2do. Planeacion Semanal

INTERNATIONAL COLLEGE
“SOR JUANA INES DE LA CRUZ S.C.”
Weekly lesson plan

Cycle 2018 - 2019
FIRST TRIMESTER Grade: 2ND Group: A-B
Teacher: ANA KAREN SANCHEZ MUNGUIA

Week Dates: 20Th AUGUST- 30TH NOVEMBER
Social Practice of the Language: Understand and convey information about Learning Environment 1: Familiar and Product 1: Catalogue of Goods.
goods and services. Community Environment
Specific Competency: Offer and understand suggestions in order to purchase Achievement (s): Can anticipate central sense and main ideas from known oral expressions. Can
or sell a product. distinguish main ideas within oral exchanges. Can seek confirmation in an oral exchange. Can produce
expressions to argue or object. Can adjust tone, rhythm and intonation when composing oral texts.
Knowing about the Language:
Acquisition of structured knowledge: modal verbs (should, shall), Verbs forms subjunctive: (she suggests he buy…) acoustic features: tone (courteous, serious,
etc.), rhythm, speed, intonation, pauses, connectors; adjectives: qualifying, comparative, compound (fifteen minute process, two-wheel vehicle); comparative
structures (a … as …; like; more slowly, less quickly; the least… the most quickly); adverbs of degree (very, too, rather); sentence types: declarative,
CONTENTS
interrogative, imperative, exclamatory.

Doing with the Language:
Using the language in the necessary purposes. Predict messages and main ideas from known conversation phrases. Differentiate ideas within conversations,
conform information during conversations, produce phrases to buy and sell products, speak softly and slowly or louder and faster when having a conversation.
Being through the language:
Developing independence, critical way of thinking and judgment. To use the language in order to make, accept or refuse suggestions, taking decisions in an
assertive way and encourage politeness through interpersonal exchanges.
Lesson / Lesson Activities Procedures Notes

Week / Stages & Materials
1. Look at the picture and listen to the 1. 1. Ask Ss: What was the last thing you bought? Where did you buy it? Was it p.8-9
Lesson 1 conversations expensive? Then ask Ss to look at the pictures form p. 8 and say: Who are they? Audio script on
I know
Where are they? What are they going to buy? Ask them to close their eyes and play p.183 Student
the track. Make a pause after the first conversation and ask: Who was speaking? Are
Weekly lesson plan

Cycle 2018 - 2019
Week 1 they friends? Where are they? Play the track and ask them to number the pictures in Book
I build order. T monitors the
20-25 2. 2. Ask Ss to read the descriptions then make comprehension questions after each class by walking
AUGUST 2. Read the descriptions of the teens and description, such as What’s the teenager’s name? How old is he / she?
around the class
circle T or F. 3. 3. Play the CD. Ask: Where are they? What are they going to buy? Play the CD again
and Ss have to complete the information. Ask Ss to share and compare their answers.
3. Listen to the conversation, 4. Ask Ss to read the questions with yes or no individually.
Track 3
4 Answer Yes / No questions
Reader: What should I buy?

Pages 7-19
5. Ask Ss to listen to track 3 again and ask them to pay attention to the opening, body,
Lesson 1 5. Listen again to Track 3 and complete. and closure part of the conversation, as well as to the expressions. Play the CD again P.10-11
I think
and give time for Ss to write the expressions where they belong. Let them share and Ask Ss to bring
6. Look, underline and circle. compare answers.
white sheet
6. Ask Ss to pay attention to the phrases in page 10, read them out loud and ask them
to circle the word(s) that show comparison and to underline the word(s) that show papers for next
7. Put the phrases in the correct heading. description. class.
7. Ask Ss to read each of the examples individually. Then read each of the sentences
8. Complete the table. out loud and have Ss to classify the phrases correctly under each heading.
8. Ask Ss to look at the illustrations, hold the book upfront and point to a picture
9. Complete the sentences using information asking, What are they? How are they different? Make sure to elicit adjectives like
from activity 8 new / old, cheap / expensive. Then explain the rule for comparative adjectives and
have them complete the table.
9. Ask Ss to look back at the table in act 8 and to use the information in it to complete
the sentences.
10. Listen to the conversation and complete. 10. Ask Ss to look at the illustration and ask: What do you think the girls are going to P.12
Lesson 1 I practice Track 4 do? Then play the CD. Ask them to follow the conversation and complete.
11. Listen again and answer the questions. 11. Ask Ss to read the questions. Make sure they understand them, play the CD, and T walks around
12. Read the advertisement and complete. ask them to answer the questions. Have them share and compare responses. the class and
12. In pairs, ask Ss to look at the pictures, tell them to complete the sentences using monitor Ss Actv.
that information. 12
CD player.
13. Questions using comparative 13. In pairs, ask Ss to take turns asking a classmate questions about the 2 P.13
Lesson 1 adjectives. bicycles using comparative adjectives from the box.
Week 2 14. Ss work in pairs and make suggestions to a classmate using comparative T walks around the
Weekly lesson plan

Cycle 2018 - 2019
27-31 AUGUST I can 14. Discuss which bicycle is the best to adjectives in the boxes in activity. class and monitor
buy. 15. Ask Ss to practice their conversation in pairs and walk around the classroom Ss conversation
to monitor and make corrections if necessary. practice.
15. In pairs practice the conversation.
P.14
Lesson 2 1. What kind of products do you look at in 1. Write the word catalogue on the board. Ask Ss: What kind of catalogues do
I know catalogues? you know? Who are they intended to? Why are they promoted? Then ask Ss to Glossary to identify
look at page 14 and ask: What kind of catalogue do you think it is? Then let them the meaning of
read and answer the questions. unknown words
2. Ask Ss to look the illustration, What is it about? Who has a bicycle? Can you
2. Listen and repeat the jazz chant. Track describe your bike? Play the CD. Ask Ss to listen and follow the chant in their P.14-15
Lesson 2 I build 05 books, what two-wheel vehicles the chant is about? Ask comprehension
questions then play it again and ask Ss to repeat it.
3. Ask Ss to read the chant again and answer T or F the statements. Walk around the
3.Read the chant, answer T or F 4. Draw Ss’ attention to the illustration. Ask: Who are they? What are they class, monitor and
talking about? Play the CD and ask: What’s the relationship between the help Ss if
speakers? What’s the name of the phone the son wants? Why does he want this necessary
4. Listen to the conversation and answer phone? Is the father going to buy it? Play the CD again and ask Ss to answer the
the questions. Track 6 questions. Share and compare responses. CD player.
5. Ask Ss to look at page 15. Based on the picture ask: What do you think the
Lesson 2 conversation is about? Play the CD and ask Ss to write the suggestions they P.15-16-17
Week 3 hear. Ask them: How many did you get right? Then complete the activity.
3-7 I think 5. Listen to the conversation and write the 6. In pairs, have Ss look at the sentences and answer the questions. Share and Walk around the
SEPTEMBER suggestions. Track 7 compare the answers. class, monitor and
6.Look at the sentences and answer the 7. Remind Ss that to compare 2 or more things or people, we use the help Ss if
questions superlative form of the adjective. Ask them to look the sentences and underline necessary.
7. Underline the words. the words that compare. Check answers and have them compare responses.
8. Look and check. 8. Ask Ss to read the sentences and to identify which ones talk about comparing
9. Rewrite the sentences from activity 8. things and which ones about comparing actions. Ask them to check or cross out
10. Complete the organizer the corresponding answers.
11. Complete the table 9. Ask Ss to look back at the sentences and the headings in activity 8. Ask Ss to
rewrite the sentences under the correct heading, adding one of their own to
each.
10. Draw Ss attention to the organizer. Elicit from them the function of every part
of speech then ask them to complete the organizer. Let them share and
compare.
11. Ask Ss to look at the comparative and superlative form of an adverb and ask
them to complete the rule table based on what they have learned previously.
Weekly lesson plan

Cycle 2018 - 2019
Ask them to share and compare.
12. In pairs, ask Ss to read the conversation and put it in the correct order. Have P.17
Lesson 2 12. Put the conversation in order. Ss share and compare their responses orally. T monitors the
I practice 13. Complete the conversation. 13. Ask Ss to read the words from the box then draw their attention to the class
illustration and ask: What are they doing? Then read the conversation and let
them complete. Share and compare answers. T. guide p.
14.Give suggestions 14. In pairs, ask Ss to look and choose one product, ask them to give three
15. Invent detailed information about the suggestions to buy or object to buy it, like the example. Share and present the P.18
Lesson 2 I can products. P.19 answers.
16. Write a conversation. 15. Have Ss look at the pictures and elicit from them the names of the products.
17. Do you think you are a compulsive or a Explain they have to invent detailed information about each product to make
responsible shopper? them look attractive and worth buying. Ask volunteers to present their work.
14. Write the sentences under the 16. In pairs, explain to Ss that they have to complete the conversation by giving
corresponding illustration. suggestions or objecting to purchase the product.
17. In pairs, let Ss answer these questions and share their answers with the rest
of the class.
Product 1 Stages Activities Procedures for: Catalogue of goods. Notes & Materials
I get ready 1. Work in groups 1. Explain to Ss that they are going to design and illustrate a goods catalogue. P.20
Ask them to work in groups of five. Allow time for Ss to discuss, brainstorm
ideas and decide which goods will be including in the catalogue. Walk around the
class and monitor
Lesson2 2. Plan the catalogues format 2. Ask them to group the products they previously listed in the chart in page 20. Ss must bring
Week 4 I plan 3. Decide on the size and number of pages. 3. Ask Ss to think on how many pages and the size their catalogue will have,, scissors, glue,
10-14 4. What materials do you need? then tell them they can use photos, drawings, or paper cutouts to illustrate their magazines,
SEPTEMBER work. markers, paper
4. Ask Ss to think about the materials they will need to design the catalogue. sheets for next
class.
p.21
Lesson 2 I do 5. Compose the suggestions about the 5. Explain to Ss that they have to make a buying suggestion for each product on Walk around the
products included in the catalogue. their catalogue. class monitor and
help Ss if
necessary
6. Ss will design and illustrate their work, and will practice the enunciation of the
6. Illustrate your catalogue and write your suggestions.
Weekly lesson plan

Cycle 2018 - 2019
Lesson 2 All ready to suggestions to present it. 7. Ask for volunteers to present their catalogue to the class. The rest will listen P.21
share 7. Present the catalogue. and say if they’d buy any of the products.
I learn: Ask Ss what they can do now that they couldn’t do at the beginning of Walk around the
the learning environment. Then have them answer the, I learn box on page 21. class monitor and
I learn Give positive feedback for their effort and progress. help Ss if
Ask Ss what they can do now that they couldn’t do at the beginning of the necessary
learning environment and listen to their responses. Then have them answer the
I learn box and take note.
p.166
Self-Test 1. Self- test 1. Ask Ss to go to page 166 in their Student Books.
Formal 2. Apply the formal assessment 2. Ss do their formal assessment from page 154 in the Teacher’s Guide. Teacher´s Guide
assessment p.154
Social Practice of the Language: Read and understand different types of literary Learning Environment 2: Literary and Ludic Product 2: Comic Book.
texts distinctive of English-Speaking countries. Environment.
Specific Competency: Read fantasy literature and describe characters. Achievement (s): Can use strategies to support the comprehension of narratives. Can anticipate central
sense and main ideas from some details. Can distinguish between explicit and implicit information. Can
formulate and answer questions to distinguish and verify specific information. Can describe
characteristics and abilities.
Acquisition of structured knowledge: adjectives: qualifying; verb tenses: past and present perfect; adverbs: of time (yet, already); verb forms: gerund, past
participle; conditionals (if she were… she would…) ; direct and indirect speech.
CONTENTS

Using the language in the necessary purposes. Use strategies to build comprehension of texts. Recognize message and main ideas from details. Differentiate
between explicit and implicit information. Ask and answer questions to differentiate and check information. Talk about characteristics and abilities.
Developing independence, critical way of thinking and judgment. To represent the reality, recognize the imagination and creativity in the perception of reality and
stimulate the pleasure of reading.

