GRADE II - 1st & 2nd Bimestral Completa

GRADE: 2ndSUBJECT: ENGLISH
UNIT: INTROSESSIONS: 2 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC

CLASSROOM LANGUAGE THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN
LANGUAGE LESSONS.
TOPIC: SAYING HELLO AND GOODBYE. Date: ___________________________________
A TABLE OF
CONTENTS
SEQUENCE OF LEARNING
SAY HELLO AND

GOODBYE TO
DIFFERENT
PEOPLE.
BEGINNING: BRAINSTORM.
ASK: HOW DO YOU GREET YOUR TEACHER IN
ENGLISH?
HI! HELLO!; HOW ARE YOU?; HOW DO YOU DO?: IM
FINE, THANKS. AND YOU? IM OK.
DEVELOPMENT:
LISTEN TO THE CONVERSATIONS.
REFLECT ON LANGUAGE: LOOK AT THE
EXAMPLES AND ANSWER.
FIND THE FOLLOWING GREETINGS IN THE
DIALOGUES.
LISTEN AND MATCH THE EXPRESSIONS IN THE
BOX.
COMPLETE THE FORMAL AND INFORMAL
CONVERSATIONS.
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK
WHITEBOARD.
ASSESSMENT
THE STUDENTS
GREET THEIR
TEACHER AND
CLASSMATES IN
ENGLISH.

LANGUAGE LESSONS.
TOPIC: USING CLASSROOM LANGUAGE.
STRATEGIC COMPETENCE: STUDENTS CAN
INTERRUPT A CONVERSATION POLITELY AND ASK FOR THE MEANING OF WORD.
Date: ___________________________________
A TABLE OF
CONTENTS
USE ENGLISH IN
THE CLASSROOM.
ASK: HOW DO YOU GREET YOUR TEACHER IN
ENGLISH? FORMAL AND INFORMAL; WHAT
INSTRUCTIONS DO YOU HEAR IN THE CLASSROOM?
DEVELOPMENT:
LISTEN AND FOLLOW THE INSTRUCTIONS.
REFLECT ON LANGUAGE: READ THESE
EXPRESSIONS AND CHOOSE THE CORRECT
OPTION.
FOLLOW YOUR TEACHERS INSTRUCTIONS.
LISTEN AND ASWER PRESENT/HERE WHEN
YOU HEAR YOUR NAME.
MATCH THE COLUMNS.
CIRCLE THE CORRECT OPTION.
WRITE EXPRESSIONS.
CD-ROM: CONCENTRATION ACTIVITY
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
THE STUDENTS
FOLLOW THE
INSTRUCTIONS IN
ENGLISH.

LANGUAGE LESSONS.
TOPIC: LEARNING HOW TO SPELL.
STRATEGIC COMPETENCE: STUDENTS LEARN TO
RELY ON THE TONE OF VOICE TO HELP UNDERSTAND A CONVERSATION.
STUDENTS CAN ASK FOR THE SPELLING OF A
WORD WHEN THEY DONT UNDERSTAND.
Date: ___________________________________
A TABLE OF
CONTENTS
SPELL YOUR
NAME AND OTHER
WORDS.
ASK: HOW MANY LETTERS DOES THE ENGLISH
ALPHABET HAVE?
DEVELOPMENT:
LISTEN AND MATCH THE QUESTIONS WITH
THE CORRECT ANSWER.
STRATEGIC COMPETENCE: STUDENTS LEARN
TO RELY ON THE TONE OF VOICE.
LISTEN AND REPEAT THE ALPHABET.
REFLECT ON PRONUNCIATION AND STRESS:
ARE THE LETTERS OF THE ENGLISH ALPHABET
THE SAME IN SPANISH? IS THE
PRONUNCIATION THE SAME IN ENGLISH AND
IN SPANISH?
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
SPELLING BEE: A
LIST OF WORD
USED IN CLASS,
THE STUDENTS
STAND UP TO
REPEAT THE
WORD, SPELL IT
AND REPEAT IT
AGAIN, IF THEY
FAIL, THEY WILL SIT
DOWN.
LISTEN AND WRITE THE MISSING LETTERS IN

THE CHART.
SPELLING GAME. IN PAIRS, PRACTICE
SPELLING CITIES AND STATES.
LISTEN AND COMPLETE THE REGISTRATION
FORM.
THINK OF AN ENGLISH NAME FOR YOURSELF
AND WRITE IT ON A PIECE OF PAPER.
STRATEGIC COMPETENCE: WHEN YOU DONT
UNDERSTAND YOU CAN ASK FOR THE
SPELLING OF A WORD.

LANGUAGE LESSONS.
TOPIC: TALKING ABOUT DAYS AND MONTHS. Date: ___________________________________
A TABLE OF
CONTENTS
SAY AND WRITE

THE DATE.
ASK: WHAT ARE ORDINAL NUMBERS FOR? SAY THE
ORDINAL NUMBERS FROM 1ST TO 10TH. WRITE THE
MONTHS OF THE YEAR.
DEVELOPMENT:
LISTEN AND CIRCLE THE MONTHS THAT ARE
SIMILAR IN SPANISH.
REFLECT ON LANGUAGE: WHICH IS CORRECT?
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION.
January / January. IN ENGLISH YOU WRITE

WORDS EXACTLY LIKE THEY SOUND. T F
COMPLETE THE CHART WITH THE ORDINAL
NUMBERS.
LOOK AT THE CALENDAR AND COMPLETE THE
SENTENCES.
LISTEN AND NUMBER THE DAYS OF THE WEEK
IN ORDER.
RESEARCH ACTIVITY: HOW DO PEOPLE WRITE
THE DATE IN THE U.S.A.? AND IN ENGLAND?
CLOSING:
IN PAIRS, ASK AND ANSWER QUESTIONS
ABOUT THE PICTURES.

