CYCLE 4, SECOND GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Second grade

SOCIAL PRACTICE:

Read and rewrite informative texts from a particular field

LEARNING ENVIRONMENT:

Academic and educational

SPECIFIC COMPETENCY:

Re-write information to explain how a machine or device works

CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
Select and check materials or books that contain
Topic, purpose and
illustrations of the operation process of machines or
intended audience.
devices.
Textual and graphic
Recognize textual organization.
components.
Reflect on the use of images and/or illustrations.
Patterns of text
Identify purpose and intended audience.
arrangement.
Read and understand information that explains how a
Repertoire of words
machine or a device works.
necessary for this social
Select information from various sources.
practice of the language.
Clarify technical terms.
Comparatives and
Point out main ideas and information that broadens them.
superlatives.
Answer questions to confirm understanding.
Modal verbs.
Identify graphic resources used to explain the operation of
Connectors.
a machine or device.
Phrasal verbs.
Write information to explain how a machine or a device
Adverbs.
works.
Syntactic features of
Select information to explain how things work.
English: split infinitive (to +
Paraphrase information.
words + verb).
Use a flow chart to order and link ideas and explanations
Difference between British
together.
and American variants.
Write main ideas.
Punctuation.
Complete a flow chart with notes that explain main 1deas.

ACHIEVEMENTS
Selects and paraphrases
sentences.
Organizes and links main
ideas and the information
explaining them, in a
diagram.
Rewrites sentences in order
to give explanations,.

BEING THROUGH
THE LANGUAGE
Show interest in
accessing scientific
and technological
information
Appreciate the
usefulness, benefits
and risks of
scientific and
technologic
progress.
Promote feedback
as a fundamental
aspect of the
learning process

PRODUCT
POSTER ABOUT
THE OPERATION
OF A DEVICE OR
MACHINE
Stage 1
Choose a machine
or device.
Stage 2
Search and select
information from
various sources.
Stage 3
Write explanations
about its
operation.
Stage 4
Add illustrations to
the explanations.
Stage 5
Edit the
explanations and
write a clean copy
on a poster.
Stage 6
Ask for permission
to display the
posters in different
places of the
school.

Use comparisons as writing strategies.

Edit texts
Read to check spelling and punctuation conventions.
Verify the sequence of sentences.
Add, remove and /or change information.
Adjust language according to intended audience and
purpose. Write a final version.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

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3B

PRODUT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Expose Ss to different kinds of machines and their use, Ss may be asked in advanced to bring information from home by using different
sources of information such as, internet, specialized magazines, cable documental channels, etc.
Get the Ss organized in trios by playing Find someone who so that Ss join by their preferences or likes technology-wise. Once the
trios have been formed, organize a raffle so that Ss get a machine or device to work about. They may change the machine or device and
offer an alternative they feel comfortable with or know a lot about. Each team presents to the rest of the group the machine or device
chosen with some information to create interest in the different presentations to be given at the end of the social practice. Guide this
activity as necessary: We chose a-------. Its a machine for taking X-rays of the bones
In the same trios, get Ss organized in terms of information searching. They have to choose who is doing what. One student should search
on the internet, another one in an encyclopedia; another one a manual the student has access to, etc. In case Ss have access to
uncommon machines: an optic reader to mark exams, a special oven to melt silver, etc., invite them to bring photographs and information
about them even if it is in Spanish. The idea is to have real input from different sources. When writing, encourage Ss to provide information
about the inventor, the use, the cost, the benefits to the human being, etc.
After assigning a machine to each team, ask them to find information about the way it works, for this activity, a visit to the TICs lab can be
programed, or Ss might even be asked to look for the information at home, they can be advised to make use of internet or any other
source.
Prepare a presentation to give Ss a model to work on. Try to make it simple and accessible to Ss but very complete and attractive. Once
the presentation is given, have Ss analyze it in terms of contents and graphic characteristics. If at all necessary, prepare a hand-out so
that Ss concentrate on the information needed to carry out the task. Include information such as: Name of object, Intended use, Material
made of, Instructions on how to use it, etc. Have Ss attempt this work before embarking upon designing their own posters and writing their
own information. As usual, ask Ss to do this in pencil to avoid messy work and bleeding pages. Monitor as necessary. Make s ure Ss
include the linguistic contents of the doing so that they become clearer in context, e.g. You must handle this carefully, Ovens reach
hotter temperatures than stoves, An optic reader is the fastest way to mark exams.
When the information has been edited, ask Ss to start planning the illustrations, allowing spaces for both, the text and the images. Make
Ss discover what a flow chart is, the way the information is presented and ask them to be careful about the size of the text in relation to the
images. While Ss are performing the activity, monitor in case they need any support, promote peer correction unless it is evident that Ss
will not be able to express themselves in English.
Have the trios edit the explanations on their pieces of cardboard with nice, legible handwriting and add color to make it more attractive.
Teacher should make sure they are doing a good job, in terms of language but also presentation. Take advantage of this manual work, to
ask Ss to produce verbally what is written on their posters in preparation for the final presentations.
Ss should have read their work before setting up a kind of Technology Fair . Have Ss design the lay-out of spaces in the classroom and
let them decide the order in which the teams will give their presentations. Ss may stand up next to their piece of work and the rest of the
group may change places or sit on the floor or in the middle of the classroom to facilitate Ss movement and get a good view of all posters.
When all posters have been presented to the group, invite other groups and then have all the posters exhibited in common areas in the
school. Have Ss themselves get permission to do so with the pertinent authorities in the school. If time allows you may even invite
parents to attend the same fair previous invitation. This in turn would lead to Ss designing the invitations and distributing them at home
and at other school grades and authorities or departments.

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Books
Publishing house

Teachers Book

Activity Book

Readers Book

"All Ready"
Macmillan
"Brilliant! Teens"
Santillana
"Crossover 2
University of Dayton
Teens Club
Castillo
"Yes We Can!"
Richmond

pp.88 -100

pp.82-95

pp.112-129

pp.104-123

pp.122-141

pp.59-68

pp.88-107

pp.78-105

pp.T54-T64

pp.54-63

Reader
pp.72-84
Facts
pp.101-114
Narrative
pp.89-102
Narrative
pp.56-63
Fiction
pp.29-38

Other resources
http://www.history.com/shows/american-restoration
http://www.mikids.com/Smachines.htm
http://www.neok12.com/Simple-Machines.htm
http://scienceforkids.kidipede.com/physics/machines/

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