Weekly lesson plan

Cycle 2018 - 2019
1. Imagine you have superpowers. 1. Ask Ss what superheroes they know and their powers, write them on the board, p.22
Lesson 3 then ask Ss to imagine they have superpowers and allow them to share their ideas.
I know
Week 5 5. Refer Ss to the
17-21 2. Draw on the board a mind map. Write movie in the center. Have Ss copy it in their Glossary on
SEPTEMBER notebooks and ask them to write as many words related to movies as they can in the p.157 to clarify
2. Read the story and answer the questions. mind map. Ask for volunteers to do it on the board. Direct Ss’ attention to page 52 and
I build the meaning of
play the CD, then ask Ss to match each conversation. words
3. Write T or F.
4. Ask Ss to read the sentences and ask them to identify the unreal conditions. Once
Lesson 1 they do it, explain why they can’t be real. P.23-24
I think
4. Circle the part of the sentence that 5. Ask Ss to complete the rule in the table. Draw their attention to the example.
expresses an unreal condition. 6. Ask Ss to look at column A and ask what they notice. Explain that saying exactly Walk around the
what someone says is called direct speech. Now have them look at column B and ask class monitor
5. Complete the table. again what they notice (no quotations marks are used, and the verbs are in past and help Ss if
tense), reporting what someone says is called reported or indirect speech. Answer the necessary
question.
6. Read and answer. P.24 7. Ask Ss to read and decide if the sentences are direct or indirect speech. Share and
compare answers.
7. Write D for direct and I for indirect speech. 8. Ask Ss to read and complete the rules. Ask volunteers to read out loud.
8. Complete the table.

9. Ask Ss to skim and scan the story on page 22. Ask: What is the main idea? What
Lesson 2 9. Read and match. P.25 are other key ideas? Have them read the questions on page 25 and match them with P.25
10. Write what you liked and didn’t like about the correct answer. Check and compare.
The magic skateboard story. 10. Have Ss reflect about the magic in the skateboard story. Ask them to think what Walk around the
I practice
11. Read and complete using reported they liked and didn’t like about it and to write their ideas in the spaces provided. Class and
speech. P.26 11. Draw Ss’ attention to the illustration and ask: What kind of text is it? Elicit the word monitor activity.
12. Complete with would or could and the comic. Have them read the text and ask comprehension questions like: What is the
correct verb form. girl’s problem? What powers does super teen have? Finally, ask them to complete the
sentences using reported speech. Share and compare answers.
12. Draw Ss’ attention to the title of the story and elicit the meaning of daydreaming.
Ask questions like: What is the girl dreaming about? Have them look at the sentences
and elicit the conditional form. Remind them about the rules and ask them to complete
the activity using the correct form of the verb in parenthesis.
13. Read and complete the bubbles. 13. Draw Ss’ attention to page 27. Have them look at the pictures and ask: What is the p.26-27
Lesson 3 story about? Have them underline new words and let them read. Then ask the
Weekly lesson plan

Cycle 2018 - 2019
Week 6 14. What are your country’s beliefs about following comprehension questions: What is the girl’s name? Where did she live? Teacher´s Guide
24-28 I can magic? What was she wishing for? Ask them to complete the bubbles. p 39-40
SEPTEMBER 14. Explain to Ss what is considered as magic. Elicit from Ss magical costums or Walk around the
15. Complete the sentences. traditions they have or have heard of in their locations. Class and monitor
15. Ss complete the sentences based on the character’s actions, using the appropriate
16. Write an ending for the story. form of the verb in parenthesis. Share and compare. Refer Ss to the
16. Have Ss write a possible ending for the story in the space provided. Glossary in
p.156-157.
Lesson 4 1. Do you prefer to read books or comics? 1. Ask Ss: What are the differences between a book and a comic? Have different Ss to P.28
I know Why? participate. Then ask: What do you prefer to read, books or comics? Why? Allow them
2. What is your favorite book, comic or movie? to express their opinions. Teacher´s Guide
Talk about it 2. In pairs, have Ss talk about their favorite books, movies, or comics. Walk around p.41
Reader: The five Joaquins. monitoring and correcting if necessary. Reader: Pp.20-29
p. 20-29
3. Number the paragraphs in order.

Lesson 4 I build 3. Ask volunteers to retell the Five Joaquins story. Then ask them to read the P.28-29
4. Label the paragraphs with the correct paragraphs silently, to underline the main events, and finally, to number the
heading. paragraphs in the correct order. Refer Ss to the
4. Go over the headings with Ss and make sure they understand them, ask them to Glossary in
5. Read the article in pairs label each paragraph with the correct heading. Have them share and compare p.156-157.
answers.
5. Have Ss read the article in pairs and give them some time. When they finish, ask
them to exchange opinions (agree or disagree) and share with the rest of the class
with a partner.
6. Label the book. P.30 6. Draw Ss’ attention to Activity 6 and ask them to read and label the book with
Lesson 4 7. Underline the adjectives. the appropriate words. Share and compare. P.30
Week 7 8. Complete the rule. 7. Ask Ss to read the sentences first and ask them to underline the adjectives
1-5 OCTOBER I think 9. Write past perfect or present perfect. that qualify and describe. Share and compare.
10. Complete the table. 8. Ask Ss to complete the rule and say the word they used to complete it. Teacher´s Guide
11. Underline the words. 9. Ask Ss to pay attention to the sentences on page 30 and ask them what they p.42-43
12. Complete the sentences notice about the verbs. Explain the use of present and past perfect and the .
adverbs of time for and since. Let Ss identify which sentences are written in past
perfect and which ones in present perfect. Share and compare answers.
10. Ask Ss to go over the rules in the table and to complete them with the name
Weekly lesson plan

Cycle 2018 - 2019
of the appropriate verb tense.

11. Ask Ss to identify words that indicate ability. Have them underline the words.
Pay attention to the use of can and could and remind them of the use of them as
auxiliary verbs for the present and past possibilities and abilities.
12. Ask Ss to complete the sentences with the appropriate word.
Lesson 4 13. Have Ss rewrite the letter in first person, as if they were Joaquin Murrieta.
I practice 13. Rewrite the letter. Monitor the activity and check for corrections. Have them check and share their p. 31-32
14. Work in pairs. work.
15. Complete the interview. 14. Tell Ss they have to describe the physical characteristics and abilities of the Walk around the
16. Write a conversation and act it out. superheroes. Refer them to the Glossary for new words. class and monitor
15. Have Ss look at the illustration. Then ask them to read and complete with the Ss
correct form of the verb in parentheses.
16. Explain to Ss that they are going to interview a superhero (Zenda). Have Teacher´s Guide
them choose their part to play to work in pairs and let them organize their time p.44
and questions. Finally, have them practice and write on the spaces provided.
p.32-33
17. Circle the correct word and complete 17. Ask Ss to read the story silently and then to complete it by circling the correct p.32- 33 Teacher
the story. word in each case. ´s Guide p.45
Lesson 4 I can 18.Answer the questions 18. Ask Ss answer the questions based on the story, monitor the activity. Check, Monitor the work
compare, and share answers.
Product 2 Stages Activities Procedures for: Comic Book Notes & Materials
I get ready 1. Decide on the story you will read to make 1. Ask Ss to form groups of 4 or 5. Explain that they are going to create a comic p.34
a comic book. book. Have them look at the illustrations to pick up a narrative or they can also Teacher´s Guide
invent a new one. Then ask them to think of main ideas to include in it. p.46
Refer Ss on p.176
Lesson4
Week 8 Ss must bring
8-12 OCTOBER I plan 2. Decide on the number of pages. 2. Advice Ss not to make the comic book too long. Direct them to pages 176- materials for next
177, so they have an idea of the space they’ll use. class.
3. What materials do you need? 3. Ask Ss to make a list of the materials they will need.
4. Divide the story in episodes. 4. Ss will design a format for the comic book dividing the story in episodes, P.34- 35
Lesson 4 I do 5. Give brief descriptions for the characters defining spaces for dialogues and descriptions. Refer Ss to the
and the events. 5. Ask Ss to adjust the information they have to make the dialogues and
6. Go to the work sheet section on p. 176- descriptions. In teams they can write their ideas. Worksheets
Weekly lesson plan

Cycle 2018 - 2019
177. 6. Direct Ss to pages 176-177 to use the template for the comic book. They can section on p. 176-
7. Write the dialogues also use white sheets of paper if they want to. 177
7. Have Ss write the narrative and dialogues in a paper sheet for corrections and
spelling. Then have them copy it into the bubbles and ask them to illustrate their Teacher´s Guide
comic book. p.47
8. In groups, have Ss rehearse the dramatized reading of the comic, then, ask
8. Rehearse the presentation. for volunteers to present it for the class.
Lesson 4 All ready to Ask Ss what they can do now that they couldn’t do at the beginning of the
Week 9 share I learn learning environment and listen to their responses. Then have them answer, the
15-19 I learn box and take note.
OCTOBER
1. Ask Ss to go to page 167 in their Student Books. p.167
Self-Test 1. Self- test
Formal 2. Apply the formal assessment 2. Ss do their formal assessment from page 155 in the Teacher’s Guide. Teacher’s Guide
assessment p.155
EVALUATION CHECKING Check signatures on notebook Ss check their own notebook. Ss count their grades so they can get the final grade for
NOTEBOOKS notebooks.
T explains to Ss how to divide the number of activities between total activities.
22-26 EXAM Make the exam Ss. Solve their exams.
OCTOBER CHECKING Check good and bad answer. Ss check their answers.
EXAMS Get the final grade. T explains to Ss the exam´s answers.
Ss correct their exams.
CHECKING Ss check their own books. Ss count their grades so they can get the final grade for
BOOKS Check signatures on their books. books.
T explains to Ss how to divide the number of activities between total activities.
Social Practice of the Language: Understand and write instructions. Learning Environment 1: Formation and Product 1: Instruction Manual
academic environment
Specific Competency: Understand and compose instructions about facing an Achievement (s): Can clarify the meaning of unknown terms in order to broaden and refine their
environmental emergency vocabulary. Can understand and point out the order of the components, useful information and main
ideas of an emergency manual. Can write and classify sentences in order to create instructions
sequences. Can remove, add or edit and instruction manual.
CONTENTS
Acquisition of structured knowledge: Sentences types; adverbs: of time (since, for), of sequence(after, firstly, next); abbreviations (ASAP, S.O.S); pronouns (who,
whom, etc.) and relative adverbs (how, why, when, where); prepositions (by, about, for, in, into) and prepositional phrases (at the end of, in front of)
Weekly lesson plan

Cycle 2018 - 2019

Using the language in the necessary purposes. Learn more words to increase my vocabulary. Know the elements of an emergency manual. Write instruction
sequences and edit an instruction manual.
Developing independence, critical way of thinking and judgment. To prevent and face problems, to protect and guard the physical integrity and to be empathic
and responsible with the class and the community.