UNIT: INTROSESSIONS: 2 SESSIONS PURPOSE: TO PROVIDE YOU WITH SOME BASIC
LANGUAGE LESSONS.
TOPIC: MY PROYECT.
STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT
PRONUNCIATION.
Date: ___________________________________
A TABLE OF
CONTENTS
STUDENTS SHOW
A PROYECT
ABOUT ADVICES
ASK: WHAT IS A CONCEPTUAL MAP FOR? TO
ORGANIZE INFORMATION. IT IS FORMED BY A
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
ASSESSMENT
THE STUDENTS
COPY THE
CRITERIAL CHART
FOR LEARNING
ENGLISH.
CENTRAL WORD AND AROUND IT, IS DRAWN FROM

5 TO 10 MAIN IDEAS RELATED TO THE CENTRAL
WORD.
WHAT IS A DIAGRAM? IT IS FORMED BY SPECIFIC
WORDS, BRIGHT COLORS, LOGIC, NUMBERS AND
IMPORTANT PICTURES ABOUT A TOPIC TO SHOW
THE SIMPLE WAY THAT THEY ARE RELATED.
DEVELOPMENT:
BRAINSTORM IDEAS THAT THEY USE TO
LEARN ENGLISH.
THEY DECIDE HOW TO PRESENT THEIR
PROYECT.
THEY CHOOSE THEIR SOURCES.
THEY DECIDE WHAT NEEDS TO BE DONE AND
DESIGNATE PEOPLE IN YOUR TEAM TO DO
THEM: WHO IS GOING TO MAKE THE
MATERIALS?, WHO IS GOING TO LOOK FOR?,
WHO IS GOING TO PRESENT THE PROYECT.
THEY PREPARE THEIR FIRST DRAFT OF THEIR
PROYECT: CONTENT, LANGUAGE,
PUNTUACTION, SPELLING, CLARITY.
CLOSING:
PRACTICE YOUR PRESENTATION IN YOUR
GROUP: PLACE:, TIME:, EQUIPMENT:, TEAM
ROLES:.
NOTEBOOK
WHITEBOARD.
AND THEY
COMPLETE IT (PEER
AND SELFEVALUATION).
PROYECT.

LANGUAGE LESSONS.
TOPIC: LEARNING HOW TO USE A DICTIONARY.
STRATEGIC COMPETENCE: STUDENTS
CAN UNDERSTAND HOW DICTIONARIES ARE ORGANIZED FOR EASY REFERENCE.
Date: ___________________________________
A TABLE OF
CONTENTS
USE A
MONOLINGUAL
AND BILINGUAL
DICTIONARY.
ASK: WHAT DO YOU DO WHEN YOU DO NOT KNOW
THE MEANING OF A WORD? THE PARTS OF A
BILINGUAL DICTIONARY, CONCEPTS: NOUN, VERB,
ADJECTIVE, COGNATE AND THE ALPHABET.
DEVELOPMENT:
WHAT DO YOU UNDERSTAND FOR
MONOLINGUAL AND BILINGUAL DICTIONARY.
LABEL THE DICTIONARY ENTRIES WITH
WORDS FROM THE BOX.
STRATEGIC COMPETENCE: YOU CAN
UNDERSTAND HOW DICTIONARIES ARE
ORGANIZED FOR EASY REFERENCE.
LISTEN TO THE WORDS AND UNDERLINE THE
STRESSED SYLLABLE.
READ THE DICTIONARY ENTRIES AND FOLLOW
THE INSTRUCTIONS.
WRITE THE CORRECT WORDS UNDER EACH
PICTURE.
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
NOTEBOOK: WRITE
A LIST OF
REFERENCE BOOKS
THEY CAN USE IN
THEIR ENGLISH
CLASS.
CLOSING:
PORTFOLIO: IN USA. WHERE CAN YOU LOOK
FOR INFORMATION ABOUT THE TOPICS
(BOOKS AND INTERNET SITES AND MATERIAL
FROM THE LIBRARY)?
HANGMAN ACTIVITY.
UNIT: I
SESSIONS: 3 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE
YOURSELF AND OTHERS, AND EXCHANGE PERSONAL DETAILS.
TOPIC: USING NUMBERS. STRATEGIC COMPETENCE:
STUDENTS CAN REPEAT / ASK FOR REPETITION.
Date: ___________________________________
A TABLE OF
CONTENTS
USE NUMBERS TO
GIVE YOUR
ADDRESS AND
TELEPHONE
NUMBER.
ASK: WHEN DO YOU USE NUMBERS?
DEVELOPMENT:
LISTEN TO THE PRONUNCIATION OF THE
NUMBERS.
LISTEN TO THESE NUMBERS AND UNDERLINE
THE STRESSED SYLLABLE.
REFLECT AND PRONUNCIATION AND STRESS:
STRESS THE CORRECT SYLLABLE TO IDENTIFY
THE NUMBERS.
CLOSING:
ADD THE NUMBERS AND WRITE THE RESULTS
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
PORTFOLIO.
IN WORDS.
THE STUDENTS WRITE THE NUMBERS ON THE
BOARD.
DEVELOPMENT:
LISTEN AND WRITE THE MISSING NUMBERS.
READ AND UNDERLINE THE QUESTIONS.
WRITE THE QUESTIONS FOR THESE
ANSWERS.
STRATEGIC COMPETENCE: CAN YOU REPEAT
THAT, PLEASE?
CLOSING:
PORTFOLIO: IN YOUR NOTEBOOK MAKE A CLASS
DIRECTORY. USE THE QUESTIONS FROM EXERCISE
3.
HOMEWORK: LOOK FOR FROM INTERNET SITE
SOME ADDRESSES FROM PEOPLE WHO LIVE IN
U.S.A. HTTP://WWW.WHITEPAGES.COM/
UNIT: I
TOPIC: TALKING ABOUT NATIONALITY. STRATEGIC
COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION.
Date: ___________________________________
A TABLE OF
CONTENTS
TALK ABOUT
YOUR OWN AND
ASK: WHAT COUNTRIES CAN YOU SAY IN ENGLISH?
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
ASSESSMENT
PORTFOLIO.
CONVERSATION.
OTHER PEOPLES
NATIONALITIES
AND THE
COUNTRY THEY
ARE FROM.
DEVELOPMENT:
LISTEN, LOOK AT THE PICTURE AND WRITE
THE NAMES ON THE SUITCASES.
READ AND COMPLETE THE REST OF THE
CONVERSATION.
LOOK AT THE PICTURE ABOVE AND WRITE THE
NAMES OF THE COUNTRIES, THEN LISTEN
AND UNDERLINE THE STRESSED SYLLABLE.
REFLECT AND PRONUNCIATION AND STRESS:
IS THE STRESSED SYLLABLE ALWAYS THE
SAME FOR THE COUNTRY AND THE
NATIONALITY?
STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION.
CLOSING:
HOMEWORK: THE STUDENTS LOCALIZE AND
WRITE THE COUNTRIES AND NATIONALITIES
FROM THEIR INTERACTIVE DICTIONARY.
LEARN TO LEARN VOCABULARY
IN GROUPS OF THREE. THE STUDENTS
COMPARE THEIR MAPS.
DEVELOPMENT:
MATCH THE COLUMNS. COMPARE WITH A
PARTNER.
LISTEN AND COMPLETE THE SENTENCES.
WORK IN PAIRS. CHOOSE A COUNTRY,
INTRODUCE YOURSELF AND SAY WHERE YOU
ARE FROM.
CLASS CD.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
MAP.
10
STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION.

