Second Grade Example

CYCLE 4 SECOND GRADE SECONDARY SCHOOL
UNIT SOCIAL PRACTICE PRODUCT REFERENCES
Understand and express information related to goods and

1A Goods catalogue Books and website resources
services
Read and understand different types of literary texts from Books and website resources
1B Comic strip
English-speaking countries
Instruction manual to face an Books and website resources

2A Understand and write instructions
environmental emergency
Script for the dubbing of a silent Books and website resources

2B Interpret and express information published in diverse media
short film
Participate in language games to work with specific linguistic Books and website resources
3A Hangman game
aspects
Poster about the operation of a Books and website resources

3B Read and rewrite informative texts from a particular field
device or machine
Understand and produce oral exchanges related to leisure Books and website resources
4A Autobiographical anecdote
situations
Understand and express differences and similarities between Books and website resources
4B Comparative chart
cultural aspects from Mexico and English-speaking countries
Books and website resources

5A Produce texts to participate in academic events Round table
Poster with instructions to perform Books and website resources

5B Interpret and express everyday life instructions
an everyday activity
CYCLE 4, SECOND GRADE SECONDARY SCHOOL
SCHOOL TERM 2017-2018
GRADE: Second Grade Secondary School UNIT: 1A
SOCIAL PRACTICE: Understand and express information related to goods and services
LEARNING ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCY: Offer and understand suggestions in order to buy or sell a product
CONTENTS
KNOWING ABOUT THE BEING THROUGH
ACHIEVEMENTS DOING WITH THE LANGUAGE PRODUCT
LANGUAGE THE LANGUAGE
• Anticipates the general Listen to and check suggestions to buy or sell a product (e.g. clothing, • Topic, purpose, and • Show GOODS CATALOGUE
meaning and main ideas toys, appliances, etc.). intended audience. assertiveness
by listening to familiar • Identify topic and purpose. • Contextual clues. when making Stage 1
expressions. • Identify sounds that reveal the location where a dialogue takes place. • Structure of dialogues. decisions.
Select the goods to be
• Identify the relationship between speakers. • Repertoire of words • Foster courtesy
necessary for this social in interpersonal included in the catalogue.
• Identifies main ideas in • Detect rhythm, tone, speed and intonation.
oral exchanges. practice of the language. relationships. Stage 2
•
• Verbs: modals. Design the catalogue
Understand the general meaning and main ideas.
• Searches for confirmation • Verb forms: subjunctive . format and illustrate its
• Activate previous knowledge to anticipate the general meaning and • Acoustic features .
in an oral exchange. main ideas. products.
• Connectors.
• Identify terms that are similar to those in the mother tongue. Stage 3
• Produces expressions to • Adjectives: qualifying,
• Identify ways to express suggestions. comparative and Write suggestions about
argue or object. • Determine linguistic resources to link sentences together. compound. the products included in
• Detect expressions to argue or object. • Comparative structures the catalogue.
• Adjusts tone, rhythm and • Identify function of pauses, rhythm and intonation.
intonation in producing (e.g.,,. as...as...;like: more Stage 4
• Identify strategies to emphasize meaning (e.g. rephrasing and slowly, less quickly; the
oral texts. adjusting volume /speed). Check that the suggestions
least, the quickest). comply with grammar,
• Formulate questions and answers to understand a dialogue. • Adverbs: of degree (e g.,
• Determine sequence of enunciation. very, too, and rather).
spelling and punctuation
• Sentence types. conventions.
Express suggestions in a dialogue, based on a script. Stage 5
• Produce expressions to argue or object to the purchase or selling of Practice the enunciation of
products. suggestions, using the
• Select and adjust verbal and non-verbal behaviours for a specific catalogue as a guide.
audience.
Stage 6
• Include relevant details and interesting information.
Present the catalogue to a
Use linguistic resources to link sentences. previously selected
• Use strategies to emphasize meaning. audience.
• 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 Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2011. Ciclo 4. 1°, 2° y 3° de Secundaria. Prueba en aula. México, 2011.
Programa Nacional de Inglés en la Ciudad de México

UNIT 1A
PRODUCT
SUGGESTED ACTIVITIES
STAGES
• Encourage Ss to brainstorm suggestions for purchasing and selling goods and products. To do this properly, expose Ss to real catalogues published in newspapers,
magazines, supermarkets and department stores. Ask Ss to work in teams so that they can analyse what the selling of a good or service involves, e.g. cost, image,
Stage 1 service, flexibility, publicity, online publicity, etc. In case Ss lack 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
Stages the colours used to advertise the products. In a plenary session, highlight the most relevant aspects that Ss mention.
2 and 3 • Taking one of the catalogues as a model, 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.
Stage 4 • 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/ I’d……. Why don’t you…? Let’s----- 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.
Stage 5 • 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.
Stage 6 • 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.