Class
1. Answer these questions 6. 1. Ask Ss to open their books to page 38 and ask: What are these p.38
Lesson 1 I know signs for? In pairs, have them to discuss these questions and the T monitors the activity by walking
Week 9 answers. Walk around and encourage Ss to use English. Refer Ss to around the classroom
29 pages 33-43 in their Readers.
OCTOBER- 7.
2 2. Read the information from the emergency 8. 2. Ask Ss to look at the text and ask: What is it about? Have you
NOVEMBER procedures. ever read a similar emergency procedures manual? Then let them
read the information and answer the questions.
I build
3. Read and label the words. 3. Ask Ss to read the previous excerpt again and ask them to label it p.39
Lesson 1 I think with the words from the box. Pay attention to abbreviations and
4. Read, circle and answer T or F. explain their meanings. Share and compare answers.
4. Make sure Ss understand the meaning of bullets, bold, and italics. p.40-41
Have them observe the components of the text and the uses of Extra activity: take time to explain
5. Match the instructions with the pictures.
images and illustrations. Let them read and answer T or F. and enhance the importance and
5. Ask Ss to look at the pictures, making sure they understand the proper use of the dictionary.
6. Answer the questions.
meaning of flood, throw away, dirty flood water. Ask them to match
the instructions to the picture. Share and compare answers.
7. Read the excerpts from the manual and 6. Ask Ss to look at the previous illustrations and ask them to
write the meanings of the words. describe them. Then have them answer the questions on page 40.
8. How did you know the meaning of the 7. Ask Ss to read the excerpts from the manual and to write the
words? meaning of the underlined words in the spaces provided.
Weekly lesson plan

Cycle 2018 - 2019
9. Circle the best option. 8. In pairs, have Ss complete Activity 8 on page 41. Walk around
Reader: What to do in an emergency? and listen; correct if necessary.
Pages 33-42 9. Ask Ss: What did you do to find the words in the dictionary?
Which problems did you face when looking up words? Then have Ss
check on the statements and have them circle the best option.
10. Listen to the conversation and complete. p.42
Lesson 1 I practice Track 4 p.12 10. Ask Ss to look and recognize the organization of an instructions T walks around the class and
11. Check the answers and make corrections. manual, have them read the instructions and number them. Elicit the monitor Ss Actv. 11
adverbs of sequence (first, then, next).
11. Ask Ss to work in pairs. Have them compare their answers and
make corrections if necessary.

Class
12. Look at the pictures; write the instructions 12. Look at the pictures from a different manual. Have Ss to describe them. Ask: What p.43
Lesson 1 in the correct picture. happened to the boy? What are they doing? Where are they? Refer Ss to the Glossary
Week 10 for unknown words; finally, have them write the instructions under the correct picture. T walks around
5-9 I can 13. Number the instructions in activity 12 the class and
NOVEMBER under the correct order. 13. Ask Ss to read the instructions. Have them look for any sequence word and instruct monitor Ss
them to number the instructions. conversation
14. Compare your answers with a partner. practice.
14. Ask Ss to compare their answers with a partner, to make arguments about their
answers and to decide which the correct answer is before they make any change, ask
for volunteers to share out loud for the rest of the class.
Glossary to
Lesson 2 1. Circle the things that you think could cause 1. Draw Ss’ attention to the illustrations, elicit the name of the objects. Read the identify the
I know an emergency. instructions together and allow Ss to work individually. meaning of
unknown words
2. Write on the board: What do you do in the case of an emergency? Who do you call?
2. Listen to a recording of emergency Play the CD and ask Ss to answer the questions by circling the best option. Check, p. 44-45
Lesson 2 I build instructions and answer the questions. Track share, and compare answers.
08 p.44
3. Play the CD again. Have Ss listen and complete the sentences with the words from
the box. Check and make corrections if necessary.
Weekly lesson plan

Cycle 2018 - 2019
3. Listen again and complete.

Class
4. Read these two sentences and underline 4. Write on the board: Some Ss like to study in the morning. John and George play p.45
Lesson 2 the subject and circle the verb. basketball every afternoon. Have Ss copy these sentences in their notebooks and ask
Week 11 5. Read the sentences; write S for simple and them to underline the subject(s) and the verb(s). Make sure Ss understand. Enhance T walks around
12-16 I think C for complex. P.46 the importance of dependent and independent clauses. Have Ss look at page 45 and the class and
NOVEMBER 6. Read the sentences in activity 5 again and ask them to repeat the underlined process with the sentences in the book. Share and monitor Ss
underline the connectors. compare answers. conversation
7. Complete sentences with words from the 5. Have Ss work in groups of three. Ask them to copy the sentences in their practice.
box. notebooks. Have them underline subjects and circle verbs, ask them to put an S if is a
simple sentence, and a C if its complex. Check for corrections.
6. Have Ss to reread the previous sentences and to underline the words used as
connectors. Ask volunteers to share and check answers.
7. Write on the board, Swedish is very difficult. If you study German, Swedish won’t
be difficult to learn. Ask Ss which sentence is complex and which one is simple. Read
instructions to activity 7 and let Ss answer it.
8. Complete the tables. 8. Write on the board: It is important to know what to do before an emergency
Lesson 2 happens. Plan a safe place outside for everyone to meet after you escape from a fire .
I practice 9. Combine the pairs of simple sentences to Ask Ss to look at page 47 and ask them to read the words from the box. Ask: What T. guide p.58-59
make complex sentences. are these words? Make sure they know the difference between connectors and
sequence. Ask them to complete the table.
10. Complete the sentences. 9. Write on the board: When you are in a flood, try to stay calm. The teacher returned
the homework after she noticed the error. Ask Ss to read the sentences, explain the
11. Rewrite the Sentences in the correct use of the comma. Have them complete the activity. Check and share answers.
order. 10. Draw Ss attention to the words in the box and ask: Are they connectors or
sequence? Have Ss complete the activity, offer help if needed.11. Have Ss rewrite the
12. Discuss what communities or people can sentences from activity 10. Pay attention to punctuation and spelling. Ask someone to
do to help cities or regions that have been write it on the board so everybody can check their answers.
affected or hit by a hurricane. 12. In groups of five, let them discuss the information they researched about the topic.
Monitor the activity.
13. Match the parts of instructions for what to 13. Ask Ss: Have you ever been eaten by an animal? What did you do? Where were
do in case of a snake bite. you? Who was with you? Have Ss read the parts of sentences and match them to p. 49
Lesson 2 I can 14. Write the sentences under the give a complete instruction. In the space, ask them to write the sequence or
Weekly lesson plan

Cycle 2018 - 2019
corresponding illustration. connectors that correspond.

14. Ask Ss to look at the pictures and ask them to describe them. Ask them to write
the previous instructions under the corresponding illustration.
Product 1 Stages Activities Procedures for: Instruction Manual. Notes & Materials
I get read 1. Make a list of potential environmental 1. Explain to Ss that they are going to create an instruction manual to face an p.50
emergencies in your area. environmental emergency in their community. Ask Ss to open page 50 and make a list T walks around
of potential environmental emergencies. Have a class discussion about the lists. the class and
monitor Ss
conversation
Lesson2 practice.
Week 12
19-23 2. Work in groups and share your notes. 2. Ask Ss to share their lists, make sure they speak English.
NOVEMBER I plan 3. Choose one of the emergencies and write 3. Have a class discussion to choose one of the emergencies they mention. Explain Ss must bring
notes. that each student has to look for information about what to do in case of the scissors, glue,
4. Find out more about what to do in the environmental emergency they have chosen. magazines,
emergency. 4. Elicit from Ss where they can find the information. They have to select the most markers, paper
5. Distribute in your group the actions to make relevant points and take notes about it. sheets for next
the instruction manual. 5. Ask Ss about the parts of an instruction manual. Have them open their Readers to class.
6. What materials do you need? chapter 3 What to do in an emergency? Explain the actions required to elaborate the
manual (drawing, writing, etc.) Have them organize into who does what.
6. Have Ss decide what materials they will need to elaborate their manual.
7. Use your notes to write instructions for 7. In groups, Ss look at page 51 and work on deciding which of the information that
Lesson 2 I do what to do if the emergency happens. they gathered is more relevant. Ask them not to forget the use of connectors and Worksheet p.178.
8. Check and edit the instructions. sequence words. Monitor and give help if necessary.
9. Use the worksheet p.178. 8. Have Ss check the order and logics of their instructions, the sequence and T. G. p.61
connectors, and the grammar and spelling.
9. Ask Ss to go to page 178 in the worksheets section and have them use it to write
the instructions and make drawings.
10. Have Ss ask for the school principal’s permission to post their instructions
10. Find out if you can put up your worksheets manuals on the bulletin board, so everybody can read them.
Lesson 2 All ready to in the bulletin for other Ss to read.
share Ask Ss what they can do now that they couldn’t do at the beginning of the learning p. 51
I learn environment and listen to their responses. Then have them answer the I learn box and
take note.
Weekly lesson plan

Cycle 2018 - 2019
Lesson4 I get read 1. When you watch a movie, do you prefer 1. Write these questions on the board: When you watch a movie, do you prefer p.64
Week 13 subtitles or have it dubbed? subtitles or to have it dubbed? When you were a child, did you use to watch movies
26-30 with subtitles or dubbed? Was it easier to understand the movie with subtitles or T walks around
NOVEMBER dubbed? Next, have Ss discuss the questions and to give arguments. the class and
monitor Ss
conversation
practice.
2. Work in groups and choose a movie or TV 2. Ask Ss to write a list of movies and TV shows they remember. In groups of three
I plan show. have them share their lists and ask them to choose one movie or show all the group
3. Complete the information about the scene members had seen before. Ss must bring
you chose. 3. Ask Ss to choose a scene from the movie or show they chose previously and tell materials for next
4. Who will take each role in the scene? them to complete the chart. Give help if needed. class.
5. What materials do you need? 4. Ask each group to decide who will take a role in the scene.
5. Have Ss decide what materials they will need, objects for sound effects, and
clothes and props to dub.
6. Use the information to write a script. 6. In groups, have Ss work on their scripts with the information from the chart. Give
Lesson 4 I do 7. Check grammar, spelling and punctuation. help if needed. p.65
8. Practice acting out and dubbing. 7. Ask groups to exchange their scripts to check for possible mistakes, rewrite the
dialogues if needed. Walk around and give help. Teacher’s Guide
8. Have Ss practice and act out their scripts. p.61
9. Ask the groups to present and act out their scripts for the rest of the class, have
9. Act out and dub the scene for the class. Ss vote for the best dialogue.
Lesson 4 All ready to
share I learn Ask Ss what they can do now that they couldn’t do at the beginning of the learning p. 65
environment and listen to their responses. Then have them answer the I learn box
and take note.
1. Ask Ss go page 168 of the Student book p.168-169
Self-Test 1. Self- test
assessment p.157
OTHERS CTE: 28 SEP, 3O NOV
SUSPENSION OF CLASSES:2 & 20 NOV
Weekly lesson plan

Cycle 2018 - 2019
SECOND TRIMESTER Grade: 2ND Group:A-B
Week Dates:3RD DECEMBER- 8TH MARCH

Teacher: ANA KAREN SANCHEZ MUNGUIA
Social Practice of the Language: Participate in language games to work with Learning Environment 1: Literary and ludic Product 1: Hangman Game
specific linguistic aspects. environment.
Specific Competency: Participate in language games in order to recognize Achievement (s): Can distinguish the stress of specific parts of sentences. Can read and write
rhythm, stress, and intonation of sentences. sentences to practice rhythm, intonation and stress. Can contrast the stress of words, both on their own
and within sentences.
Acquisition of structured knowledge: Sentence composition; punctuation; apostrophe (He didn’t, I’ve) upper and lower case letters; diphthongs: (oi, ou, au).
CONTENTS

Using the language in the necessary purposes. Distinguish the stress of specific parts of sentences. Read and write sentences to practice rhythm, intonation and
stress. Contrast the stress of words both on their own and within sentences.
Developing independence, critical way of thinking and judgment. To enjoy school work, the active participation in common activities among the students and
elicit respectful and hard competition.