CLOSING:
PORTFOLIO: IN PAIRS, FIND OUT THE NAMES OF
TEN MORE COUNTRIES. MAKE A COUNTRIES QUIZ
SIMILAR TO THE ONE ABOVE. EXCHANGE IT AND
ANSWER IT. SUGGESTED SITE:
WWW.INFOPLEASE.COM/COUNTRIES.HTML
RESEARCH ACTIVITY: WHY DO COUNTRIES HAVE
FLAGS?
LEARN TO LEARN VOCABULARY.
11

UNIT: I
TOPIC: ASKING ABOUT OCCUPATIONS. STRATEGIC
COMPETENCE: STUDENTS CAN RE-READ A TEXT QUICKLY TO SPECIFIC INFORMATION AND, USE MIME AND GESTURES TO
COMMUNICATE THEIR IDEAS.
Date: ___________________________________
A TABLE OF
CONTENTS
ASK PEOPLE
WHAT THEIR
OCCUPATION IS.
ASK: WHAT OCCUPATIONS ARE YOU INTERESTED
IN?
DEVELOPMENT:
LOOK AT THE TEXTS QUICKLY AND CIRCLE THE
APPROPRIATE OPTION.
CIRCLE THE OCCUPATIONS. FIND AND
UNDERLINE THE COGNATES.
STRATEGIC COMPETENCE: YOU CAN RE-READ
A TEXT QUICKLY TO FIND SPECIFIC
INFORMATION.
LISTEN TO THE INTERVIEW. WHICH JOB IS THE
PERSON APPLYING FOR? CIRCLE IT IN RED.
CLOSING:
LOOK FOR AND COMPLETE THE APPLICATION
FORM.
HOMEWORK: THE STUDENTS LOOK FOR
WHICH OCCUPATIONS ARE MORE APPLIED
AND WRITE A LIST.
HANGMAN ACTIVITY.
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION.
12
IN GROUPS OF THREE. THE STUDENTS
COMPARE THEIR LISTS AND WRITE 1 LIST.
DEVELOPMENT:
LISTEN AND CIRCLE THE CORRECT ANSWER.
WRITE A OR AN BEFORE THE OCCUPATIONS.
THEN MATCH THEM WITH THE PICTURES.
LISTEN, CHECK AND SAY THE OCCUPATIONS.
REFLECT ON LANGUAGE: WHEN DO WE USE
A? BEFORE NOUNS STARTING WITH A VOWEL
SOUND (A, E, I, O, U).
CLOSING:
MIME AN OCCUPATION AND ASK YOUR
CLASSMATES TO GUESS WHAT IT IS.
STRATEGIC COMPETENCE: MIMING AND
GESTURES HELP YOU COMMUNICATE IN A
FOREIGN LANGUAGE.
HOME WORK: INTERACTIVE DICTIONARY, P.
161: OCCUPATIONS/JOBS.
13

UNIT: I
TOPIC: INTRODUCING FRIENDS.
STRATEGIC
COMPETENCE: STUDENTS CAN USE MIME AND GESTURES TO COMMUNICATE THEIR IDEAS, AND COPE WITH NOT BEING ABLE
TO UNDERSTAND PARTS OF AN ORAL TEXT.
Date: ___________________________________
A TABLE OF
CONTENTS
INTRODUCE YOUR
FRIENDS TO EACH
OTHER.
ASK: WHAT DO YOU SAY IN ENGLISH WHEN YOU
MEET SOMEBODY?
DEVELOPMENT:
READ AND COMPLETE THE DIALOGUE.
MATCH THE SENTENCES TO THE PICTURES.
REFLECT ON LANGUAGE: THIS IMPLIES
PROXIMITY/DISTANCE. THAT IMPLIES
PROXIMITY/DISTANCE.
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION.
14
LOOK AT THE CARD AND CHOOSE A

CHARACTER.
USE MIME AND GESTURES TO COMMUNICATE
THEIR IDEAS.
CLOSING:
STUDENTS LISTEN THE PARTY MUSIC, THEN
DESCRIBE THE ILLUSTRATION FROM EXERCISE
1.
DEVELOPMENT:
LISTEN AND LABEL THE PEOPLE MENTIONED
IN THE DIALOGUE.
LISTEN AGAIN AND COMPLETE WITH
NATIONALITIES AND OCCUPATIONS.
REFLECT ON LANGUAGE: MATCH THE FULL

FORM TO THE CONTRACTION:
I AM
SHES
HE IS
IM
SHE IS
THEYRE
THEY ARE
HES
LISTEN TO THE REST OF THE DIALOGUE AND
CIRCLE THE APPROPRIATE OPTIONS IN THE
15
TABLE.
IN PAIRS, TALK ABOUT THE PEOPLE IN THE
PICTURE.
CLOSING:
HOMEWORK: THE STUDENTS LISTEN THE
ENTONATION FROM THE CONVERSATION.

UNIT: I
TOPIC: TALKING ABOUT PEOPLE.
STRATEGIC
COMPETENCE: STUDENTS PAY ATTENTION JUST TO THE INFORMATION THEY NEED TO COMPLETE AN EXERCISE, AND USE
REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP.
Date:
___________________________________
A TABLE OF
CONTENTS
CONNECTION
WITH OTHER
EDUCATIONAL
RESOURCES
ASSESSMENT
16
INTRODUCE YOUR
FRIENDS TO EACH
OTHER.
ASK: WHAT DO YOU ASK WHERE A PERSON COMES
FROM IN ENGLISH?
THE STUDENTS TELL THE NAMES OF DIFFERENT
COUNTRIES.
DEVELOPMENT:
LISTEN TO THE DIALOGUE AND TAKE NOTES.
STRATEGIC COMPETENCE: IS THE DIALOGUE
DIFFICULT? DONT WORRY. PAY ATTENTION
JUST TO THE INFORMATION YOU NEED TO
COMPLETE THE EXERCISE.
LISTEN TO THE INTERVIEW AGAIN AND WRITE
THE QUESTION FOR PLACE OF ORIGIN AND
OCCUPATION.
READ THE ARTICLE ABOUT DR. MOLINA AND
UNDERLINE THE WORDS YOU DO NOT
UNDERSTAND.
CLOSING:
HOMEWORK: HTTP://NOBELPRIZE.ORG/
LOOK FOR THE NAMES FOR THE LAST THREE
YEARS: PEACE, LITERATURE, CHEMISTRY,
PHYSICS, ECONOMICS.)
LEARN TO LEARN VOCABULARY, P. 49. EX. 2.
3.
COMPARE THE NAMES OF THE NOBELS
NAMES.
DEVELOPMENT:
SUBJECTS
THE NOBEL
PRIZE IN
PHYSICS: 2010
ANDRE GEIM,
KONSTANTIN
NOVOSELOV.
2009 CHARLES
K. KAO, WILLARD
S. BOYLE,
GEORGE E.
SMITH. 2008
YOICHIRO
NAMBU,
MAKOTO
KOBAYASHI,
TOSHIHIDE
MASKAWA.
NOBEL PRIZE IN
CHEMISTRY.
RICHARD F.
HECK, EI-ICHI
NEGISHI, AKIRA
SUZUKI. 2009
VENKATRAMAN
RAMAKRISHNAN,
THOMAS A.
STEITZ, ADA E.
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
CONVERSATION.
17
LISTEN AND LABEL THE PEOPLE MENTIONED