UNIT 1A
BOOKS
Teacher’s Activity
Publishing house Readers
Book Book
“All Ready! 2” Chapter 1
pp.29-38 pp. 6-21
Macmillan pp. 7-19
“Brilliant! Teens 2” Fact
pp.17-31 pp.12-23
Santillana pp.7-18
“Crossover 2” Informative
pp. 23-41 pp. 9-18
University of Dayton pp. 5-14
“Teens Club 2” Informative
pp. 32-46 pp. 7-23
Castillo pp. 6-11
“Yes, we can! 2” Non-Fiction
pp.4-13 pp.4-13
Richmond 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 student´s needs and preferences.

GRADE: Second Grade Secondary School UNIT: 1B
SOCIAL PRACTICE: Read and understand different types of literary texts from English-speaking countries
LEARNING ENVIRONMENT: Literary And ludic
SPECIFIC COMPETENCY: Read fantasy literature and describe characters.
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE
DOING WITH THE LANGUAGE PRODUCT
LANGUAGE LANGUAGE
• Uses strategies to Select and explore fantasy narratives. • Topic, purpose and • Acknowledge COMIC STRIP
support the • Identify textual arrangement. intended audience. creativity and
understanding of • Identify publishing data. • Colophon: publishing imagination in the Stage 1
narratives. • Activate previous knowledge to determine topic, house, year, location, perception of
Select and read a fantasy narrative.
purpose, and intended audience. etc. reality.
• Anticipates the general • Elements: characters, • Enjoy reading. Stage 2
meaning and main ideas events, narrator, etc. Determine the episode/s to be included
Read fantasy narratives and understand the general
from details. • Patterns of textual in the comic strip.
meaning, main ideas, and some details.
arrangement. Stage 3
• Distinguishes explicit • Use different comprehension strategies (e.g., re reading, • Repertoire of words
self-questioning, vocabulary, text arrangement. Design the format of the comic strip,
from implicit necessary for this social
information. • Clarify meaning of words. defining spaces for dialogues and
practice of the
• Identify actions used as names or as language. descriptions.
• Formulates and answers characteristic/qualities (e.g. flying on a broomstick was • Adjectives and adverbs Stage 4
questions to distinguish wonderful; He carries a lighted candle). of time. Adjust the information to write the
and verify specific • Distinguish implicit form explicit information. • Verb tenses: present dialogues.
information. • Recognize events in paragraphs. and past perfect.
• Detect words and expressions used to describe physical Stage 5
• Verb forms: gerund and Write brief descriptions for the
• Describes characteristics features of characters. past participle.
and abilities. • Formulate and answer questions to determine • Conditionals.
character and the events.
characters´ actions and abilities. • Direct and indirect Stage 6
speech. Check that the writing of
Describe characters. • Homophones: (e.g. dialogues and descriptions comply .
• Express personal reactions to a text (e.g., I didn´t like…). peace/ piece, and Stage 7
• Listen to others´ opinions to identify different bear/bare). Incorporate the dialogues and
interpretations. • Differences between descriptions in the corresponding spaces
• Complete sentences based on character´s actions and British and American
abilities. of the comic book and illustrate them.
variants.
• Write sentences based on one or more abilities of Stage 8
characters. Rehearse the dramatized reading of
• Complete sentences with verb forms used as names or as comic books to check understanding.
characteristics/qualities, using conventional writing . Stage 9.
• Put sentences into paragraphs. Perform a dramatized reading of the
• Describe physical characteristics, abilities, and actions to
comic book.
discover characters.