Class
1. What’s the difference between these 1. Ask Ss to open their books p.68 and look at the pictures. Write the words puzzle, p.68-69
Lesson 1 I know games? hangman, jigsaw, crossword, bingo and hopscotch. Ask Ss: What materials do you T. guide p. 76
Week 17 2. Which ones are language games? need in order to play? How many people can play? What are the basic rules? Let them For more
3-7 identify the differences between each game. information
DECEMBER Reader: lets communicate p.59-62 2. Ask Ss to identify which games are language games. Elicit similarities and determine about games
which elements define a language game. go to p.191 Ss
I build 3. Elicit the materials for playing Hangman. Have Ss read silently the rules for this book.
3. Read the rules and answer. game. Then, in pairs, one student reads and the other mimes the action; then switch
roles.
p.70
Lesson 1 I think 4. Label the graphic components. 4. Have Ss label the graphic organizer individually and to check the answers with a T. guide p. 77-
Class 50 partner. Refer them to the Glossary on page 160 for unfamiliar words. In pairs, ask 78-79
5. Answer the questions them to work on answer the questions and work out the movie title. Make
Weekly lesson plan

Cycle 2018 - 2019
comprehension questions; ask for a volunteer to do it on the board. CD player

6. Complete the table. 5. Ask volunteers to read the questions out loud. Give time to think and analyze the
answers. Check for pronunciation and intonation.
7. Circle the correct option. 6. Have Ss look at the table and the words from the box. With their previous knowledge,
8. Unscramble the options. have them complete it.
7. Ask Ss to work in groups of three and recall the meaning of intonation. Then instruct
them to choose the objective of the game. Check answers.
8. In pairs, ask Ss to complete the activity. Let them share their answers.
Reader: Lets communicate
Pages 59-62
p.71-72
Lesson 1 I practice 9. Listen to the rules of a game and number 9. Have Ss listen to the track and ask them to pay attention to the rules of the game
Class 51 them in order. Track 11 Categories. Ss must recognize the steps and the order for them to number. T. guide p.79
10. Write some comprehension questions on the board. Play track 12 and ask Ss to
10. Listen to two people playing the game. underline stressed words from the sentences.
Track 12.

Class
11. Complete the activity for syllable ranking. 11. Prepare a card for each student with 1, 2, or 3 syllable words. Give each student a p.73
Lesson 1 card and ask them to line up at the front of the class. Ask Ss who think they have a
Week 18 12. Listen and check your answers word with three or more syllables to stand in a circle, and students who think the have a CD player
10-14 I can Track 13 word with one syllable at another circle, the students left, should gather together in a
DECEMBER third circle since they should have words with 2 syllables; they have to determine the T walks around
13. Read the rules for the game and complete number of syllables in each word. the class and
the sentences. 12. Have Ss write their answers in their Student Books on page72, then play track 13 to monitor Ss
check answers. conversation
14. Make a list of categories to play a game. 13. Ask Ss to read the rules of the game out loud, and, in pairs, ask them to finish the practice.
15. In pairs write example sentences that fit activity. Check answers.
each category. 14. Brainstorm categories that can be used to play the game and write them on the T. guide p.80
16. Exchange cards with another pair and board. Ss have to keep the categories as a secret until they’re paired to play.
play. 15. In pairs again, Ss use the board phrases to write example phrases for each
category. Then have Ss read their phrases to check for possible mistakes.
Weekly lesson plan

Cycle 2018 - 2019
16. Assign two pairs to play Categories. Teams take turns saying single words until the
other team guesses the category.
Lesson 2 1. Look at these words for a minute. In pairs 1. Ask Ss to look at the words on page 74. After one minute, ask them to close the p.74
Class 53 I know say the words. book and find a partner. One should dictate the words he / she remembers and the
other has to write them on a piece of paper, then switch roles. After they finish, let them T. guide p.81
2. Do you have good memory? check how many words they remembered correctly.
2. Have Ss work in pairs or groups of three. Make a scrambled sentence game and ask
them to exchange the sentences with another team and put the sentences together.
See if they can remember them.
3. Read the extract and circle T or F. 3. Have Ss to read the text out loud. At the end of each paragraph, ask questions so Ss p. 74-75
Lesson 2 I build search for answers in the text. Have Ss read the statements and answer them all
Class 54 together.

Class
4. Look at the table and notice. 4. Have Ss read the contractions chorally and elicit examples of each, using them in p.76
Lesson 2 5. Look at the table again and answer. a sentence. Ask Ss to identify the letters that are eliminated from the full forms. Make
Week 19 6. Complete the sentences. sure they notice the eliminated letters in the book. T. guide p. 83
17-21 I think 7. Match the contraction to the full words. 5. Have Ss look at the table again and have them ask the questions about
DECEMBER contractions. Check and give help if necessary.
6. Have Ss read the sentences and ask them to answer with words from the box.
7. Have Ss read the words, ask them to match the contraction to the full words, check
answers out loud.
8. Complete the sentences with contractions. 8. Have Ss complete the sentences with the contractions individually, after that let
Lesson 2 9. Listen to the sentences an underline the them switch books to check for possible mistakes. Write the answers on the board for p.77
Class 56 I practice stressed part. Track 14 them to check the apostrophe placement, spelling, etc.
10. Complete the sentences. 9. Write on the board: I like him (twice). Read the two sentences and change the CD player
11. Listen to the native speakers. Track 15 intonation from one to the other (I like him, and I like HIM) ask the class to repeat
12. Listen again and complete. chorally to practice rhythm, stress, and intonation. Play the track and ask Ss to
underline the stressed part, check and share answers. Audio Script p.
10. Write Content words and Function words on the board and ask about the 187
difference between the two. Tell Ss to complete the activity and to check their
answers with a partner.
11. Have Ss look at the picture. In pairs, ask them to discuss what they might be
talking about, play the track to see if their predictions were correct. Ask them to notice
Weekly lesson plan

Cycle 2018 - 2019
the contractions.
12. Ask Ss if they remember what each person was doing, play the track again to fill in
the missing information.
13. Ask Ss to read the sentences and to rewrite them in full form in the space
Lesson 2 I can 13. Read the sentences and write the full form provided. Pay attention to the ‘s that is not contraction but possessive adjective. pp. 78-79
Class 57 for each one. 14. Based on the stress, ask Ss to match the sentences to their meanings. Check
14. Read and match the sentences. answers. T. guide p.85
15. Listen to the conversation T.16 15. Play the track one last time for the class to complete the sentences.
16. Act out the conversation. 16. Have Ss read the complete dialogue. Ask them to act it out in pairs. Monitor and
17. Are intonation and stress important in check for pronunciation and spelling.
other languages? 17. Have Ss discuss about stress and intonation and if they are important in Spanish.
Product 1 Stages Activities Procedures for: Hangman Game Notes & Materials
1. Explain Ss that theyre going to read the rules for Hangman and ask: Which are p.80
I get read specifically used for this game? Ask Ss to put the rules in order, they can check on T walks around
1. Check the rules for hangman page 68 to remember. the class and
monitor Ss
Lesson2 2. Brainstorm six topics 2. Ask Ss to form groups and then ask them to brainstorm six topics to include in the conversation
Week 7-11 I plan 3. Select three topics. game: clothes, movies, food, games, sports, etc. practice.
JANUARY- 4. Brainstorm a list of words with different 3. Have Ss choose 3 of the 6 topics and write them on the corresponding lines.
stress related topics. 4. Ask Ss to look at the examples and brainstorm words related to the topics.
5. Write a list of contractions to use. 5. Ask Ss to use as many contractions as possible.
6. Write a list of sentences with different 6. Write the examples provided on the board. Ss will write the sentences they need to
rhythm, intonation and stress. play the game using the topics, contractions, and stress.
7. Revise the sentences. 7. Have Ss exchange their sentences to check if they comply with grammar, spelling,
8. In pairs, what materials will you need? and punctuation conventions. T. guide p.87
8. In pairs, they will play against another pair, make a tournament roster for everyone
to compete. Eliminate the losing teams and the two best teams will play for the
Sentence Hangman championship.
9. Play sentence Hangman. 9. Use the roster created previously to begin the tournament. Winning teams advance
Lesson 2 I do 10. Read the sentences out loud at the to the next round. p.81
Class 59 end of each round. 10. Make Ss read each sentence out loud to practice intonation, pronunciation and
rhythm. T. guide p.88
11. Have Ss place the sentences around the classroom after they finish playing.
11. Put the sentences up around the 12. Have the teams circle around the classroom and ask them to read the sentences
Lesson 2 All ready to classroom. that others created.
Class 60 share 12. Go around and read your classmates p. 81
sentences. Ask Ss what they can do now that they couldn’t do at the beginning of the learning
environment and listen to their responses. Then have them answer the I learn box and
I learn take note.
Weekly lesson plan

Cycle 2018 - 2019
1. Ask Ss go to page 170 of the Student Book to self-assess. p.170

Class 60 Self-Test 1. Self- test
Class 60 assessment p.158
All Ready
Social Practice of the Language: Read and rewrite informative texts from a
Lesson Plan
Learning Environment 2: Formation and Product 2: Poster about the operation of a
particular field.
Unit 3 academic
Lessons environment.
3 and 4 machine or device.
Specific Competency: Rewrite information to explain how a machine or device Achievement (s): Can choose and paraphrase sentences. Can organize and link main ideas and the
works. information which explains them, in a diagram. Can rewrite sentences in order to give explanations.

Acquisition of structured knowledge: Comparatives (more slowly, less quickly), superlative adverbs ( the least … the most quickly, etc.); verb forms: modals (can,
could); connectives (in order to, so that, so / such … that): verbs; phrasal verbs (set upon, get about, etc.) adverbs: of the sentence (too, either, etc.); syntactic
features of the English language: split infinitive [to + word(s) + verb]
CONTENTS

Using the language in the necessary purposes. Choose and paraphrase sentences. Organize and link main ideas and the information which explains them in a
diagram, rewrite the sentences in order to give explanations.
Developing independence, critical way of thinking and judgment. To have access to scientific and technologic information. To promote feedback as essential part
of the learning process.
Weekly lesson plan

Cycle 2018 - 2019

Class
1. What Sports can you see in the pictures? 9. 1. Ask Ss to open their Student Books to page 82. Ask them to identify the sport
Lesson 3 shown in each picture and to name the equipment necessary to do it. Refer Ss to the p.82
I know
Week 21 Glossary for unfamiliar words on page 161 and then ask Ss which of the sports shown T. guide
14-18 2. Do you think you have the personality to do are similar.
P. 88
JANUARY extreme sports? 2. Ask Ss to work in groups of four and rank the sports from the least to the most
I build Reader: Teen Geek p. 72-81 dangerous, discuss if they would like to participate in any of them, why or why not?
3.Have Ss read each instruction out loud, then ask 3 Ss to describe what they see in
each picture, have them individually label the instruction under the appropriate picture.
4. Play the audio so Ss listen to Kim explains to Arthur how to use the skateboard, Ss
4. Listen the explanation on how to use the number the instructions in the order they hear them. Check answers all together. p.83-84-85
skateboard. Track 16 5. Ask Ss to listen again to the track and have Ss write the correct answer for each
question. Check the first three answers and discuss the last two as a group.
Glossary for
6. Ask Ss to answer the two questions and verify their answers with a partner.
Lesson 1 5. Listen again and answer. 7. Ask Ss to read the sentences and to check the correct option. Refer them to the unfamiliar words
Class 62 I think Glossary on page 161. Check answers. p.161.
6. Read the examples, match question with 8. Explain the use and structure of adverbs, and then have Ss read the sentences.
answer.. Circle the one that makes the statement true. Check answers as a class.
11. 9. Have Ss work in pairs to choose the correct answers. Monitor and check on each T. guide p.91
7. Read the sentences and check the best group. Have them write an example that demonstrates the rule shown in each
option. sentence. Monitor and provide help if necessary.
8. Read these sentences and circle the
correct option.
9. Use the words in the box to complete the
sentences.
10. Have Ss work in pairs to complete the activity. Check answers as a class and ask if p.86
Lesson 1 I practice 10. Compare basketball player with soccer they agree.
Class 63 players. 11. Direct Ss’ attention to the illustrations. In pairs, figure out the correct sequence of T. guide p. 91
11. Put the pictures in order to show the the instructions. Compare the responses with a partner.
instructions. 12. Recall what part of speech follows phrases like so that and in order to. Refer Ss to Audio Script
12. Number the instructions and complete. the Glossary on page 161 for unfamiliar words. p.188
13. Look at the picture and answer the 13. Have Ss answer the questions. Monitor and check.
questions.
Weekly lesson plan

Cycle 2018 - 2019
14. Read the statements out loud. Ask Ss to listen and number them from 1 to 6.
Check the answers.