IN THE DIALOGUE.
LISTEN AGAIN AND COMPLETE WITH
NATIONALITIES AND OCCUPATIONS.
REFLECT ON LANGUAGE: MATCH THE FULL
FORM TO THE CONTRACTION:
I AM
SHES
HE IS
IM
SHE IS
THEYRE
THEY ARE
HES
LISTEN TO THE REST OF THE DIALOGUE AND
CIRCLE THE APPROPRIATE OPTIONS IN THE
TABLE.
IN PAIRS, TALK ABOUT THE PEOPLE IN THE
PICTURE.
CLOSING:
HOMEWORK: THE STUDENTS LISTEN THE
ENTONATION FROM THE CONVERSATION.
YONATH. 2008
OSAMU
SHIMOMURA,
MARTIN
CHALFIE, ROGER
Y. TSIEN.
NOBEL PRIZE IN
LITERATURE:
2010 MARIO
VARGAS LLOSA.
2009 HERTA
MLLER. 2008
JEAN-MARIE
GUSTAVE LE
CLZIOI
18

UNIT: I
TOPIC: ASKING ABOUT PEOPLE.
STRATEGIC
COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.
Date: ___________________________________
A TABLE OF
CONTENTS
INTRODUCE YOUR
FRIENDS TO EACH
OTHER.
ASK: WHAT DO YOU ABOUT YOUR FAVORITE
CHARACTER?
ASK QUESTIONS IN THIRD PERSON: WHAT DOES
HE/SHE DO? WHERE IS HE/SHE FROM? WHERE DOES
HE/SHE LIVE?
DEVELOPMENT:
READ THE ANSWERS AND WRITE THE
MISSING QUESTIONS.
CIRCLE T (TRUE), F (FALSE) OR NI (NO
INFORMATION).
READ AND COMPLETE THE DIALOGUE
BETWEEN HANS AND MARTN.
STRATEGIC COMPETENCE: HOW DOES HANS
ASK FOR CLARIFICATION? SORRY
ABOUT THESE PEOPLE.
CONNECTION
WITH OTHER
SUBJECTS
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION,
PORTFOLIO.
19
CLOSING:
HOMEWORK: LOOK FOR THE PHOTO OF THEIR
FAVORITE CHARACTER.
DRAG AND DROP ACTIVITY.
ASK QUESTIONS: WHERE IS JUANES FROM? HOW
OLD IS HE? WHAT DOES HE DO? WHERE DOES HE
LIVE?
DEVELOPMENT:
FILL OUT THE CARDS FOR TWO FRIENDS.
ABOUT THE PEOPLE IN EXERCISE.
COMPLETE THE TEXT.
TAKE THER PHOTOS ABOUT THEIR FAVORITE
CHARACTER AND IN THEIR NOTEBOOK, WRITE
A PARAGRAPH ABOUT A FAMOUS PERSON.
EXCHANGE WITH A PARTNER
CLOSING:
PORTFOLIO: WRITE EXERCISE ON PAPER.
Carolinas handmake
20

UNIT: I
TOPIC: INTEGRATION.
STRATEGIC COMPETENCE:
STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.
Date: ___________________________________
A TABLE OF
CONTENTS
INTRODUCE YOUR
FRIENDS TO EACH
OTHER.
ASK: WHAT TYPE OF TEXT IT IS?
A CHAT IS A FORM OF ENTERTAINMENT AND ALSO
IT IS A TEACHING RESOURCE THAT EXPLOITS THE
COOPERATIVE LEARNING.
DEVELOPMENT:
READ JUAN MEDINAS PROFILE AND ANSWER
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION,
PORTFOLIO.
21
THE QUESTIONS.
WRITE A CHAT MESSAGE.
COMPLETE YOUR PROFILE FOR
FRIENDSBOOK.
CLOSING:
WRITE A NETWORK MESSAGE TO YOUR NEW
FRIEND AND TELL THEM ABOUT YOU.

UNIT: I
TOPIC: SELF-EVALUATION.
STRATEGIC
COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION AND THEY PRESENTS THEM BIMESTRAL PROJECT.
Date: ___________________________________
TABLE CRITERIAL
PORTFOLIO
EVALUATION
CREATIVITY
4
THE PORTFOLIO IS
ORIGINAL AND
3
THE MOST OF WORKS
ARE CREATIVE,
2
IT IS EVIDENT SOME
CREATIVITY AND
1
IT DOESNT EXIST THE
CREATIVITY AND THE
22
CREATIVE.
ORGANIZATION
THE PORTFOLIO IS
WELL ORGANIZED AND
CLEAN.
EDITORIAL:
WRITING
THE TEXTS ARE CLEAR,

COHERENT, WITHOUT
GRAMATICAL
MISTAKES AND A WIDE
RANGE OF
VOCABULARY.
ORIGINAL,
SPOTLIGHTING THE
CONTENT OF THE
PORTFOLIO.
THE MOST OF PORTFOLIO
IS WELL ORGANIZED AND
CLEAR.
THE MOST OF THE TEXTS
ARE CLEAR, COHERENT,
WITH SOME GRAMATICAL
MISTAKES AND A RANGE
OF VOCABULARY.
ORIGINALITY IN ORDER
TO SPOTLIGHT THE
CONTENT OF THE
PORTFOLIO.
IN SOME PART OF THE
PORTAFOLIO IS
ORGANIZED AND
CLEAR.
SOME TEXTS ARE CLEAR
AND COHERENT, THEY
INCLUDE GRAMATICAL
MISTAKES AND A
RANGE OF LIMITED
VOCABULARY.
TO SPOTLIGHT THE
CONTENT OF THE
PORTFOLIO.
THE PORTFOLIO ISNT
ORGANIZED AND CLEAR.
THE TEXTS ARENT

CLEAR AND COHERENT,
THEY INCLUDE
GRAMATICAL MISTAKES
AND THEY DONT HAVE
A RANGE OF
VOCABULARY.