UNIT 1B
PRODUCT
STAGES
• Have Ss bring fantasy narratives that they like or have read. Alternatively, Ss can be asked to use their Readers. Cast a vote on the stories that seem the most popular. To
make this stage more significant, the different stories may be presented to the group together with some visual support and, ideally, a brief summary of what the story is
going to be about.
Stage 1 • Use different reading strategies such as skimming and scanning, as well as different types of comprehension questions to guarantee that the Ss are following the
narration aloud or in silence. While Ss are doing the reading, monitor SS and ask them to briefly describe the story and also to anticipate what may be happening next.
Also, ask Ss to identify the main ideas and details.
• In order to create more variety, encourage group work and ask Ss to choose their own story. In case some of the teams choose the same story, divide it in episodes to
decide which team takes which chapter. If the team decides to work on its own, ask SS to divide the story as they feel it is more convenient, as long as the different
Stage 2 members have equal participations in terms of length and resources.
• Have Ss decide what they want to express and how they are going to illustrate their comic strip. If necessary, encourage Ss to use different resources to clarify meaning;
promote peer assistance and the use of the target language in case they need help. As a team Ss should make decisions on the type of font to be used and they should
also plan the type and size of images to accompany the comic strip in order to make this more attractive and balanced. Ss should be taught how to distinguish explicit
Stages from implicit information.
3 and 4 • Ss should make a draft of their work and be given guidance as necessary. To make this easier, ask Ss to do their draft in pencil to have it checked and validated. When the
comic strip comes to its final version, make sure there are no mistakes of any kind and that SS count with the information and the elements to give the comic strip a good
reading with efficiency as well as the appropriate emotion tone, the right stress and intonation.
• After all the revision and editing work, Ss should be well-prepared to write out the descriptions of the characters and the narrations to go with the comic strip chosen.
Monitor as necessary, both in terms of language but also in terms of presentation and attractiveness. Should there be mistakes the Ss will have to rewrite the version
Stages until it comes out perfect. Keep an eye on the actual presentation so that it is catchy and memorable.
5 and 6 • Have stronger Ss revise the final versions of their work in order to promote peer assistance and correction, as well as the use of the target language in case they require
help. Ask Ss to revise grammar, spelling, punctuation and contents.
• Ss should put together dialogues and descriptions. Again, a good deal of revision work is expected so that this activity does not become manual work but a lot of
linguistic practice.
Stages • Make sure Ss rehearse the presentation of their comic strip and that production is well-structured and fluent. Each round of rehearsals should have a definite aim: first
7 and 8 for accuracy, then for fluency; then, add the emotion to make it dramatic and effective as a comic strip. Invite all Ss to pose questions and make sure all questions get an
answer, however simple.
• On an agreed date have different groups come to the reading of the comic strips: raffle the order in which the different teams should take turns to read their comic strips
to the group and then to different groups and in general the school community. It might be worth closing the present social practice by having Ss react and give an
Stage 9 opinion on their work and the process they went through to achieve the expected learning outcomes, both in terms of language but also in terms of the awareness that
Ss have to develop upon what they have learned and the attitudes expected.

UNIT 1B
BOOKS
Teacher´s Activity
Book Book
“All Ready! 2” Chapter
pp. 35-48 pp. 21-35
Macmillan pp. 20-32
“Brilliant! Teens 2” Facts

pp. 37-53 pp. 29-47
Santillana pp. 76-86
“Crossover 2” Narrative
pp. 43-61 pp. 20-28
“Teens Club 2” Narrative

pp. 47-57 pp. 24-37
Castillo pp. 42-48
“Yes, we can! 2” Fiction

pp. 14-23 pp. 14-23
Richmond pp. 5-17
WEBSITE RESOURCES
http://www.learn-english-today.com/fun/fun_activities.html
http://a4esl.org/
http://www.onestopenglish.com/teenagers/skills/warmers/