Class
15. Read the instructions to the class and instruct them to individually choose a set of p.87
Lesson 3 15. Choose two instructions and illustrate instructions and illustrate them.
Week 22 them. T walks around
21-25 I can 16. Have Ss stand up and move around the room looking for two Ss who illustrated the class and
JANUARY 16. Find two classmates to work with. other set of instructions. Let them orally describe each illustration. Monitor monitor activity
conversations. 16-17
17. In groups, compare the Sen Skateboard to
a regular skateboard. 17. Have Ss compare the use of the Sen skateboard and the regular skateboard. Ask T. guide p.92
them: How are the two powered? Which one is more attractive? Which one is more
expensive? Let them discuss and monitor the conversations.
1. Write the word manual on the board; elicit what a manual is for each of the images:
Lesson 4 1. Look at the manuals. a paper plane, a recipe a videogame. p. 88
Class 65 I know 2. Which one do you think is easier to
understand? 2. Ask Ss to look at the manuals again and decide which one is easier to understand,
let them vote, choose an answer and ask for an explanation.
p. 88-83
Lesson 4 I build 3. Ask Ss to predict what product is being reviewed on the web page. In pairs assign a
Class 66 3. Read the description of a machine and word or phrase from the text. Have them skim the text and refer them to the Glossary
answer the questions. for unfamiliar words on page161. Read the text out loud to model pronunciation. In Go around the
pairs, let them answer the questions. class listening
intonation and
Reader: Teen Geek p.72-81 pronunciation.
Glossary p.161.

Class
4. Read the instructions and match them to 4. Have Ss take turns reading the instructions to one another and pointing to the
Lesson 4 the illustrations. illustration they think matches the instructions. Check and make corrections if
28 5. Complete the flow chart for the bread needed. P.89-90
Weekly lesson plan

Cycle 2018 - 2019
JANUARY- I think baking machine. 5. Have Ss look at the sentences and the flow chart. Let them complete it. Monitor
1 6. Look at the flow chart and check and check.
FEBRUARY 7. Read the examples and answer the 6. Have Ss work in pairs, analyze the statements and check the ones that define the
questions. flow chart, check answers.
8. Circle T or F. 7. Enhance the use of can and could. ask Ss to look at the sentences and answer T. Guide
the questions individually. Monitor and give help if needed. p.95 - 96
8. Explain the use of some phrasal verbs and then ask Ss to look at the statements
and ask them to circle T or F. Check the answers.
9. Explain the use of more phrasal verbs. Have Ss check the ones from the activity
Lesson 4 and let them answer and check with a partner.
Class 68 I practice 9. Match the meaning of the phrasal verbs. 10. Looking back on the activity 9, ask Ss to complete the rule box about abilities P. 91
10. Complete the rules. and phrasal verbs.
11. Read the sentences and add a time 11. Have Ss read the sentences. Decide whether they are about the present or the
phrase from the box. past and add a suitable time phrase. T. guide p.96
12. Complete with can, can’t, could, couldn’t 12. In pairs, have Ss work in completing the sentences with the correct time phrase
13. Write two more sentences using can and and verb.
could. 13. Have Ss work in pairs and choose a topic (television, computers, cell phones,
etc). Base their sentences in these topics using can and could and comparing past
and present.
P. 92
14. Call out the first part of a phrasal verb, like carry and ask Ss to complete it with
Lesson 4 I can 14. Underline the phrasal verb and match it the preposition that follows (out). Repeat with other phrasal verbs. Ask Ss to read
Class 69 with the meaning. the phrasal verbs in the activity, match them with their meaning and check the
answers. T. guide. P.97
15. Write the phrasal verbs from activity 14. 15. Ask Ss to write the phrasal verbs and to put an S if its separable or an N if its
16. In pairs, read the instructions and non-separable. Remind Ss that if they can put the word between the phrasal verb
organize them. and its preposition, then it is separable. Check the answers.
17. complete the flow chart in p.179 16. Ask Ss to work in pairs to indentify the order of the instructions for an electronic
18. How do you think electronic readers can reader. Have them organize them into steps.
help the environment and the world? 17. Have Ss transfer the steps into the worksheet on page 179.
18. In groups of three, have Ss discuss these questions. Encourage Ss to share
their opinions with other groups.
Product 2 Stages Activities Procedures for: Poster about the operation of a machine. Notes & Materials
I get ready 1. Which machines do you use at home? 1. Ask for volunteers to identify the machines shown in the pictures. Elicit other p.94
electrical devices used at home.
Weekly lesson plan

Cycle 2018 - 2019
2. Work in groups, select a machine. 2. In groups of three, ask Ss to choose a machine or product, making sure it is not T walks around
I plan 3. Check the information to include in the selected more than once. the class and
poster. 3. Ask Ss about what graphic elements they want to include that show how to monitor Ss
Lesson4 4. Search for and select information. program their product. Make sure they see the information they need to include. conversation
Week 24 5. What materials do you need? Monitor and give help if needed. practice.
4-8 4. Ask each group to bring information from home (magazines, newspapers, etc,)
FEBRUARY and have them organize it. Ss must bring
5. Have Ss decide what materials they will need. Each group will create a poster. materials for next
class, markers,
glue, scissors,
tape, etc.
6. Decide on the sequence of the 6. In groups, have Ss decide the order in which the instructions will be presented.
Lesson 4 I do instructions. Instructions should be short and understandable. p.95
Class 71 7. Write notes to explain the information in 7. Ss might write short notes to explain the information displayed along with the
11-15 the chart. instructions, but then they must be checked and edited into a final copy. T. guide p.61
FEBRUARY 8. Add illustrations to your poster. 8. Have Ss assemble their posters with the information and the illustrations.
9. Ask the groups to present their work and to display it around the classroom for
9. Display your chart for the class to read everyone to see.
Lesson 4 All ready to
Class 72 share I learn Ask Ss what they can do now that they couldn’t do at the beginning of the learning p. 95
18-22 environment and listen to their responses. Then have them answer the I learn box
FEBRUARY and take note.
1. Ask Ss to go to page 171 in their Student Books to self- assess. p.171
25
FEBRUARY-
1 MARCH
4-8 MARCH
OTHERS CTE: 25 JANUARY, 1 MARCH
SUSPENSION OF CLASSES:4 FEBRUARY
HOLIDAYS: 20 DECEMBER- 4 JANUARY
THIRD TRIMESTER Grade: 2ND Group:A-B
Teacher:ANA KAREN SANCHEZ MUNGUIA Week Dates: 11TH MARCH-8TH JULY

Weekly lesson plan

Cycle 2018 - 2019
Social Practice of the Language: Understand and incite oral exchanges Learning Environment 1: Familiar and Community Product 1: Autobiographical Anecdote
regarding leisure situations. Environment
Specific Competency: Share personal experiences in a conversation. Achievement (s): Can seek confirmation. Can enunciate personal experiences spontaneously. Can
organize sentences in a sequence. Can adapt verbal and non-verbal behaviors to a specific audience.
Can anticipate central sense and main ideas to sustain a conversation. Can use direct and indirect
speech while sharing personal experiences.
Acquisition of structured knowledge: Verbs: modals (would, used to), causative (have / get); adverbs: of time (always, never, sometimes, etc); connectors (so,
nor).
CONTENTS

Using the language in the necessary purposes. Be able to seek confirmation, talk about personal experiences, order sentences, know how to use verbal and non-
verbal language depending on who I talk to, use direct and indirect speech t talk about personal experiences and understand the main idea to keep up a
conversation.
Developing independence, critical way of thinking and judgment. To be emphatic, cooperative and communicative and to interchange personal experiences.

Class
1. Write the information in the correct order. 1. Discuss what kind of diagram they are looking at. Get a volunteer to read the P.98-99
Lesson 1 instructions. Ask: which of those dates are closer to today? Then ask Ss to look at
I know
Week 25 Reader: Sharing our lives through language the time periods and have them put in order.
p.85-94
2. Read the letter and answer the questions.
3. Look at this text and answer the questions.

4. Listen and order the conversation. Track
18
Weekly lesson plan

Cycle 2018 - 2019
11-15 5. Answer the questions. 2. In pairs, have Ss look at the pictures and predict what is the text about. Read the CD player
MARCH questions and proceed to have volunteers reading the text out loud and answering
I build the questions. T. guide p.102-
3. Ask Ss to look at the picture and ask: What is it? Who likes to chat on the internet
103
or phone? Discuss the pros and cons and answer the questions.
4. Have Ss look at the scrambled conversation and the pictures. Play the CD and ask
Ss to number the conversation in order. Give clues and check.
5. In pairs, ask Ss to read the questions and discuss their answers. Monitor and
check.
6. Have Ss read the sentences. Read the instructions and emphasize the word
Lesson 1 always. Elicit Ss to find the words that show how often the cake was eaten. Pp.100-101
I think
Class 74 6. Circle the words that express how often the 7. Read the frequency words on the left column and ask Ss to match them with the T. guide p. 104
activities were carried out. words from the right. Check answers as a class.
-105
7. Match the columns. 8. Have Ss read the sentences in Activity 6 again in order to answer T or F to these
8. Read again and Circle T or F. statements.
9. Complete the sentences. 9. Ask a volunteer to read the instructions and the first sentence. Help Ss, but let
10. Look at the pictures and discuss. them answer on their own.
11. Complete the organizer. 10. Ask Ss to look at the pictures and analyze them; focus on body language and
12. Label the organizer with verbal and non- facial expressions. Read the bubbles and ask Ss which pictures use expressions to Glossary P.162
verbal strategies. offer turns of speech and keep the conversation going.
13. Underline the question. 11. Ask Ss to analyze the organizer. Ask: Why is there a hand and an open mouth?
14. Complete the sentences. Have Ss complete the activity. Refer them to the Glossary on page 162 for unfamiliar
words.
12. Elicit Ss which side of the organizer refers to verbal communication and which
side to non-verbal communication.
13. Read instructions and have Ss focus on the questions. Have them choose the
one that helps to get more information (details).
14. In pairs, have Ss complete the sentences correctly.
15. Order the conversation. 15. In pairs, have Ss organize the sentences into a sequence. p.102
Lesson 1 I practice 16. Complete the sentences. 16. Enhance the use of frequency words on the board, have Ss complete the activity.
Class 75 17. Complete the text. 17. In pairs, ask Ss to complete the text with the phrases. Monitor. T. guide p.105
18. Underline the best option.
18. Ask Ss to look at the picture; read first and then answer.

Class
19. Complete the conversation. 19. Read the first conversation with a volunteer out loud. Elicit which word fits best in p.103
Weekly lesson plan

Cycle 2018 - 2019
Lesson 1 the blank.