UNIT: I
TOPIC: MY PROYECT.
STRATEGIC COMPETENCE:
STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.
Date: ___________________________________
23
Biography
EXCELLENT
VERY GOOD
GOOD
NEED TO
IMPROVE
MY PARTICIPATION
OUR TEAM PERFORMANCE
HOW CAN I IMPROVE?
HOW CAN OUR TEAM IMPROVE?
DOES YOUR PROYECT BENEFIT THE SCHOOL
COMMUNITY?
REFLECTION FOR NEXT RESEARCH PROJECT:
GRADE: 1ST SUBJECT: ENGLISH

UNIT: II
SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND
OBTAIN INFORMATION ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING.
TOPIC: TALKING ABOUT COLORS AND POSSESSIONS.
STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK
FOR REPETITION.
24
A TABLE OF
CONTENTS
ASK QUESTIONS
ABOUT PEOPLES
POSSESSIONS.
ASK: WHATS YOUR FAVORITE COLOR?
DEVELOPMENT:
LISTEN TO THE RADIO PROGRAM AND
CHOOSE THE CORRECT ANSWER.
REFLECT ON LANGUAGE: JESSIES NEW CAP
AD T-SHIRT ARE FROM LUCILLE BOUTIQUE.
S INDICATES
A) POSSESSION
B) A
CONTRACTION.
LOOK AT THE CLOTHES AND THE COLORS AND
WRITE SENTENCES IN YOUR NOTEBOOK.
CLOSING:
DESCRIBE WHAT YOUR CLASSMATES ARE
WEARING.
HOMEWORK: BRING CUT OUTS FROM AN
ARTIST.
LEARN TO LEARN VOCABULARY, P. 75, EX. 2
CD-ROM: HANGMAN ACTIVITY.
ASK: WHATS THE NAME OF THE CLOTHES?
DEVELOPMENT:
READ THE WEB PAGE ARTICLE AND COLOR
THE CLOTHES.
REFLECT ON LANGUAGE: HER T-SHIRT IS PINK.
HIS T-SHIRT IS GREEN.
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMENT
CONVERSATION,
PORTFOLIO.
25
WHATS THE DIFFERENCE BETWEEN THESE TWO

SENTENCES?
WHEN DO WE USE HER?
WHEN DO YOU USE
HIS?
ANSWER THE QUESTIONS AND WRITE THE
COLORS.
ASK AND ANSWER QUESTIONS ABOUT THE
PEOPLE IN THE PICTURE.
FIND THE WORD TO COMPLETE THE RIDDLE.
CLOSING:
CARDBOARD: STICK THE CUT OUTS AROUND
THE CLASSROOM AND WRITE 3 SENTENCES
WITH HIS AND 3 WITH HER.
LEARN TO LEARN VOCABULARY, P. 75, EX. 1
AND 3.
26
GRADE: 2nd SUBJECT: ENGLISH

UNIT: II
SESSIONS: 3 TO 4 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND
TOPIC: TALKING ABOUT SPECIFIC CLOTHES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR
REPETITION.
DATE: Monday, October 7th, 2013
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHAT ACCESSORIES DO YOU WEAR?
DEVELOPMENT:
LISTEN AND UNDERLINE THE PHRASES YOU HEAR.
REFLECT ON LANGUAGE: WE USE THIS AND THAT
WITH SINGULAR NOUNS. WE USE THESE AND THOSE
WITH PLURAL NOUNS. THIS AND THESE INDICATE
PHYSICAL PROXIMITY. THAT AND THOSE INDICATE
DISTANCE.
COMPLETE THE SENTENCES WITH THIS, THAT, THESE
OR THOSE AND POSESSIVE PRONOUNS REVIEW.
CLOSING:
CONNECTION
WITH OTHER
SUBJECTS
TECHNOLOGY
INFORMATION
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N,
FINAL
PROJECT,
EXAM,
HOMEWORK
AND
PORTFOLIO.
27
HOMEWORK: BRING 5 CUT OUTS FROM CLOTHES.

ASK: IS THIS / THAT GLORIAS BAG?
DEVELOPMENT:
LISTEN TO THE CONVERSATION AND CIRCLE THE
APPROPRIATE OPTION.
WRITE THE WORDS IN THE CORRECT ORDER TO
MAKE QUESTIONS. MATCH THE QUESTIONS WITH
THE ANSWERS.
REFLECT ON LANGUAGE: JEANS
GLASSES
SHORTS PANTS
DO THEY HAVE A SINGULAR
FORM?
CLOSING:
WRITE 5 DISORGANIZED QUESTIONS ABOUT THE
CUTOUTS AND WRITE THEM IN THE CORRECT
ORDER, THEN ANSWER THEM.
ND
GRADE: 2 SUBJECT: ENGLISH
UNIT: II
TOPIC: ASKING ABOUT WHAT PEOPLE ARE WEARING.
th
FOR REPETITION. DATE: Monday, October 14 , 2013
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHAT ARE YOU WEARING TODAY?
DEVELOPMENT:
READ THE POEM AND UNDERLINE THE WORDS THAT
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
28
REFER TO CLOTHES.
COMPUTER.
REFLECT ON LANGUAGE: THE COMMAS (,) AND THE
WORD AND:
A) SHOW CONTRAST.
B) LINK IDEAS.
FIND THE QUESTIONS TO ASK ABOUT WHAT PEOPLE
ARE WEARING.
IN PAIRS: ASK AND ANSWER QUESTIONS ABOUT
YOUR CLASSMATES.
CLOSING:
PORTFOLIO: WRITE A SHORT DESCRIPTION OF THE
CLOTHES YOU BOTH ARE WEARING AND ILLUSTRATE IT.
ASK: IS ____ WEARING A PINK JACKET? YES, SHE IS / NO,
SHE ISNT / SHES WEARING
DEVELOPMENT:
LOOK AT THE CLOTHES THEYRE WEARING. ANSWER
THE QUESTIONS.
MATCH THE QUESTIONS WITH THE ANSWERS.
IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE
PEOPLE IN THE PICTURE.
CLOSING:
IN YOUR NOTEBOOK DESCRIBE YOUR CLOTHES.
HOMEWORK: BRING PHOTOS ABOUT YOUR FAMILY.
ND
UNIT: II
TOPIC: ASKING ABOUT CURRENT ACTIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR
REPETITION.
DATE: Monday, October 21ST , 2013
29
A TABLE OF
CONTENTS
ASK QUESTIONS
ABOUT PEOPLES
POSSESSIONS.
ASK: WHAT ARE THE MEMBERS OF YOUR FAMILY DOING
RIGHT NOW?
DEVELOPMENT:
LISTEN AND COMPLETE.
REFLECT ON LANGUAGE: SHES FIXING THE CAR.
HES COOKING BREAKFAST.
THEYRE WASHING
THEIR CLOTHES.
WHEN ARE THE ACTIONS
HAPPENING?
A) IN THE PAST
B) IN THE
FUTURE
C) NOW
IN GROUPS OF THREE, ROLE-PLAY A DIALOGUE
SIMILAR TO THE ONE IN EXERCISE 1.
CLOSING:
HOMEWORK: LOOK FOR SOME CUTOUTS FORM A
NEWSPAPER OR MAGAZINE FROM PEOPLE ON THE
BEACH OR ON THE STREET.
CONVERSATION ACTIVITY.
ASK: WHAT ARE THEY DOING? THE STUDENTS WRITE 3
SENTENCES ABOUT THE CUTOUTS.
DEVELOPMENT:
WRITE 3 VERBS ACCORDING TO THE LAST DOUBLE
CONSONANT AND THE CONSONANT THAT DOESNT
DOUBLE.
WRITE THE ING FORM OF THE VERBS IN THE BOX:
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
30
SWIM, RUN, PAINT, SING, PLAY, READ, LISTEN TO,