SOCIAL PRACTICE: Understand and write instructions
LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Understand and write instructions to face an environmental emergency
CONTENTS
KNOWING ABOUT THE BEING THROUGH THE PRODUCT
ACHIEVEMENTS DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Clarifies the meaning of unknown Select and check emergency manuals. • Topic, purpose and • Use language to INSTRUCTION MANUAL TO FACE
terms in order to broaden and • Identify purpose and intended audience. intended audience. prevent and face AN ENVIRONMENTAL EMERGENCY
refine vocabulary. • Examine the distribution and use of graphic and • Graphic and textual problems.
textual components. components.
Stage 1
• Understands and points out the • Predict content. • Patterns of textual • Take decisions to
arrangement: list of protect and Read emergency instruction
order of components, useful • Identify textual organization.
information and main ideas of an steps or instructions. safeguard manuals.
emergency manual. Read and understand instructions to face an • Repertoire of words physical integrity. Stage 2
necessary for this social Choose an environmental
environmental emergency.
• Writes and classifies sentences in practice of the language. • Act in a emergency and look for
• Identify abbreviations and clarify the meaning of • Syntactic particularities supportive and
order to create sequences of information on how to face it.
unknown terms. of the English language: responsible way
instructions.
• Anticipate the general meaning. it (e.g., It is raining; It is with the group Stage 3
• Recognize steps and the descriptions that explain or likely…). and the Write instructions on how to face
• Removes, adds and/or changes
exemplify them. • Sentence types. community an environmental emergency.
information to edit an instruction
• Identify specific language. • Adverbs of time and
manual. Stage 4
• Draw instructions to confirm understanding. relative adverbs (how, Order the sequence of instructions
why, when, where). and illustrate them.
Write instructions to make a manual for environmental • Abbreviations (e.g.,
emergencies. Stage 5
ASAP, S.O.S.).
• Enlist words that determine the sequence of steps • Prepositions (e.g., by, Edit the instructions to write the
(first, etc.) about, for, in, and into) final version of the instruction
• Write steps in simple and complex sentences. and prepositional manual.
• Broaden, explain and/or exemplify steps. phrases (e.g., at the end Stage 6
• Arrange steps in a sequence. of, in front of). Agree on a design to display the
• Make instruction manuals based on the writing of • Punctuation. instruction manuals in a bulletin
steps. • Suffixes and prefixes.
board.
Stage 7
Edit instruction manuals for environmental emergencies.
• Read to check punctuation and spelling conventions. Set up a bulletin board to
• Verify the order in sentence sequences. disseminate those manuals
• Mark and solve doubts. among the school community.
• Remove, add and/or change information to improve a
text.
• Write a final version
UNIT 2A
PRODUCT
STAGES
• Ask Ss to explore different three-sided informative flyers and to analyze the graphics and textual components (make sure they identify all the elements in the flyers,
e.g. heading, pictures, etc.). Then, ask them to discuss what flyers are used for, the intention and/or purpose (Ss might not be able to express their ideas or answers in
English, help them if necessary). Discuss different environmental emergencies they know and how they are named in English; promote peer work and the use of any
Stage 1 sources they have available in the classroom.
• Elicit different kinds of emergencies from Ss. Equip them with the vocabulary needed upon request. Ask them for their opinions on what to do or not to do to face the
emergency they brainstormed.
• Have Ss. check the website http://www.elcivics.com/emergencies-crossword.pdf.

• Write on the board the following questions: “What do you have to do in case of an emergency? Who do you call?” Play a video or recording of instructions related to
what to do in case of an emergency. Have Ss answer those questions using previous information. Have them find out what emergency numbers they can use in case of
a fire, flood, earthquake, etc. within their community.
Stage 2 • Ask Ss. to work in teams, to choose a topic of environmental emergencies, and to search for information about it from TV, magazines, newspapers, etc. After that,
(once they have the information) ask Ss to look up in a bilingual dictionary or another source the meaning of unknown terms for the information they got. Guide them
to get the most suitable meaning. Have Ss write a list of suitable words needed to write instructions to face an environmental emergency.
• Divide the class into groups, mention an emergency or show a flashcard/image of it. Encourage Ss to suggest measures to face the emergency, and then ask them to
compare ideas with another group and write the instructions in their notebooks. Have different environmental emergencies written on the boards in order to give
each group a different environmental emergency (e.g. floods, earthquake, plague, etc.). Ask some Ss to come to the board and write measures that can be taken in
Stages order to deal with these kinds of events.
3 and 4 • Have Ss list their instructions in a chronological order and draw or stick a picture that confirms understanding for each instruction. Ss can look for illustrations, order
the sequence of the instructions and review the design of the three-sided flyer. Have Ss chose the cutouts or design the drawings to accompany the flyer. At all times,
ask Ss to verbalize what they are doing and promote the use of the target language to share information as well as to ask for assistance.
• Ask Ss to edit their instructions to write the final version and to paste them on the sheet. Make sure Ss consider the purpose and intended audience of their
instructions. Have Ss adapt/or modify their graphic elements to fit their instructions and size of paper. Ask them to add the extra information such as emergency
phone numbers, e-mails, etc. to make the final version of their three-sided informative flyer.
• Have Ss look at different designs and decide which one they will use. For this activity, Ss can use the ICT labs get a wide range of possibilities for inserting images and
Stages other graphic and written components. Help Ss have some oral practice by reading their flyers out loud in their teams.
5 and 6 • Have Ss perform drills for different emergencies. Have Ss play roles such as the victims of the disaster, the person in charge of calling an emergency number, the
operator that answers the emergency phone call, etc.
• Finally, have Ss reflect on the importance of being aware of safety measures during and emergency and how the can be prevented from happening. Make sure they
comprehend the importance of understanding and following instructions in an environmental emergency.
• Ask Ss to make some copies of their three-sided informative flyers and to distribute among the school community, if possible. Together with the distribution ask Ss. to
express orally what is contained in the flyer and options to make it more attractive and inviting.
Stage 7 • Another possibility is to have Ss decide on the way they will display the flyer, e.g. they can hang them from the ceiling. Alternatively they can ask the principal to let
them exhibit their flyers in the corridors.