Week 26 20. Write the sentences with information 20. Ask Ss to think about their childhood. Ask them questions to find out about
18-22 I can about how you used to spend your weekends information and then ask Ss to complete the sentences. T walks around
MARCH when you were younger. 21. In pairs, have Ss talk about their memories, give an example. Monitor the the class and
conversation; check possible pronunciation or spelling mistakes. monitor Ss
21. In pairs, Use the information in activity 20. 22. Still in pairs, make a pause and ask Ss to use follow-up questions to keep the conversation
conversation going. practice.
22. Use follow-up questions to get more
details. T. guide p.106
1. Ask Ss to look at the table. They must try to decode the message using the
Lesson 2 numbers for each letter. Ask a volunteer to reveal the message. p.104
Class 77 I know 1. Decode the message.
T. guide p.107
2. Read the blog and answer the questions. 2. Ask Ss to look at and read the text and picture. Ask: Who is the celebrity? What
3. Listen to the story. Track 19 kind of text is it? Ask them to read silently and to underline unknown words. At the p. 105
Lesson 2 I build 4. Has something similar has happened to end, answer the questions.
Class 78 you? 3. Play the CD so Ss listen to the experience being told. Give some minutes to CD player
complete the information. Audio Script
4. The object of this is that Ss enunciate personal experiences spontaneously. In p.188
small groups have them discuss, monitor the conversations, and check for possible
mistakes.
Class
5. Check the phrases used to start an 5. Ask a volunteer to read the instructions and options below out loud. Elicit a P.106
Lesson 2 anecdote. phrase to set the example. Check answers.
Week 27 6. Look at the sentences, what’s the 6. Ask Ss to pay attention to the structure of the sentences; the use of quotation T. guide p. 110
25-29 I think difference? marks mean something.
MARCH 7. Label the box with direct and indirect 7. Have Ss discuss with a partner which sentences are written in direct speech and CD player
speech. which ones are in indirect. Share and compare answers.
8. Listen to the fragments and underline. 8. Ask Ss if they can identify where the lines are from? Play the CD and ask them to
Track 20 pay attention to how the sentences are read. Ask them to underline the emphasized
9. Circle the best option. word.
10. Complete the table. 9. Read the sentences. In pairs, have Ss choose the best option and to make an
explanation.
10. Ss look at the words from the box and complete the table altogether.
11. Have Ss match the parts of the anecdote to the questions on the right.
Lesson 2 11. Match the parts of the anecdote to the 12. Have Ss read the sentences and give time to answer. Check as a class.
Class 80 I practice questions. 13. Ss read the little text and ask them to find where the punctuation marks are P.107-108
Weekly lesson plan

Cycle 2018 - 2019
12. Complete the sentences. missing. Ask for a volunteer to do it on the board.
13. Write the punctuation marks for these 14. Ask Ss to look at the image and ask: What do you think is the anecdote about? T. guide p. 111-
sentences. Let them read the text and ask what the best punch line to end the story is. 112
14. Read the anecdote and decide. 15. Read the text in a flat way first, then put tone and emphasis to it, and finally ask:
15. Read the text with a different emphasis. Which one sounds better? Which one was easier to understand? Have them
practice the reading with different emphasis. Check.
16. Have Ss read the anecdote and ask: Is it funny or embarrassing? Tell Ss to act
Lesson 2 I can 16. Read the anecdote. out the conversation. Check and provide assistance. pp. 109
Class 81 17. Think of a funny or embarrassing 17. Ss will compose sentences and share personal experiences. Give a couple of
situation you experienced and make notes. minutes to think. Have them write the anecdotes in their notebooks. T. guide p.85
18. In pairs, use the anecdote as a model to 18. In pairs, ask Ss to share their anecdotes. Encourage them to use direct and
tell your story to your classmate. indirect speech and verbal and non-verbal forms of communication.
Product 1 Stages Activities Procedures for: Autobiographical anecdote. Notes & Materials
1. Ask Ss to think about the events in their lives that are written in a timeline and to p.110
I get ready 1. Write the dates of these events in your life. reflect about other important things that happened at the same time. Ask them to
complete the year.
T walks around
Lesson2 2. Group Ss according to things they share in common, like zodiac signs, favorite the class and
Week 28 I plan 2. Get in teams. color, birth month, etc. monitor Ss
1-5 APRIL 3. Select some personal anecdotes. 3. Ask Ss to think of two funny things or interesting anecdotes from their past. conversation
4. What materials do you need? 4. Ask Ss to think about the materials they will probably need (markers, paper practice.
sheets, pictures, images, etc.).
T. guide p.112
5. Compose sentences to express your 5. Have Ss write sentences about their anecdotes. Elicit examples of the use of
Lesson 2 I do personal experience. used to and would. p.110
Class 83 6. Organize your sentences into a text. 6. Ask Ss to structure their paragraphs to begin writing their anecdote; remind them
7. Practice how to say your autobiographical that it should include enough information to answer Wh- questions. Monitor and give T. guide p.113
anecdote. help.
8. Revise that sentences are understood 7. Ask Ss to practice telling their anecdotes in pairs without reading the text they
when spoken and listened too. wrote. Emphasize on body language and words.
8. Ask Ss to give each other feedback on how easy or hard was to understand the
anecdotes. Peer evaluation.
9. Divide the class into groups of 4. Have Ss establish the turns in which they will
9. Establish turns to share the anecdotes. share their anecdotes within their groups.
Lesson 2 All ready to 10. Share your anecdote. 10. Ask Ss to share their anecdotes with other teams.
Class 84 share 11. Discuss the anecdotes. 11. Instruct Ss to ask follow-up questions to get more details and to get to know p. 111
their classmates better through their anecdotes.
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I learn Ask Ss what they can do now that they couldn’t do at the beginning of the learning
environment and listen to their responses. Have them answer the I learn box and
take note.
Class 84 Self-Test 1. Self- test 1. Ask Ss go to page 172 in their Student Books to self-assess. p.172
Social Practice of the Language: Understand and express differences and Learning Environment 2: Literary and Ludic Product 2: Comparative Chart.
similarities between cultural features from Mexico and English Speaking environment
countries.
Specific Competency: Read short literary essays in order to compare cultural Achievement (s): Can differentiate examples and explanations form main ideas. Can formulate and
aspects from English countries and Mexico speaking. answer questions about literary essays. Can compare information, using antonyms. Can compose
sentences to describe cultural aspects.
Acquisition of structured knowledge: Antonyms; verb tenses: progressive forms, past, present adjectives: compound (good-looking, well-dressed); adverbs of
time (never, always, sometimes, often); nouns: irregular plurals.
CONTENTS

Using the language in the necessary purposes. Tell the difference between examples and explanations from main ideas. Ask and answer questions about literary
essays. Use antonyms to compare information. Make sentences to describe cultural aspects.
Developing independence, critical way of thinking and judgment. To know and respect cultural differences, to appreciate cultural expressions from different
countries and to develop and open view for people and their cultures.
Weekly lesson plan

Cycle 2018 - 2019

Class
1. Tell your partner everything you know 1. Ask Ss to open their Student Books to page 112 and ask: What is it? Can you
Lesson 3 about Australia. recognize the country in the map? What things and animals are portrayed in there? p.112-113
I know
Week 29 2. Which source of information would you Encourage them to describe Australia from geographical, cultural, and natural points
8-12 APRIL choose to know more about Australia? Why? of view.
T. guide
Reader: An Aussie in the land of Aztecs p. 98- 2. Explain Ss they will be reading a lot about Australia this unit, they will have to find
107 information on the internet, magazines, books, newspapers, etc, and they can also go P. 114
to the school’s library.
3. Have Ss skimming the text to get the general idea, then have them read it and
3. Read the essay, underline the aspects of underlining in blue the aspects of Australian culture and in red the aspects of Mexican
I build Australian culture and the aspects of Mexican culture. Check and discuss the differences.
culture. 4. A volunteer should read and explain the instructions for the class, then, have Ss
4. Complete the organizer. complete it with the information from Act 3.
5. Check the charts that reflect the content. 5. Ask Ss to look and analyze the information on the charts, which chart does not
portrait the information on Keith’s essay?
6. Ask Ss to read Keith’s text again in order to complete the questions.

6. Read the text and answer. 7. Ask Ss to read the sentence, this will help them to identify the way words can p.114-115
7. Read the extract, circle the main idea and describe cultural descriptions in a logical and organized way. Have them circle the
underline the examples. main idea.
Glossary for
8. Look at the sentences and write past or 8. Have Ss read the sentences and decide which is past and which present tense.
Lesson 3 9. Tell Ss to read the sentences in the box, what are they about? Ask them to unfamiliar words
present.
Class 86 I think complete the table. p.163
9. Complete the sentences.
10. Circle these words in Keith’s essay in 10. Have Ss look at the words enlisted, ask them to find them in Keith’s essay and to
Activity 3. circle them up. Refer them to Glossary to find the meaning of unfamiliar words. T. guide p.117.
11. Complete the diagram. 11. Ask Ss to complete the diagram with the words they’ve just revised in the previous
12. Match the antonyms. activity.
13. Complete the sentences with words from 12. Ask Ss to read the two columns, what are these words? What is an antonym? Ask
the box. them to match the columns.
13. ask Ss to read and complete the sentences in the table.
14. Find two sentences with antonyms in the 14. Ask Ss to find 2 sentences with antonyms in Keith’s essay and write them down. p.116
Lesson 3 I practice essay. 15. Ask Ss to read the sentences and to complete them with the words from the box
Class 87 15. Complete with words from the box. and decide what are they used for. T. guide p. 118
16. Underline the best option in Leslie’s 16. Ask Ss to read Leslie’s essay in silence, then to underline what they think is the
Weekly lesson plan

Cycle 2018 - 2019
essay. best option. Discuss as a class. Audio Script p.188

17. Read the essay and circle the main idea. 17. Ask Ss to reread the essay, and to circle the main idea. Discuss.

Class
18. Ask Ss to answer individually and then check answers as a class. p.117
Lesson 3 18. Complete the sentences in Leslie’s essay 19. Ask Ss to complete the Venn’s diagram on page180 with the previous information.
Week 30 and write the main ideas. Discuss as a class. T walks around the
29 APRIL- 3 I can 20. In pairs, have Ss brainstorm characteristics about their own personal life at school. class and monitor
MAY 19. Complete the organizer in the worksheets. Tell them to make a list of items they would like to talk about and another list about the activity 16-17
information about Australia, Japan, and USA. Have them compose sentences to
20. Use the different texts in the lesson as a describe the cultural aspects. T. guide p.118
model to write descriptive sentences.
1. Explain to Ss that every country is famous for certain types of food and that
Lesson 4 1. What are these Mexican dishes called? Mexican food is becoming very popular in the world. In pairs, have Ss look at and
Class 89 I know Which is your favorite dish? identify each dish from the pictures and discuss what is their favorite and why.
2. Do you know these ingredients? Where can 2. Explain to Ss that chefs can be men and women. Ask volunteers to share who is p. 118
you use them? the best cook in their home and what dishes they might make with the ingredients.
3. Ask Ss to read the paragraph out loud. Write on the board the words: food, typical
3. Read the text about typical dessert. Work in national desserts, cooking, wedding and exchange student. Ask Ss to choose the best p. 118-119
Lesson 4 I build pairs to retell the main points. title for this text. In pairs, ask Ss to choose one country each. Then each Ss retells to Go around the
Class 90 his partner all the cultural aspects he can remember. class listening
4. Decide which recipe is for flan and which is 4. Have Ss look at the text and elicit the kind of text it is. Also ask if someone knows intonation and
for pavlova. how to make a flan? Ask Ss to read the recipes and underline unknown words. Refer pronunciation.
them to the Glossary on page 163. Then ask them to come up with a catchy title for Glossary p.163
5. Write the main ingredients for each dessert. each.
5. Complete the list and write the main ingredients for each recipe. In pairs, compare
and contrast the two desserts. Ask students: What ingredients appear on both?

Class
6. What is the difference between ingredients and recipes? explain the difference and
Lesson 4 6. Underline the ingredients in the recipes. ask for a volunteer to call out the answers of the ingredients
Week 31 7. Match the adjectives to the dishes. 7. Ask Ss to read the adjectives on the left. Look them up in their dictionaries and P.120--121
6-10 MAY I think 8. Answer T or false. write down the meanings. Have them match the columns.
9. Check the best explanation for the 8. In pairs, tell Ss to answer the questions. Ask someone to do it on the board. Check Glossary P.162
Weekly lesson plan

Cycle 2018 - 2019
sentence. and compare as a class.