SLEEP, WATCH, EAT.
REFLECT ON LANGUAGE: SWIM SWIMMING
PAINT PAINTING
RUN RUNNING
SING SINGING
WHAT DO YOU NOTICE ABOUT
THE ING FORM OF THESE VERBS?
LOOK AT THE ILLUSTRATION: HOW MANY
CHARACTERS ARE THERE? WHAT ARE THEY DOING?
WRITE A POSTCARD.
CLOSING:
PORTFOLIO: IMAGINE YOU AND YOUR FAMILY ARE AT
THE BEACH. WRITE A POSTCARD AND SEND IT TO
A CLASSMATE.
31
GRADE: 2ND SUBJECT: ENGLISH

UNIT: II
SESSIONS: 2 AND 3 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND
TOPIC: IDENTIFYING PEOPLE IN A CROWD. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR
REPETITION.
DATE: Monday, October 28ST, 2013
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHO IS SITTING NEXT TO YOU?
DEVELOPMENT:
LOOK AT THIS INFORMATION.
LOOK AT THE PICTURE AND CIRCLE T (TRUE) OR F
(FALSE).
LOOK AT THE PICTURE CAREFULLY AND TELL YOUR
PARTNER 10 THINGS ABOUT IT.
REFLECT ON LANGUAGE: UNDERLINE THE CORRECT
OPTION.
THE WORDS NEXT TO, BEHIND, IN, ON, IN FRONT OF,
AND BETWEEN INDICATE.
A) PLACE
B)
TIME.
CLOSING:
CD-ROM: MATCHING ACTIVITY.
ASK: THE STUDENTS TAKE AN OBJECT AND PUT THEM
WHATEVER THEY WISH. THE OTHERS ANSWER WHERE THE
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
32
OBJECT IS.
DEVELOPMENT:
READ THE E-MAIL AND LABEL THE PEOPLE IN THE
PICTURE.
WRITE AN E-MAIL TO A FRIEND DESCRIBING A
PHOTO OF YOUR FAMILY. USE THE WORDS IN THE
BOX: NEXT TO, BEHING, MOM, DAD, IN FRONT OF,
AUNT, IN, SISTER, BROTHER, BETWEEN, HOUSE.
CLOSING:
PORTFOLIO: EXCHANGE YOUR E-MAIL WITH A
PARTNER. CORRECT HIS / HER WORK AND GIVE IT
BACK. REWRITE YOUR E-MAIL.
HOMEWORK: LOOK INFORMATION AND WRITE A
PARAGRAPH
ST
UNIT: II
SESSIONS: 11 AND 12 SESSIONS
PURPOSE: TO ENABLE YOU TO
GIVE AND OBTAIN INFORMATION ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF
SPEAKING.
TOPIC: TALKING ABOUT FAMOUS PEOPLE.
FOR REPETITION.
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHO IS YOUR FAVORITE SPORTSMAN / WOMAN?
DEVELOPMENT:
WRITE WHAT YOU KNOW ABOUT VENUS AND
SERENA WILLIAMS AND THEIR FAMILY.
READ THIS E-MAIL FROM A SECONDARY STUDENT TO
HER E-PAL.
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
Serena Williams
and her sister
Venus became
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
Alphabet
game:
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
33
COMPLETE THE FOLLOWING QUESTIONS AND USE

THEM TO ASK YOUR CLASSMATES ABOUT ANOTHER
FAMOUS PERSON THEY KNOW.
CLOSING:
RESEARCH ACTIVITY: FIND INFORMATION ABOUT A
FAMOUS MEXICAN SPORSTMAN / WOMAN.
SUGGESTED SITE: Carolinas handmake
book\Doc8.docx
HTTP://EN:WIKIPEDIA.ORG/WIKI/LIST_OF_MEXICANS
#SPORTS
ASK: THE STUDENTS SPEAK ABOUT THE MEXICAN
SPORTSMAN / WOMAN.
DEVELOPMENT:
SOME WORDS ARE USED TO REPLACE NOUNS.
CIRCLE WHO THEY REFER TO IN SILVIAS E-MAIL.
REFLECT ON TEXT PROCESS AND PRODUCTION: CAN
YOU IDENTIFY THE FOLLOWING PARTS OF THE EMAIL? NUMBER THEM IN THE E-MAIL.
1 GREETING
2 OPENING
3 MAI-BODY
4 CLOSING
5
SIGNATURE
WHY IS IT IMPORTANT TO ORGANIZE
INFORMATION IN AN E-MAIL?
WRITE A SIMILAR E-MAIL TO A FRIEND ABOUT A
FAMOUS MEXICAN SPORSTMAN / WOMAN YOU
RESEARCHED.
STRATEGIC COMPETENCE: BEFORE CORRECTING
YOUR PARTNERS E-MAIL, ASK YOURSELF IF IT
MAKES SENSE.
stars of women's
tennis in the late
1990s. Serena
was a child
prodigy who
began playing
tennis before
she reached
kindergarten.
She is also
AfricanAmerican.
Serena is a year
younger than
Venus and about
three inches
shorter, but she
became the first
sister to win a
major
tournament by
claiming the
singles title at
the 1999 U.S.
Open. Serena
went on to
eclipse Venus as
the dominant
Ana Guevara,
Cuauhtmoc
Blanco, Julio
Cesar Chvez,
Lorena Ochoa,
Paola Espinosa,
Fernando
Valenzuela,
Hugo Snchez,
Rafael
Mrquez,
Salvador
Snchez, El
Santo, Vinicio
Castilla
34
CLOSING:
PORTFOLIO: EXCHANGE YOUR E-MAIL WITH A
PARTNER. CORRECT HIS / HER WORK AND GIVE IT
BACK. REWRITE YOUR E-MAIL. Carolinas handmake
book\Doc9.docx Didia's handmake book\Doc5.docx
women's tennis
player of the
early 2000s; in
2002-03 she
won the "Serena
Slam" by holding
all four grand
slam titles at
once: the 2002
French Open,
Wimbledon and
U.S. Open titles,
and the 2003
Australian Open.
Her other major
titles are
Wimbledon in
2003, 2009, and
2010, the
Australian Open
in 2005, 2007,
2009, and 2010,
and the U.S.
Open in 2008.
35