UNIT 2A
BOOKS
Teacher´s Activity
Book Book
“All Ready! 2” Non-Fiction
pp. 50-61 pp. 36-51
Macmillan pp. 33-45
“Brilliant! Teens 2” Stories

pp. 55-73 pp. 48-65
pp. 63-81 pp. 29-38

pp. 58-70 pp. 38-57
Castillo pp. 12-19

pp. 24-33 pp. 24-33
Richmond pp. 15-24
WEBSITE RESOURCES
http://www.eslgamesworld.com/ClassroomGames.html
http://www.vocabulary.co.il/english-language-games/
http://www.elcivics.com/emergencies-crossword.pdf

SOCIAL PRACTICE: Interpret and express information published in diverse media

LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Write dialogues and interventions for a silent short film
CONTENTS
LANGUAGE LANGUAGE
• Anticipates the general Explore a silent film. • Genre, topic, purpose, • Value cinema as a SCRIPT FOR THE DUBBING OF A
meaning and main ideas from • Identify topic, purpose, and intended audience. and intended audience. means to reflect SILENT SHORT FILM
previous knowledge and non- • Establish setting(s) where the action takes place. • Contextual clues. emotions and
verbal language. • Identify different characters. • Non-verbal language. experiences of people
• Repertoire of words and their culture. Stage 1
• Identify non-verbal language.
• Writes expressions to necessary for this social • Appreciate cultural Select a silent short film.
• Identify the relationship between settings, actions, and
produce oral exchanges. sound effects. practice of the language. expressions particular Stage 2
• Determine the intention of actions (e.g., funny, • Acoustic features. to the English Watch the scenes and choose one.
• Exemplifies main ideas in an melodramatic, tragic, etc.). • Types of sentences. language. Stage 3
oral exchange. • Adverbs. • Know particular values
Suggest and write dialogues and/or
• Connectors. and patterns of
Understand the general meaning and main ideas. interventions for each character.
• Rephrases expressions • Modal verbs. behavior of people
produced during an oral • Anticipate the general meaning and main ideas. from English speaking Stage 4
exchange. • Identify structure. countries. Organize dialogues and/or
• Clarify the name of unknown objects, actions, or concepts.
interventions for the scene.
• Establish genre (e.g., comedy, melodrama, and suspense).
• Formulate questions to understand content. Stage 5
• Answer questions to describe motivations, hopes, Check that structure of dialogues and
aspirations and/or ambitions. interventions comply with grammar,
spelling and punctuation conventions.
Produce dialogues and interventions for a silent short film. Stage 6
• Suggest sentences to write dialogues and interventions. Put together a script which contains
• Organize sentences into sequences to form dialogues. dialogues and/or interventions
• Write dialogues and interventions. corresponding to the short film scene.
• Include examples, relevant details, and interesting
Stage 7
information.
• Use linguistic resources to link sentences together (e.g., Associate the writing with dialogues
since, before, as, so that, etc.) and/or rephrase expressions. and/or interventions.
• Read dialogues aloud in order to adjust verbal and non- Stage 8
verbal language according to a specific audience (e.g., Practice the reading aloud of the
youngsters and adults). script.
• Adjust volume and speed. Stage 9
• Make the dubbing of dialogues and interventions.
Perform the dubbing.

