Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa
Coordinacin de Ingls en el Distrito Federal

CYCLE 4, SECOND GRADE

SCHOOL TERM 2015-2016
GRADE:

UNIT:

Second Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Anticipates the general
meaning and main ideas by
listening to familiar
expressions.
Identifies main ideas in oral
exchanges.
Searches for confirmation in
an oral exchange.
Produces expressions to
argue or object.
Adjusts tone, rhythm and
intonation in producing oral
texts.

Understand and express information related to goods and services

Familiar and community
Offer and understand suggestions in order to buy or sell a product
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Listen to and check suggestions to buy or sell a product (e.g.
clothing, toys, appliances, etc.).
Identify topic and purpose.
Identify sounds that reveal the location where a dialogue takes
place.
Identify the relationship between speakers.
Detect rhythm, tone, speed and intonation.
Understand the general meaning and main ideas.
Activate previous knowledge to anticipate the general meaning
and main ideas.
Identify terms that are similar to those in the mother tongue.
Identify ways to express suggestions.
Determine linguistic resources to link sentences together.
Detect expressions to argue or object.
Identify function of pauses, rhythm and intonation.
Identify strategies to emphasize meaning (e.g. rephrasing and
adjusting volume /speed).
Formulate questions and answers to understand a dialogue.
Determine sequence of enunciation.

Topic, purpose, and

intended audience.
Contextual clues.
Structure of dialogues.
Repertoire of words
necessary for this social
practice of the
language.
Verbs: modals.
Verb forms: subjunctive
Acoustic features
Connectors
Adjectives: qualifying,
comparative and
compound.
Comparative structures
(e.g.,,. as...as...;like:
more slowly, less
quickly; the least, the
quickest).
Adverbs: of degree (e
g., very, too, and
rather).
Sentence types

BEING THROUGH
THE LANGUAGE
Show
assertiveness
when making
decisions.
Foster courtesy in
interpersonal
relationships

PRODUCT

GOODS CATALOGUE
Stage 1
Select the goods to be
included in the
catalogue.
Stage 2
Design the catalogue
format and illustrate its
products.
Stage 3
Write suggestions about
the products included in
the catalogue.
Stage 4
Check that the
suggestions comply
with grammar, spelling
and punctuation
conventions.
Stage 5
Practice the enunciation
of suggestions, using
the catalogue as a
guide.
Stage 6
Present the catalogue
to a previously selected
audience.

Express suggestions in a dialogue, based on a script.

Produce expressions to argue or object to the purchase or
selling of products.
Select and adjust verbal and non-verbal behaviours for a
specific audience.
Include relevant details and interesting information.

Use linguistic resources to link sentences.

Use strategies to emphasize meaning.
Construct expressions to offer alternatives to suggestions.
Take on the role of the speaker to start a dialogue.
Seek confirmation of information in a dialogue.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011
Programa de Ingls en Educacin Bsica en el Distrito Federal

1A

Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin de Ingls en el Distrito Federal

PRODUCT
STAGES
Stage 1

Stages
2 and 3

Stage 4

Stage 5

Stage 6

SUGGESTED ACTIVITIES
Encourage Ss to brainstorm suggestions for purchasing and selling goods and products. In order for the Ss to do this properly, expose them to real catalogues
published in newspapers, magazines, supermarkets and department stores. Ask ss to work in teams so that they can analyze what the selling of a good or service
involves, e.g. cost, image, service flexibility publicity, online publicity, etc. In case they lack the appropriate vocabulary, encourage them to use bilingual
dictionaries, but always promote the use of the target language when asking for support.
Ask Ss to work in teams and discuss about the kind of products or services they would like to include in their catalogue.
In the same teams, Ss bring along different types of catalogues found in supermarkets, shopping centers, newspapers and magazines (different from those
already provided by the teacher). Ask them to analyse the format in general, paying special attention to the distribution of goods, the size of letters and numbers
as well as the colors used to advertise the products. In a plenary session, highlight the most relevant aspects that Ss mention.
Taking one of the catalogues as a model, or deriving new ideas from the existing ones, ask Ss to design the format of their catalogues and illustrate the products
by drawing them, pasting cut outs or adding photographs taken by Ss themselves. Also, ask them to include the information needed to sell the product. Promote
the use of the target language as they work on their catalogue, and let them use any resource available in the classroom. In case they need more support,
encourage them to ask for it in English.
The teams may come to the front to present their catalogues, and as a whole group discuss about the different catalogues. Encourage Ss to suggest ideas about
how to improve the catalogues visually or linguistically.
Ask Ss to use their dictionaries or the ICT lab to find phrases that express suggestion or advice. Encourage them to use more descriptive vocabulary to enrich
their catalogue as well as to make it catchier, such as should, ought to, may, can, could, or phrases (If I were you I would I/ Id. Why dont you? Lets----How about.? And likely responses: Excellent idea!).
Ss are asked to define the type of catalogue they are to use. Let Ss rehearse the dialogue in close pair work (only the two in the pair), and monitor as necessary in
order to get ready for the presentation to the rest of the group.
In their corresponding groups, and using their own catalogue as a guide, Ss practice making suggestions and responding to them.
Monitor this oral practice to concentrate on rhythm, intonation, volume, speed, and even non-verbal responses.
Towards the end of the social practice, make space for all catalogues to be exhibited and presented by the different teams. Take this opportunity to evaluate Ss in
different respects. Let them know beforehand what you are looking for in their presentations.
If time allows, choose the best catalogues taking into account different categories. Create the number of categories needed to credit all teams for the work done:
best text, best visuals, more relevant suggestions, more convincing arguments, more attractive presentations, best catchy language, most professional
presentation, etc. If time allows, make arrangements to have the catalogues presented in other groups of the school community

Programa de Ingls en Educacin Bsica en el Distrito Federal

Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin de Ingls en el Distrito Federal

BOOKS
Publishing house

Teachers
Book

Activity
Book

Readers

All Ready! 2
Macmillan

pp.29-38

pp. 6-21

Chapter 1
pp. 7-19

Brilliant! Teens 2
Santillana

pp.17-31

pp.12-23

Fact
pp.7-18

Crossover 2
University of Dayton

pp. 23-41

pp. 9-18

Informative text
pp. 5-14

Teens Club 2
Castillo

pp. 32-46

pp. 7-23

Informative
pp. 6-11

Yes, we can! 2
Richmond

pp.4-13

pp.4-13

Nonfiction
pp.5-14

WEBSITE RESOURCES
http://genkienglish.net/juniorhigh.htm
http://classroom.synonym.com/activities-first-day-class-adult-esl-students-2879.html?wa_user1=tombstone
http://www.ehow.com/list_6535325_esl-games-middle-school.html
http://www.eslgamesworld.com/ClassroomGames.html
http://www.vocabulary.co.il/english-language-games/
N.B. Website resources enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every
particular classroom reality and students needs and preferences.

Programa de Ingls en Educacin Bsica en el Distrito Federal