UNIT: II
SPEAKING.
TOPIC: ASKING ABOUT WHAT IS HAPPENING. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK
FOR REPETITION.
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHAT ARE YOU DOING?
DEVELOPMENT:
COMPLETE THE DIALOGUE.
REFLECT ON LANGUAGE: WHAT IS LUCY DOING?
WHAT IS JIM DOING?
WHAT ARE FRANK AND
GREG DOING?
WHAT ARE YOU DOING?
WE
USE WHAT IS WHEN WE REFER TO __________
WE
USE WHAT ARE WHEN WE REFER TO
_______________________
READ THE DIALOGUE AGAIN AND UNDERLINE THE
QUESTIONS THAT ASK WHAT PEOPLE ARE DOING.
CLOSING:
MEMORY GAME. WORK IN PAIRS. STUDENT 1: WHAT
IS LUCY DOING?
STUDENT 2: SHES COOKING.
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
36
DEVELOPMENT:
LOOK AT THE TABLE AND NUMBER THE CATEGORIES
IN ORDER OF YOUR PREFERENCE.
TAKE A SURVEY. WHAT IS THE DOMINANT
INTELLIGENCE IN YOUR CLASS?
CLOSING:
PORTFOLIO: P. 67, EX. 2. Didia's handmake
book\Doc5.6.docx
UNIT: II
SPEAKING.
TOPIC: TALKING ABOUT CURRENT ACTIVITIES.
REPEAT/ASK FOR REPETITION.
A TABLE OF
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
ASK: WHAT ARE YOUR CLASSMATES DOING?
DEVELOPMENT:
LOOK AT FREDS PHOTO. READ THIS POSTCARD TO
HIS WIFE. ARE ALL THE FACTS CORRECT?
GAME. IN GROUPS MIME ACTIONS FOR YOUR
CLASSMATES TO GUESS.
CLOSING:
.
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
37
DEVELOPMENT:
FIND A PHOTO OF YOUR LAST VACATION AND WRITE
A POSTCARD TO A FRIEND DESCRIBING WHAT YOU
ARE DOING.
EXCHANGE POSTCARDS WITH A PARTNER AND THEN
REPORT TO THE CLASS WHAT HE / SHE IS DOING.
CLOSING:
.

UNIT: II
SPEAKING.
TOPIC: TALKING ABOUT WHAT PEOPLE ARE DOING. STRATEGIC COMPETENCE: STUDENTS CAN
REPEAT/ASK FOR REPETITION.
A TABLE OF
CONTENTS
TO TALK ABOUT
GLOBAL
WARMING.
ASK: WHY IS THE EARTHS CLIMATE CHANGING?
DEVELOPMENT:
LOOK AT THE TEXTS AND MATCH THEM WITH THE
FOLLOWING TEXT ELEMENTS.
STRATEGIC COMPETENCE: WHAT ELEMENTS OF A
TEXT HELP YOU UNDERSTAND OR PREDICT ITS
CONTENT?
CONNECTION
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
EDUCATIONAL
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
ASSESSMEN
T
CONVERSATIO
N, PORTFOLIO.
38
READ THE TEXTS AND CIRCLE THE COGNATES.

SURF THE INTERNET AND FIND INFORMATION ABOUT
GLOBAL WARMING. SUGGESTED SITE:
WWW.CLIMATECRISIS.NET/TAKEACTION/
IF YOU DONT HAVE ACCESS TO THE INTERNET, USE
REFERENCE BOOKS.
THEY LOOK THE ICON: WHAT YOU CAN DO. MAKE A
LIST. Didia's handmake book\Doc6.docx
CLOSING:
FIND INFORMATION ABOUT GLOBAL WARNING AND
THE CONSEQUENCES: WWW.NRDC.ORG. LOOK FOR
THE NET: CONSEQUENCES OF GLOBAL WARMING.
AND THEY RESPOND: WHAT IS GLOBAL WARMING?
CONSEQUENCES OF GLOBAL WARMING. Carolinas
handmake book\Doc10.docx
ASK: WHAT IS THE EARTHS CLIMATE CHANGING? WRITE 3
IDEAS.
DEVELOPMENT:
LOOK AT THE PICTURES AND TITLES. ANSWER THE
QUESTIONS.
UNDERLINE FIVE NEW WORDS AND GUESS THEIR
MEANING.
REFLECT ON LANGUAGE: IS THE WORLD GETTING
HOTTER?
WHAT ARE WE DOING?
DO THE
QUESTIONS REFER TO ACTIONS IN PROGRESS? FIND
MORE EXAMPLES IN THE TEXT.
CLOSING:
DESIGN AN INFORMATIVE BROCHURE ABOUT
39
GLOBAL WARMING WITH A TEAM OF FRIENDS.