UNIT 2B
PRODUCT
STAGES
• Provide Ss with a quiz and ask them to search for information about the history of films, some questions might be: “When did films appear? Could movies be heard at the very
beginning? What is a silent movie? Could you mention some popular actors or actresses from that age?” Motivate students to share their ideas with their classmates. Then, in
a plenary session make sure everybody gets the correct answers.
Stage 1 • Ask Ss what types of films they watch at the cinema or at home. In teams or as a whole group, invite Ss to divide the title of some movies into different categories and describe
their characteristics e.g. suspense, romantic, action, etc. Also, ask Ss to mention how the films make them feel when they watch them (e.g. happy, scared, angry, etc.). Ss might
not be able to express their ideas or answers in English, help if needed by promoting collaborative work and the use of different linguistic resources.
• Use the ICT lab and ask Ss to look for a silent movie. Ask Ss to watch it and chose a scene they like. Then, ask them to make a pause and make a short illustrated composition
about the scene saying why they liked it and how it made them feel. Ss should also include in the composition the different elements that used to appear in silent movies such
as color, time, plot, speed, actors’ performance, etc.
• Ask Ss to work on the scene they chose, and write a list of suitable words and expressions they might use to suggest and write dialogues or interventions for the different
Stages characters that appear in the film. Tell Ss they can look for useful vocabulary up in a bilingual dictionary to get some ideas. They do not need to write complex words or
2 and 3 expressions. Encourage them to use every single word and expressions they have learned in English (you might guide them by acting out a short scene and providing some
examples). While Ss are attempting this stage of the product, make sure you monitor their production to avoid unnecessary mistakes.
• Prepare a set of diverse scenes and have sentences suitable for those scenes pasted on the walls. Make teams and explain to SS they have to find expressions/sentences that
match those scenes. Have Ss organize the dialogues and interventions for the scene.
• Once Ss have finished writing their dialogues, tell them they will have to perform it to the rest of the group. Give them some time to practice it and encourage them to get into
the character as much as possible. Ask the rest of the team to pay attention to the performance and make contributions to improve it. Make emphasis on correct
Stages pronunciation, correct use of language, logic and coherence of ideas. Within the teams, rearrange and adjust the dialogues depending on the feedback provided by the teams.
4 and 5 • Have Ss exchange their dialogues so they help each other check that punctuation, spelling, and grammar comply with their dialogues. Monitor and provide help as required,
always promoting collaborative work.
• Have Ss write a script which includes all the dialogues they wrote taking into account each character’s intervention with your support. Have them exchange them so that
versions can be enriched and corrected
• Have Ss check the script with the scene they chose so that they match as much as possible. Ss need to adjust their dialogues with the characters’ interventions as much as they
Stages can.
6 and 7 • Ask Ss to practice their dialogues by reading aloud as many teams as necessary. Emphasize the importance of the volume and speed of their voices as well as their intonation
while reading. Make sure they understand the importance of using non-verbal language, too. Monitor Ss’ oral production so that it comes out with the highest quality of
information, precision and fluency to present to the group.
• Have Ss perform the dubbing, first within their teams to gain confidence, and finally for the whole class. If possible, ask them to characterize themselves and contextualize the
environment. for example: create the cinema, buy the ticket, look for their seats and even buy pop-corn. Turn the lights off.
• Have Ss talk about the scenes performed, and give their opinion on changing parts of the scene. Ss look at the scenes they have filmed while the actors and actresses read their
Stages dialogues, according to the scenes. As soon as Ss have got familiarized with their script, ask them to perform the dubbing of the scene they chose. Finally, ask Ss to share their
8 and 9 emotions and reactions caused by the performance
• Ss might present their scenes in other classrooms, and the groups can guess what film the scene belongs to. Ss can appreciate cultural expressions particular to the English
language. Guide reflection so that Ss come to value cinema as a means to reflect emotions and experiences of people and their culture.

UNIT 2B
BOOKS
Teacher´s Activity
Book Book
“All Ready! 2” Fiction
pp. 62-74 pp. 52-65
Macmillan pp. 46-58
“Brilliant! Teens 2” Facts

pp. 74-92 pp. 66-85
“Crossover 2” Narrative
pp. 83-101 pp. 39-48
“Teens Club 2” Narrative

pp. 71–83 pp. 58-69
Castillo pp. 48-55
“Yes, we can! 2” Fiction

pp. 34–43 pp. 34-43
Richmond pp. 17-28
WEBSITE RESOURCES
http://a4esl.org/
http://www.michellehenry.fr/cinema3b.htm#chaplin
http://ddeubel.edublogs.org/2011/03/23/using-silent-video-in-the-efl-classroom/

