSON No. 18

Answer the friend’s letter/e-mail giving an appropriate advice.

1. Read the letter that you friend send.

2. Think about the health problem and search in the internet, books or ask to older
people how can you solve the problem?

3. Decide witch advices are you going to give to your friend (no forget to use: you
should, why don’t you...? If I were you I …, etc.)

4. Use the next letter plan to write it.

PLAN

Name of the Receiver (Dear + friend’s first name)

Introduction
(Paragraph 1) (Greetings, why are you written for?)

Main Body
(Paragraph 2) (the solutions for the problem using: you should, why don’t you...? If I were
you I …,)

Conclusion
(Paragraph 3) (Closing remarks, thanks for trust in you, I hope you feel better, etc.)

Name of the sender (Yours, + your first name) (Love, + your first name
 PLAN DE CLASE
CICLO ESCOLAR 2007-2008
ESCUELA SECUNDARIA FEDERAL #13 “BATALLA DE SACRAMENTO”
UNIT 2 SECOND GRADE
MAIN AIM: Groups : 2° G
Ss answer the letter to his/her friend giving an appropriate advice, applying knowledge Lesson : 18
and vocabulary obtained until that class. Teacher: Ing. Salvador Meza Correa.
Date: Week from November 26 to 30 of 2007

ACTIVITY OBJETIVE INTERACTION MATERIAL PROCEDURE NOTES

AND TIME
Introducing the Ss use knowledge to 5’ Text T. invites the Ss to look at the title of the lesson, and asks:
text. make prediction about Group. “Writing” What is an answer?
the text. Have you answer the letter of your friend?
Why not?
Lest go to answer that letter.
T. gives to the Ss the text and read it to them in a loud voice,
Read the text To unify the parameters 10’ Text and at the same time the teacher explains the instructions for
for doing the letter. Lockstep. doing the answer letter.

The Ss are going to write an answer for the letter that they
Text work and The Ss can produce 30’ received, by using the plan letter given.
Production. individual sentences in Individually. Notebook
preparation to write a This letter will be in the Ss portfolios.
letter.

LESSON 1
Function: 2.1. By the end of the lesson the Ss will be able
to say if they feel good, sick, ill or a pain. Also the Ss are
going to be introduced to the use of has or have and
involved at the medical vocabulary.
LESSON 4
Function: 2.1. By the end of the class the Ss will be able to
determine the name of the illness, in base to the
symptoms presented. Also they will know the differences
between the common cold and the flu. Finally the Ss will
identify if is a magazine, newspaper or a web article.
LESSON 7
Function: 2.2. . To read a medical article written with
advices and medical instructions. Finally the Ss will
identify if is a magazine, newspaper, letter or a web article.
LESSON 10
Function 2.1, 2.2 and 2.3. By the end of the session Ss will
be able to make suggestions about some healthy
problems.
LESSON 13
Function 2.1,2.2 and 2.3 Authentic text with instructions
about how to use certain medicine for Ss to notice that
some linking devices indicate addition (“,” and) while
others indicate cause (because) or alternative (or) .
Lesson 16
Ss produce a skeleton of the text to be written, identifying
and establishing the basic organization of components
(letter/ e-mail: introduction, body, conclusions) with the
help of peers, the teacher or similar text.
LESSON 19
GENERAL REVIEW
LESSON 22
ORAL EXAM
Possible Distribution of Contents 2o. Grade Unit 2.
Health and the Body. (24 Sessions)
From October 15 to December 14, 2007.
LESSON 2
Function: 2.1. By the end of the lesson the Ss will be
able to express what illness the people and they are
suffering. They will know the name of the most
common illnesses and also they will understand that
the words ill, sickness and disease are synonyms.
LESSON 5
At the end of the class the Ss will be able to obtain
information about the state of health of a patient by an
interrogation. Also the Ss will notice that some words
have irregular plurals (foot  feet)
LESSON 8
Function 2.2 and 2.3. At the end of the class the Ss
will be able to give advices to their classmates,
relatives and friends. Also the Ss will notice that some
words have irregular plurals (tooth  teeth)
LESSON 11
Function 2.1, 2.2 and 2.3: Text discussing health
problems and giving advice/ suggestions for ss to
notice the different meaning that a single term may
have depending on the context of use (sick)
LESSON 14
Ss produce a set of instructions regarding to health
and body and organize ideas coherently with the help
of peers, the teacher or by consulting different
sources of information.
Lesson 17
Ss make a letter/e-mail of a friend asking for advice to
deal with a specific illness/ ache or personal problem.
LESSON 20
EVALUATION: FORMAL EVALUATION OF UNIT 2: EXAM
LESSON 23
ORAL EXAM
LESSON 3
Function: 2.1. By the end of the lesson the Ss will be able to
express how they feel. Also they will identify the main
symptoms of the patient.
LESSON 6
Function: 2.2. At the end of the class the will differentiate
between an advice (using the modal verb should) and a
medical instruction (in an imperative form).
LESSON 9
Function: 2.3. At the end of the class the students will be able
to make and to offer suggestions or advice, as well as to
answer them.
LESSON 12
Function 2.1, 2.2 and 2.3: Authentic text with instructions
about how to use certain medicine for ss to notice that some
linking devices indicate addition (“,” and) while others indicate
cause (because) or alternative (or).
LESSON 15
To prepare the Ss for write a letter.
Lesson 18
Ss answer the letter to his/her friend giving an appropriate
advice, applying knowledge and vocabulary obtained until that
class.
LESSON 21
FEEDBACK ON EXAMS
LESSON 24
ORAL EXAM
 Escuela Secundaria Federal No. 13

Batalla de sacramento

SEGUNDA UNIDAD
Lengua extranjera

INGLES

Segundo grado

Ing. Salvador Meza Correa.