10. Complete the sentence. 9. Ask Ss: Are there two actions happening at the same time? Ask Ss to choose the
11. Read the text again and circle the time best description and explain that to make the relationship of two actions, we use the T. Guide
adverbs. words when or while and a comma. p. 122
12. Match the columns. 10. Read the rule for the present progressive. Tell Ss to analyze the sentence in
13. Complete with words from the box. Activity 9 to find the progressive tense.
11. Ask for a volunteer to read the words. They can find them in Keith’s essay, too.
Ask: What are they? What do we use them for? Refer them to the glossary on
page162 to find their meanings.
12. Ask Ss to read the words on the right and to reflect on their meaning. Have Ss
match the columns and check answers as a class.
13. Read the words out loud, making sure Ss understand them now. Ask them to
complete the graphic organizer reflecting on the percentage. Check answers.
14. Complete the recipe for the chocolate 14. Read the words in the box and ask Ss if they understand them all. Ask quickly to P. 122
Lesson 4 mousse. scan the text and to tell what it is about. Then ask Ss to fill in the blanks individually.
Class 92 I practice 15. Match the columns to complete the 15. Ask two Ss to help with the reading. Let them match the beginning with the ending
13-17 MAY sentences. part of the sentences. T. guide p.122-123
16. Complete the organizer with information 16. In pairs, ask Ss to compare the American chocolate mousse with the Mexican flan.
from Act. 14. Ask Ss to write the information on the flag that corresponds.
17. Choose a list you like and make a list of 17. Have Ss discuss in pairs what is the favorite dish in their families. Ask them to P. 123
ingredients. think about the ingredients in order to make the recipe.
Lesson 4 I can 18. Write sentences to describe cultural 18. In sentences, encourage Ss to write about the cultural aspects of the dish they
Class 93 aspects of the dish you chose. chose; use some leading questions.
19.Compare your dish with another pair and 19. In groups of four, ask Ss to compare and discuss their dishes, their cultural T. guide. P.123
complete the diagram. aspects, ingredients, etc. Encourage speaking.
Product 2 Stages Activities Procedures for: Comparative Chart Notes & Materials
I get ready 1. Write the name of the country under each 1. Ask Ss to look at the words in the box, label the flags, and see how many could p.124
flag. they identify. Check as a whole class.
2. In which of the countries is English spoken 2. Tell Ss to circle the flags where English is the first language. T walks around
Lesson4 as a first language? the class and
Week 32 3. In teams choose an English-speaking 3. In groups of 4, make Ss choose a country to work with. monitor Ss
20-24 MAY I plan country to compare it to Mexico. 4. Ask each group to discuss about these categories: sports, holidays, traditional conversation
4. Select a cultural aspect of the country you dishes, clothing and music. practice.
chose. 5. Have Ss think about where they can get the information they need about the
5. Where can you get information? English-speaking culture and the Mexican culture. Ss must bring
6. Decide which kind of chart you want to use. 6. Decide what kind of chart you want to use to present your information. Ask them to materials for next
7. What materials do you need? look at the chart on page 123 and ask if they can come up with interesting and fun class, cultural
ideas. information.
7. Have Ss write down the materials they will need.
Weekly lesson plan

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8. Help Ss organize their reference materials. In groups, ask them to divide the
Lesson 4 I do 8. Use the sources you chose. material and start taking notes of the most relevant pieces. p.125
Class 95 9. Chose the most important information 9. Have Ss analyze the data they selected and reduce to the most important points.
about the cultural aspects. 10. See if they have enough information about both countries so they can compare T. guide p. 125
10. Compare similarities and differences. them.
11. Write the sentences. 11. Ss write sentences and proofread them before writing them on the chart. Check
12. Design the chart you are going to use to for possible grammar, lexis, or spelling mistakes.
compare information 12. Have Ss create their chart as attractive and neat as they can.
13. Complete the comparative chart. 13. Have Ss complete the chart with the selected information.
14. Revise that the information is complete 14. Ss exchange the chart with another team.
and proofread.
15. If possible display the charts on a school hallway or in the classroom.
15. Display your comparative chart in your 16. Ss present their charts in teams, let them give feedback.
Lesson 4 All ready to classroom.
Class 96 share 16. Explain the information you’re presenting. Ask Ss what they can do now that they couldn’t do at the beginning of the learning p. 125
I learn environment and listen to their responses. Then have them answer the I learn box and
take note.
1. Ask Ss to go to page 173 in their Student Books to self- assess. p.173
Social Practice of the Language: Produce texts to participate in academic Learning Environment 1: Formation and academic Product 1: Round table discussion.
events. environment.
Specific Competency: Write diverse points of view to participate in a round Achievement (s): Can use various strategies in order to point out information containing individual points
table. of view. Can select and organize information in order to write sentences containing individual points of
view. Can write paragraphs that express individual points of view. Can solve doubts and provide
feedback in order to edit individual points of view.
Acquisition of structured knowledge: Synonyms; connectives (because, if, unless, although, in spite of); conditionals (if we were …, we would; if they do …, they
CONTENTS
will…).

Using the language in the necessary purposes. Use different strategies to point out information containing individual points of view. Select and organize
information to write sentences describing personal opinions. Write paragraphs, receive and provide feedback for writing points of view.
Weekly lesson plan

Cycle 2018 - 2019

Developing independence, critical way of thinking and judgment. To learn how to live in a community, to promote a respectful opinion to different points of view.
Cooperative and collaborative group work.

Class
1. Match the causes to the effects. 1. Ask Ss to open their Student Books to page 128 and look at the pictures. Encourage
Lesson 1 I know 2. Discuss how the boy could change the them to make sentences using structures and connectors to describe the causes and p.128-129
Week 33 causes and what the new effects would be. effects shown in the pictures.
20-24 MAY 3. Write an effect for the following situation. 2. In groups, discuss what the boy could do to change each situation. Elicit their T. guide
Discuss. answers and help with new vocabulary. P. 129
3. Write on the board: How long do you spend on the computer? Let them discuss in
pairs and then ask Ss to look at the picture and describe what they see. Glossary p.164
4. In pairs, discuss advantages and disadvantages of the Internet. Direct them to the
Reader: Know your rights p. 111-120. text, have them read it, and write the key words on the board. Refer them to the
4. Read and label with against, topic and for. Glossary on page 164.
5. Read again and answer the questions. 5. Ask Ss to read the text carefully again and answer the questions. Check answers as
a class.
I build
6. Explain to Ss that they are going to listen to a radio show. Ask them to read the
Lesson 1 I think causes and possible effects. Ask them to match and then play the CD to check if they p.130-131
Class 98 6. Listen to the radio show and match. Track did it correctly. Check.
21 7. Tell them to read the subtitles and elicit to guess what it is about. Ask them to read T. guide p.130
7. Read the information and circle the phrases the first paragraph and underline the causes and effects. Elicit the tenses of the verbs.
that define the cause. 8. Have Ss look at the box and ask them to match. CD player
8. Match the beginning of each sentence to 9. Point to the two questions and ask: Which sentence talks about a probable future? Audio script p.189
the correct ending. Have them answer the questions.
9. Read the sentences and answer the 10. Have Ss look at the sentences and decide which conditional belongs to each one.
questions.
Weekly lesson plan

Cycle 2018 - 2019
10. Complete the sentences with words from

the box.
11. Match the causes with the result. 11. Ask Ss to read the causes and effects and match them. p. 131-132
Lesson 1 I practice 12. Read and write 1st and 2nd according to the 12. Remind Ss about the structure of conditionals. Have them look at the sentences
Class 99 conditional. and ask them to complete the activity. T. guide p. 131
13. Unscrambled the words to make 13. In pairs, have them work on the unscrambling of the sentences. Discuss and check
sentences. as a class. Audio Script
14. Rewrite the sentences with if. 14. Have Ss read the statements to identify probable future results or the unreal ones. p.188
In pairs, decide which are probable and which ones improbable. Have them write the
sentences using if.

Class
15. Add the correct punctuation to these 15. Have Ss look at the sentences. Ask them to insert the correct punctuation. Check p.132-133
Lesson 1 sentences. answers as a class.
Week 34 16. Have them look at the graphic organizer for planning their writing. Divide them into
27-31 MAY I can 16. Complete the notes on the text. groups and ask them to remember the arguments of people who agree and of those T. guide p.132
who disagree. Give time to complete the activity.
17. Add your personal opinion to the ideas in 17. Ss will organize the main ideas on a paragraph and contrast them with a personal
activity 16. opinion. Have them select information from Activity 4 and write sentences. This could
be a homework assignment.
18. In pairs, share your ideas. 18. Ask Ss to walk around the class and discuss their ideas with a classmate; have
them include other classmates’ ideas.
1. What teens’ rights and responsibilities are 1. Write responsibility and right on the board and elicit the differences. Ask them to
Lesson 2 associated with the picture? open their Student Books to page 134 and to observe the image. Ask them what rights p.134
Class 101 I know and responsibilities are associated with the picture and write them down. Check
answers. T. guide p.133
Lesson 2 I build 2. Listen to the poem and complete the 2. Ask to listen to the poem called Word Play. Play the CD and have them listen to p. 134
Class 102 missing words. Track 22 identify what it is about. Then play it again and ask them to complete the missing
3. Read the sentences about the poem and words. CD player
underline the option. 3. Have Ss read the sentences from the poem and ask them to underline the best Audio Script
4. Read the text, complete the table with option. Check answers as a class. p.189
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Cycle 2018 - 2019
synonyms. 4. Write: sad, brilliant, happy, and tired on the board and then depressed, exhausted,
angry and fantastic. Ask Ss: Which of these are synonyms? Why do we use them? Ask Glossary p. 164.
them to read the text and to underline the synonyms they find to complete the table.
Check answers.

Class
5. Complete the sentences with words from 5. Have Ss read the table and ask them to complete it with words from the box. P.136-137
Lesson 2 the box. Check.
Week 35 6. Alter the words with a prefix or suffix to 6. Ask Ss to look at the 3 words. Make sure they understand the meanings. In pairs, T. guide p. 136-
I think make new words. ask them to make 3 new words, using the appropriate suffix or prefix. Check answers 137
7. Read the text and write P or S. as a class.
8. Complete the sentences with words from 7. Ask a volunteer to read the text and in pairs. Ask them to complete the activity by
the box. writing P for prefix or S for suffix, where correspond.
8. Ask Ss to read the sentences. Complete the table individually.
9. Read the words in the box and check understanding. Then have Ss choose the
Lesson 2 9. Make new words using the correct prefix. correct prefix. Check answers.
Class 104 I practice 10. Add tion or sion to each word. 10. Have Ss write the words in their notebooks and try to complete them before doing P.137-138
11. Complete the sentences about each it in the book. Check understanding.
picture. 11. Using the words from activities 9 and 10, complete the sentences for every T. guide p. 137
12. Match the words to the synonyms. picture.
13. Write adjectives and verbs in the 12. Have Ss read both columns carefully. Check understanding of the words. Then
organizers. have Ss match the synonyms. Check.
14. Add two more pairs of synonyms. 13. Ss look at the graphic organizer, they must write 3 pairs of adjectives and 3 pairs
15. Rephrase the sentences. of verbs from activity 12 in the organizers.
14. Using the glossary on page 164, add an extra pair in the blank spaces left for each
category.
15. Have Ss look at the picture and ask what they can see. Tell them to look at the
sentences and to try to rewrite them using synonyms. Monitor and check answers.
Ask Ss to read their rephrased sentences out loud.
16. Write two teen rights that you think are 16. Check the Teacher’s Guide on page 138 for the complete procedure of this
Lesson 2 I can important. activity. P. 139
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Class 105 17. Rewrite the sentences using synonyms. 17. Have Ss rewrite their sentences in the spaces from activity 16 using synonyms.
18. Choose a word with a prefix and a suffix.18. Ss write a sentence using a word with a suffix and a prefix and incorporate them T. guide p.138
19. In groups, share your ideas and make a into their sentences. Monitor and check progress.
list of rights. 19. In groups of four, Ss share their ideas and will write a paragraph that conveys Reader p.111
points of view from a model to take part in a round table discussion.
Social Practice of the Language: Interpret and convey instructions found in daily Learning Environment 2: Familiar and Community Product 2: Poster with instructions to carry out
life. environment. daily life activities.
Specific Competency: Provide and understand instructions for the performance Achievement (s): can adjust volume intonation and tone to emphasize or alter instructions. Can
of daily life activities. understand and request instructions to carry out an activity. Can compose sequences of enunciation to
provide instructions. Can use linguistic resources to ensure comprehension of instructions. Can produce
instructions spontaneously.
Acquisition of structured knowledge: Determiners: quantifiers (some, any, few), articles (a, an, the); nouns: count and non-count; verb tense: simple present;
verbs: modals (should, must); adverbs: manner, verb forms: imperative; connectors; prepositions (in, to, at, on).
CONTENTS

Using the language in the necessary purposes. Understand and request instructions to carry out a daily life activity. Write instructions. Use different strategies to
ensure comprehension of instructions. Give instructions to perform daily life activities.
Developing independence, critical way of thinking and judgment. To plan and organize, to examine the need of following indications and to transmit respect and
courtesy while giving orders or instructions.
Class
1. Look at Paco’s routine. 1. Ask Ss to open their Student Books to page 142 and look at the images of
Lesson 3 I know 2. Are these routines universal? Paco’s morning routine. Ask: Do you follow a similar routine? Do you do anything p.142-143
Week 37 Reader: The Brothers p. 124-133 out of the ordinary in the mornings? Discuss.
3-7 JUNE 2. Give Ss time to think about the differences of going to school in the mornings or T. guide
going in the afternoons. P. 141
Glossary on p.165
3. Read the text and underline. 3. Draw some food items on the board and check vocabulary. Have Ss read and
4. Read again and circle the food and drinks. underline what Paco and Isaías have for breakfast. Refer them to the Glossary for CD player
5. Read the descriptions and draw the things on unfamiliar words. Audio Script p. 189
the table. 4. Have Ss read again and ask them to circle all the food and drinks they find. Draw
I build 6. Listen to the conversation and check what two columns on the board and label them food and drink. One volunteer comes to
Weekly lesson plan

Cycle 2018 - 2019
Johnny ate. Track 23 the board and makes a list.