Didia's handmake book\Doc7.docx

UNIT: II
SPEAKING.
TOPIC: INTEGRATION.
STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE
INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP.
A TABLE OF
CONNECTION
EDUCATIONAL
ASSESSMENT
40
CONTENTS
TO TALK ABOUT
WHAT PEOPLE
ARE WEARING.
DEVELOPMENT:
READ THE LETTER FROM MERCY TO ALEX.
WHICH PHOTOGRAPH IS MERCY DESCRIBING?
WHATS THE NAME OF YOUR BEST FRIEND
FROM PRIMARY SCHOOL? WHAT DO YOU
REMEMBER ABOUT HIM / HER? DO YOU HAVE
ANY PHOTOGRAPHS OF YOUR FRIENDS FROM
PRIMARY SCHOOL? DESCRIBE THEM. IF YOU
DONT HAVE, WRITE SOME NOTES TO
ORGANIZE YOUR IDEAS AND THEN DESCRIBE
YOUR FRIENDS TO YOUR PARTNER.
IMAGINE THAT THESE ARE YOUR FRIENDS
FROM SECONDARY SCHOOL AND NAME EACH
PERSON. TAKE TURNS DESCRIBING WHAT
YOUR FRIENDS ARE WEARING AND THEIR
POSITION IN RELATION TO EACH OTHER.
WHEN IT IS YOUR TURN TO LISTEN, GUESS
WHICH PHOTOGRAPH YOUR PARTNER IS
DESCRIBING.
CLOSING:
WRITE A LETTER TO A FRIEND DESCRIBING
THE PICTURE YOU CHOSE. INCLUDE YOUR
FRIENDS NAMES, THEIR INTERESTS AND
WHAT THEY ARE WEARING.
WITH OTHER
SUBJECTS
NEW
TECHNOLOGY
INFORMATION
(NTI)
RESOURCES
(ACTIVITIES)
STUDENT`S
BOOK.
NOTEBOOK.
WHITEBOARD.
COMPUTER.
CONVERSATION,
PORTFOLIO.
41

UNIT: II
SESSIONS: 21 SESSION PURPOSE: TO ENABLE YOU TO GIVE AND
TOPIC: SELF-EVALUATION.
STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET,
AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP.
TABLE CRITERIAL
PORTFOLIO
EVALUATION
CREATIVITY
4
THE PORTFOLIO IS
ORIGINAL AND
CREATIVE.
ORGANIZATION
THE PORTFOLIO IS
WELL ORGANIZED AND
CLEAN.
EDITORIAL:
WRITING
THE TEXTS ARE CLEAR,

COHERENT, WITHOUT
GRAMATICAL
MISTAKES AND A WIDE
RANGE OF
VOCABULARY.
3
THE MOST OF WORKS
ARE CREATIVE,
ORIGINAL,
SPOTLIGHTING THE
CONTENT OF THE
PORTFOLIO.
THE MOST OF PORTFOLIO
IS WELL ORGANIZED AND
CLEAR.
THE MOST OF THE TEXTS
ARE CLEAR, COHERENT,
WITH SOME GRAMATICAL
MISTAKES AND A RANGE
OF VOCABULARY.
2
IT IS EVIDENT SOME
CREATIVITY AND
TO SPOTLIGHT THE
CONTENT OF THE
PORTFOLIO.
IN SOME PART OF THE
PORTAFOLIO IS
ORGANIZED AND
CLEAR.
SOME TEXTS ARE CLEAR
AND COHERENT, THEY
INCLUDE GRAMATICAL
MISTAKES AND A
RANGE OF LIMITED
VOCABULARY.
1
IT DOESNT EXIST THE
CREATIVITY AND THE
TO SPOTLIGHT THE
CONTENT OF THE
PORTFOLIO.
THE PORTFOLIO ISNT
ORGANIZED AND CLEAR.
THE TEXTS ARENT

CLEAR AND COHERENT,
THEY INCLUDE
GRAMATICAL MISTAKES
AND THEY DONT HAVE
A RANGE OF
VOCABULARY.
42

UNIT: II
SPEAKING.
TOPIC: MY PROYECT.
STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE
INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP.
EXCELLENT
VERY GOOD
GOOD
NEED TO
IMPROVE
MY PARTICIPATION
OUR TEAM PERFORMANCE
HOW CAN I IMPROVE?
HOW CAN OUR TEAM IMPROVE?
DOES YOUR PROYECT BENEFIT THE SCHOOL
COMMUNITY?
REFLECTION FOR NEXT RESEARCH PROJECT:
43
44

GRADE II - 1st &amp; 2nd Bimestral Completa

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GRADE: 2ndSUBJECT: ENGLISH

UNIT: INTROSESSIONS: 2 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC

SAY HELLO AND

GRADE: 2ndSUBJECT: ENGLISH

GRADE: 2ndSUBJECT: ENGLISH

LISTEN AND WRITE THE MISSING LETTERS IN

GRADE: 2ndSUBJECT: ENGLISH

SAY AND WRITE

January / January. IN ENGLISH YOU WRITE

GRADE: 2ndSUBJECT: ENGLISH

CENTRAL WORD AND AROUND IT, IS DRAWN FROM

GRADE: 2ndSUBJECT: ENGLISH

STRATEGIC COMPETENCE: STUDENTS CAN SELFCORRECT PRONUNCIATION.

GRADE: 2ndSUBJECT: ENGLISH

GRADE: 2ndSUBJECT: ENGLISH

LOOK AT THE CARD AND CHOOSE A

REFLECT ON LANGUAGE: MATCH THE FULL

GRADE: 2ndSUBJECT: ENGLISH

LISTEN AND LABEL THE PEOPLE MENTIONED

GRADE: 2ndSUBJECT: ENGLISH

GRADE: 2ndSUBJECT: ENGLISH

GRADE: 2ndSUBJECT: ENGLISH

THE TEXTS ARE CLEAR,

THE TEXTS ARENT

GRADE: 2ndSUBJECT: ENGLISH

GRADE: 1ST SUBJECT: ENGLISH

WHATS THE DIFFERENCE BETWEEN THESE TWO

GRADE: 2nd SUBJECT: ENGLISH

HOMEWORK: BRING 5 CUT OUTS FROM CLOTHES.

SWIM, RUN, PAINT, SING, PLAY, READ, LISTEN TO,

GRADE: 2ND SUBJECT: ENGLISH

COMPLETE THE FOLLOWING QUESTIONS AND USE

GRADE: 1ST SUBJECT: ENGLISH

GRADE: 1ST SUBJECT: ENGLISH

READ THE TEXTS AND CIRCLE THE COGNATES.

GLOBAL WARMING WITH A TEAM OF FRIENDS.

GRADE: 1ST SUBJECT: ENGLISH

GRADE: 1ST SUBJECT: ENGLISH

THE TEXTS ARE CLEAR,

THE TEXTS ARENT

GRADE: 1ST SUBJECT: ENGLISH

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GRADE II - 1st & 2nd Bimestral Completa

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