SOCIAL PRACTICE: Participate in language games to work with specific linguistic aspects
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Participate in language games in order to identify sentence rhythm, stress, and intonation
CONTENTS
ACHIEVEMENTS KNOWING ABOUT THE BEING THROUGH THE PRODUCT
DOING WITH THE LANGUAGE
LANGUAGE LANGUAGE
• Identifies the stress of specific Use the Hangman game with predetermined sentences to • Topic, purpose, and • Use language to HANGMAN GAME
sentence parts. practice their rhythm, stress and intonation. intended audience. foster the
• Identify names of games. • Graphic and textual enjoyment of Stage 1
• Reads and writes sentences to • Identify topic, purpose, and intended audience. components. schoolwork. Determine number of
practice rhythm, intonation, and • Determine the elements that make up the language game. • Acoustic features. • Participate in teams, players, and turns of
stress. • Identify the function of graphic and textual components. • Composition of activities of participation.
• Define the number of words used in each sentence. expressions: grammatical common among Stage 2
• Contrasts the stress of words, • Identify participants and the role they play (e.g., components of students. Establish rules for the
both on their own and within coordinator, players, etc.) expression and • Compete with Hangman game using
sentences. • Determine the number of players and their turns of statements. effort and respect. sentences.
participation. • Conventional writing of Stage 3
• Identify steps taken by a player and detect the sequence. words. Propose and select, secretly
• Punctuation: apostrophe. within each team, a list of
Understand rhythm, stress, and intonation characteristics in • Upper and lower case sentences with different
words and sentences involved in the game. letters. rhythms, intonation, stress
• Read a list of sentences aloud. • Diphthongs (e.g., oi, ou, and with/without
• Identify stress of pronouns and or contractions in and au). contractions.
sentences. Stage 4
• Identify rhythm, stress, and intonation in sentences. Write the sentences.
• Guess, infer and discover sentences to practice rhythm, Stage 5
stress and intonation. Revise that sentences
• Read sentences aloud to practice rhythm, stress and comply with grammar,
intonation. spelling, and punctuation
conventions.
Write sentences to participate in language games. Stage 6
• Suggest and complete sentences. Play Hangman.
• Write sentences. Stage 7
• Break up sentences to observe the difference in word Read the sentences aloud at
stress when words are isolated and when they are in a the end of each round to
sentence. practice their rhythm, stress,
• Dictate sentences. and intonation.

UNIT 3A
PRODUCT
STAGES
• Start the social practice by playing Hangman with sentences and words that are known to Ss but that, at the same time, represent a challenge to them.
• With the Ss’ help re-construct the rules, promote the use of English and let Ss use any source they count with in the classroom in case they have difficulty expressing their
ideas in English help them by writing the English version on the board. Leave those rules on a piece of cardboard in a visible place to consult them at any time during the
whole social practice.
Stages • Organize teams so that each team selects a topic to play hangman in further sessions, tell them the vocabulary, sentences or expression they chose for the hangman have
to do with topics previously checked in class.
1 and 2 • Set up the dynamics of the game, determine the number of participants in the teams (ideally three: one who plays knots, one who plays circles and the one who keeps a
record of letters used to complete the different words that comprise the utterance, the question, the exclamation or the proverb that have to be completed. This third
person is also in charge of placing body parts above the melting pot.
• Try not to use Spanish at all. In case of trouble, ask the brighter Ss to help out as necessary. If the teacher deems it necessary, insert an activity to go through the spelling
of letters, in particular those that cause trouble or are confusing. E.g. g/j, k /q, e/i, a/h, r/z (standardize American or English use; zdi (Am.) zet (British).
• In the same trios, ask Ss to select the types of sentences to be completed via Hangman. To avoid repetition, organize a raffle of the sources where Ss may get the
information from, e.g. Unit 1A in the workbook, An Amazing Journey from the Reader and/or other sources.
• Ss have to keep this secret to make the game a real competition. Announce to Ss the prize for the winning team. It can range from candies to easy readers in English or a
Stage 3 little diploma to give recognition.
• Make sure there is enough variety for all the groups to present their own version of Hangman for completion by all the other teams.
• Have Ss write their own sentences in pencil in their notebooks. Make sure Ss copy information with a good degree of accuracy in their handwriting and without spelling,
grammar or punctuation mistakes. As an alternative activity ask Ss to exchange their notebooks and promote peer correction. While Ss are doing this activity monitor in
case they need any support.
Stages
• Make the necessary changes or corrections so that when they re-write these on to the pieces of cardboard, they become legible and recognizable. Standardize the font
4 and 5 and the size of the strips of cardboard for better presentation.
• Do the work in pencil to avoid constant erasures or a messy, uninviting piece where Ss do not even have a clear idea of what they are trying to correct.
• For the last three session or so, have the different teams come to the board to present their productions to be completed using the Hangman format. Keep a record of
letters used on the board itself to allow a more dynamic game so that Ss do not lose interest because they find the task impossible to carry out. Do this with all the teams
in the classroom other than the one at the front and try to give this stage a competitive element for Ss to be more willing to participate and win something.
• Once the sentences, questions, exclamations have been completed, read them out loud and have Ss read them with the correct intonation, stress and expressions needed
for each piece. Do this with the whole group or only boys, only girls, out loud, in a low voice to give this repetitive, imitative part some fun. Once the Ss have mastered this
Stages chorally, ask individual Ss to do the reading of the same individually, demanding good pronunciation, good stress, good intonation and emotion.
• Remind them about the falling intonation in open questions, rising intonation in questions beginning with auxiliaries and stress and intonation depending on the
6 and 7
speaker’s intention.
• For evaluation purposes have Ss respond a checklist or a rubric where the assessment criteria are clear and accessible for them to measure and so that they get formative
feedback on their work throughout the month, the expected learning outcomes they got, the attitudes and traits they exhibited all the time they were working in teams.

