Código: PMCA 7

COLEGIO ADVENTISTA DEL NORTE

Versión: 1

Coordinación Académica Unidad didáctica Fecha: 11-01-2022

Subject: English Lesson Nº: 1

Grade: 2

Teacher: Juan Esteban Dominguez Olier Date: 26/01/2022-05/03/2022

Present, past, and future tense and exclamative and

interrogative sentences.

THROUGHLINES:

1. How can I begin to speak in English?

2. What is the best way to say “Olvidé mis juguetes” o “Iré a jugar más tarde” in
English?
3. What is the meaning of these symbols “!?”

GENERATIVE TOPIC:

Science Fair

UNDERSTANDING GOALS:

Students will understand
the use of present tense and
basic subject-predicate
sentences, to be better in
English.
Students will understand the
use of the past and future
tense with the purpose of
expressing themselves better
in English.
Students will learn the
differences between
exclamative and
interrogative sentences with
the purpose of expressing
 themselves better in English.

COMPRENHENSION SCHEDUL
CONTINUOUS EVALUATION
PERFORMANCE E
REFLECTION
FORMS AREA´S CRITERIA
ACTIVITIES

− Students read the

book “The bald
PRELIMINARY STAGE

eagle”
− PowerPoi
− Students create nt slides.
some phrase that • Participation and
help them to Week 1 − Kids A-Z
interaction.
communicate some platform.
orders or wants in • Speaking Skills.
− Notebook
their daily routine. • Writing skills
− Students use the
subject and
predicate writing
down their
UG

Week 2
− Students read the − PowerPoi • Participation and

− Students read the

PRELIMINARY STAGE

book “Carlos Joins

the Team”
• Participation and
− Students create interaction.
some phrase that • Speaking Skills.
help them to Week 3
− PowerPoint
communicate some slides. • Writing skills
orders or wants in
their daily routine. − Kids A-Z
platform.
− Students practice
simple present − Notebook
GUIDED STAGE

− Students read the − PowerPoint • Participation and

book “Maria slides. interaction.
Joins the Team”
Week 4 − Kids A-Z • Speaking Skills.
− Students create platform. • Writing skills
some phrase that
− Notebook
help them to
communicate
 − Students read the
PRELIMINARY STAGE book “Long Ago and
Today” − PowerPoint
• Participation and
− Students create some slides.
interaction.
phrase that help Week 5 − Kids A-Z
them to • Speaking Skills.
platform.
communicate some • Writing skills
orders or wants in − Notebook
their daily routine.
− Students practice the
GUIDED STAGE

Week 6
− Students read the - PowerPoint • Participation and
book “Jobs for slides. interaction.
James” - Kids A-Z • Speaking Skills.
− Students create some platform. • Writing skills
phrase that help - Notebook
them to
communicate some
orders or wants in
their daily routine.
− Students practice the
future tense writing
down their weekend
routine.
− Students do roleplay
about their daily
routine.
− Students read the
book “Let's Go to
the Circus!”
− Students create some
phrase that help
them to
communicate some − PowerPoint • Participation and
orders or wants in slides. interaction.
their daily routine.
Week 7 − Kids A-Z • Speaking Skills.
− Students practice the platform. • Writing skills
sentences with
exclamative and − Notebook
interrogative case
writing down their
weekend routine.
− Students do roleplay
about their daily
routine.

− Students read the

book “Albert the
Angry Alligator”
− Students create some
phrase that help
them to
communicate some − PowerPoin • Participation and
orders or wants in t slides. interaction.
their daily routine.
Week 8 − Kids A-Z • Speaking Skills.
− Students practice the platform. • Writing skills
sentences with
exclamative and − Notebook
interrogative case
writing down their
weekend routine.
− Students do roleplay
about their daily
routine.
SYNTHESIS PROJECT
Title: Science Fair Week 10
−

General
description:
The student will
participate in the
science fair showing
the understanding of
the topics seen
during the first
period through
manual work (The
human body, the
cell, body systems,
living and non-living
beings, classification
of sets, spelling,
writing,
argumentation, etc)

 The student will

identify the parts of
the cell and explain
their function.

 The student will

identify the different
parts of the human
body and their
function.

 The student will

explain the main
parts in English.

 The student will

identify and classify
living and inert
beings, as well as
their related
vocabulary.

 The student will put

 into practice the
basic spelling rules
seen in class, for the
writing of a letter,
where he explains
his knowledge
obtained about the
fabulous world of
the cell.

 The student will

share the knowledge
acquired using the
vocabulary studied
during the period
and strengthening
their oral expression.

 The student will put

set theory into
practice by
organizing and
classifying the
different parts of the
body.