7. Label the food. 5. Ask Ss to read the sentences. Tell them to draw the food on the table in the
position according to the description.
6. Play the CD to listen to the conversation between Johnny and his dad. Open
their books on page 143 and try to recognize the name of the foods and drinks they
see. Let them answer and check.
7. Using the words from the box, have Ss label the foods Johnny had for breakfast.
8. Explain the use of food quantifiers and prepositions. Have Ss look at the
8. Listen again and write the words in the correct pictures, play the CD again, and ask them to complete the spaces with the proper p.144-145
place. Track 23 words from activity 7.
9. Complete with words from the box. 9. Have them complete the sentences with the appropriate quantifier. T. guide p.142
10. Read and circle the preposition 10. Have Ss look at the text and read it carefully. Check comprehension and ask
Lesson 3 I think 11. Complete the sentences with words from the them to circle all the prepositions they can find. Explain and then ask the purpose CD player
Class 110 box. and function of the prepositions. Check. Audio script p.189
11. Have Ss look and read the prepositions and the sentences carefully before they
answer. After they finish check as a class.
12. Have Ss look at the illustration and ask them what they can see. Give time to
Lesson 3 I practice 12. Complete the sentences about the food on respond and encourage them to use quantifiers: some, a few, a little, any. Ask p. 146
Class 111 the table. them to complete the sentences.
13. Complete the following sentences with 13. Have Ss complete the sentences adding a preposition before the word they T. guide p. 143
words from the box chose from the box.
14. Write a sentence to describe each picture. 14. Have Ss look at the pictures and describe them. Then ask them to write a
descriptive sentence for each. Make sure they use prepositions and quantifiers.
Check answers as a class.
Lesson Activities Procedures Notes

Lesson / Stages & Materials
Week /
Class
15. In pairs tell each other where the food is. 15. Write some quantifiers on the board: a package of, a piece of, a bottle of. Check p.147
Lesson 3 for understanding. Ask Ss to look at the picture and in pairs describe what they see,
Week 38 16. In pairs follow the instructions on the role making sure they use language correctly.
10-14 JUNE I can play cards. 16. Hand out sheets of paper to Ss and tell them you are going to describe a T. guide p.144
kitchen with food and they must draw what they hear. When you finish, ask Ss to
. show their drawings and show yours to check if they got it right. After that they will
do something similar in pairs with the role play cards in the activity. Monitor and
Weekly lesson plan

Cycle 2018 - 2019
check.
1. Listen to the instructions and number the 1. Have Ss look at the pictures let them describe them. Play the CD and ask to
Lesson 4 pictures in order. Track 24. number the activities in order. Check as a class. p. 148
Class 113 I know 2. Listen again and answer the questions to
complete the table. 2. Read the questions, play the CD again in order to answer. CD player
Audio Script p.189
3. Listen to the conversation and number the 3. Ask Ss to read the instructions, play the CD, and ask them to number them in the
Lesson 4 I build instructions in order. Track 25 order they are told. p. 148-149.
Class 114 4. Have Ss look at the questions, answer them, and ask for volunteers to share Go around the class
4. In pairs, discuss the questions. their answers. listening intonation
and pronunciation.

Class
5. Give Ss time to read the text, refer them to the glossary on p. 165 to clarify
Lesson 4 5. Read the text and underline the instructions words. Explain the difference between instruction and rules, and have them
Week 39 and rules. underline them in the text. P.149-150-151
I think 6. Read again and answer the questions. 6. Ask them to read the text carefully again. Have Ss answer the questions and
17-21 JUNE
7. Read and underline the modal verbs. check as a class. Glossary on
7. Ask Ss to read the sentences and ask them to identify the modal verbs; must, P.165
Obligations and suggestions.
should. One is for obligations and one for suggestions. Tell them to underline the
8. Complete the sentences. modals in the sentences. Check.
9. Match instructions with picture. 8. Ask Ss to complete the sentences with the appropriate modal verb. T. Guide
10. Match beginning with endings. 9. Read the instructions and ask Ss to look at the pictures. Match them correctly. p. 146-147.
11. Complete and circle the sentences with 10. Read the sentences; match the beginnings with the respective ending. Make
words from the box. sure they understand the meanings.
11. Ask Ss to read the adverbs out loud. Ask for the meaning of each. Ask them
to complete the first three and to circle the best option in the last four. Check as a
class.
12. Look at the pictures and write the 12. Ask Ss to look at the pictures. Ask: What instructions or suggestions would P. 152
Lesson 4 corresponding instructions. you give for each one? Check comprehension by asking about the difference and
Class 116 I practice 13. Read the sentences and complete the have them complete the sentences.
obligations or suggestions. 13. In pairs, have them work on the obligation or suggestion for each sentence. T. guide p.148
14. Complete the table with words from the box. Monitor and check answers as a class.
15. Complete the text. 14. Read the adjectives and write the adverbial form where it corresponds.
Remind Ss about the grammar rule.
15. Ask Ss to read the text and tell them they have to complete it with the adverbs
Weekly lesson plan

Cycle 2018 - 2019
constructed in the previous activity. Check as a class.

16. In pairs, look at the picture and discuss the 16. Ask Ss to look at the picture, have them describe it and discuss the questions, P. 153
questions. monitor and check the pronunciation, spelling, etc.
Lesson 4 I can 17. In pairs, write the rules for the swimming 17. Ask Ss about the possible rules on a swimming pool. In pairs, have them work
Class 117 pool. on the rules and suggestions.
18. Share your rules in pairs. 18. Once they finish their rule poster, have them share it with another pair. T. guide. P. 149
19. Do you follow instructions when you see Monitor the discussion and the proper use of the language.
rules at the pool? Why is it important to follow 19. Ask Ss to look and reflect on the questions. With a partner, ask them to
rules? compare the answers. Encourage them to express their points of view.
Product 2 Stages Activities Procedures for: Poster with instructions to carry out a daily life activities. Notes & Materials
I get ready 1. Check the activities you do every day to help 1. Ask Ss to look at the picture and ask: What is the girl doing? Then ask them to p.154
at home. read and put a check mark to the sentences they also do at home. Ask what other
2. In pairs, use the organizer in the worksheets activities they do at home. T walks around
p. 181 to write other activities you can do to 2. Guide Ss to the worksheets on page 181 to complete the organizer with the the class and
help. new activities they have learned. Monitor and check. monitor Ss
Lesson4 3. Use the notes to sketch the outline for a 3. Ask Ss for ideas as to what daily life activity to put on their poster and elicit conversation
Week 40 I plan poster. suggestions. Ask them to choose one. Remind Ss that they have to make practice.
25- 28 JUNE 4. What materials do you need> household chores as attractive as possible.
4. Tell Ss to think about the materials they will need: magazine cut outs, colored Ss must bring
pencils, markers, glue, scissors, etc. tell them to try to bring as many resources materials for next
as they can from home. class.
5. Make the poster in real-life size. 5. Ask Ss what structures they will use to write their instructions and suggestions.
Lesson 4 I do Elicit should for suggestion and must for obligation. Have them write their p.154-155
Class 119 6. Check the spelling and punctuation. sentences on paper scrap to make corrections.
6. Remind Ss to check on punctuation and spelling. Once they are ready, have T. guide p. 151
them write their instructions on the poster.
Lesson 4 All ready to 7. In groups, share your poster with the rest of 7. In groups, make Ss use the poster to provide and follow instructions as well as
1-5 JULY share the group. to check if the instructions are understood. They should hold up their poster and
do a mini presentation. Make sure they include reasons and full sentences. p. 155
8. Vote on the posters, decide on which you 8. Once each member of each group has presented their poster, Ss have to vote
think is the most creative. for which they think is the best one. The most creative, the most informative, and
the best presented. Those will be presented to the whole class.
Ask Ss what they can do now that they couldn’t do at the beginning of the
learning environment and listen to their responses. Then have them answer the I
learn box and take note.
Weekly lesson plan

Cycle 2018 - 2019
I learn
1. Self- test 1. Ask Ss to go to page 175 of the Student book to self-assess. p.175
Class 120 Self-Test
lass 120 Formal 2. Apply the formal assessment 2. Ss do their formal assessment from page 163 in the Teacher’s Guide. Teacher’s Guide
assessmen p.163
t
OTHERS CTE: 5 APRIL, 31 MAY, 28 JUNE.
SUSPENSION OF CLASSES:1 & 15 MAY
HOLIDAYS: 15-26 APRIL
SCHOOL BREAK: 8 JULY

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INTERNATIONAL COLLEGE

“SOR JUANA INES DE LA CRUZ S.C.”

Weekly lesson plan

FIRST TRIMESTER Grade: 2ND Group: A-B

Teacher: ANA KAREN SANCHEZ MUNGUIA

interrogative, imperative, exclamatory.

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

4 Answer Yes / No questions

Reader: What should I buy?

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Weekly lesson plan

Ask them to share and compare.

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Doing with the Language:

Lesson / Lesson Activities Procedures Notes

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8. Complete the table.

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3. Number the paragraphs in order.

Weekly lesson plan

of the appropriate verb tense.

Weekly lesson plan

Weekly lesson plan

Doing with the Language:

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

Lesson / Lesson Activities Procedures Notes

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3. Listen again and complete.

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

corresponding illustration. connectors that correspond.

Weekly lesson plan

Weekly lesson plan

SECOND TRIMESTER Grade: 2ND Group:A-B

Week Dates:3RD DECEMBER- 8TH MARCH

Doing with the Language:

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

comprehension questions; ask for a volunteer to do it on the board. CD player

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

Weekly lesson plan

1. Ask Ss go to page 170 of the Student Book to self-assess. p.170

Knowing about the Language:

Doing with the Language:

Weekly lesson plan

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

Lesson / Lesson Activities Procedures Notes

Lesson / Lesson Activities Procedures Notes

Weekly lesson plan

Weekly lesson plan

THIRD TRIMESTER Grade: 2ND Group:A-B

Teacher:ANA KAREN SANCHEZ MUNGUIA Week Dates: 11TH MARCH-8TH JULY

Weekly lesson plan

Doing with the Language:

Lesson / Lesson Activities Procedures Notes

2. Read the letter and answer the questions.

3. Look at this text and answer the questions.