UNIT 3A
BOOKS
Teacher’s Activity Reader’s
Publishing house
Book Book Book
"All Ready" Reader
pp. 75- 87 pp. 66-80
Macmillan pp. 59-71
"Brilliant! Teens" Stories
pp. 94-111 pp. 86-103
Santillana pp. 31- 42
"Crossover 2” Informative
pp. 102-121 pp. 49-58
“Teens Club” Informative
pp. 84-92 pp. 70-77
Castillo pp. 20-25
"Yes We Can!" Non-Fiction
pp. 44-53 pp. 44-53
Richmond pp. 25-36
WEBSITE RESOURCES
http://www.learn-english-today.com/wordgames.html
http://www.funenglishgames.com/activities.html
http://www.vocabulary.co.il/
http://gamestolearnenglish.com/hangman/
http://www.hangman.learningtogether.net/

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Rewrite information to explain how a machine or device works
CONTENTS
LANGUAGE LANGUAGE
• Selects and paraphrases sentences. Select and check materials or books that contain • Topic, purpose and • Show interest in accessing POSTER ABOUT THE
illustrations of the operation process of machines or intended audience. scientific and OPERATION OF A
• Organizes and links main ideas and devices. • Textual and graphic technological DEVICE OR MACHINE
the information explaining them, in a • Recognize textual organization. components. information.
diagram. • Reflect on the use of images and/or illustrations. • Patterns of text • Appreciate the Stage 1
• Identify purpose and intended audience. arrangement. usefulness, benefits and Choose a machine or
• Rewrites sentences in order to give • Repertoire of words risks of scientific and device.
explanations. Read and understand information that explains how a necessary for this social technologic progress. Stage 2
machine or a device works. practice of the language. • Promote feedback as a Search and select
• Select information from various sources. • Comparatives and fundamental aspect of information from
• Clarify technical terms. superlatives. the learning process . various sources.
• Point out main ideas and information that broadens • Modal verbs. Stage 3
them. • Connectors. Write explanations
• Answer questions to confirm understanding. • Phrasal verbs. about its operation.
• Identify graphic resources used to explain the operation • Adverbs. Stage 4
of a machine or device. • Syntactic features of Add illustrations to
English: split infinitive (to the explanations.
Write information to explain how a machine or a device + words + verb). Stage 5
works. • Difference between Edit the explanations
• Select information to explain how things work. British and American and write a clean
• Paraphrase information. variants. copy on a poster.
• Use a flow chart to order and link ideas and explanations • Punctuation. Stage 6
together. Ask for permission to
• Write main ideas. display the posters in
• Complete a flow chart with notes that explain main different places of
1deas. 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.

UNIT 3B
PRODUCT
STAGES
• 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
Stage 1 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-------. It´s 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
Stage 2 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 TIC’s 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
Stage 3 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
sure 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
Stage 4 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
Stage 5 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
Stage 6 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.

UNIT 3B
BOOKS
Publishing house
Book Book Book
"All Ready" Reader
pp.88 -100 pp.82-95
Macmillan pp.72-84
"Brilliant! Teens" Facts
pp.112-129 pp.104-123
Santillana pp.101-114
"Crossover 2” Narrative
pp.122-141 pp.59-68
University of Dayton pp.89-102
“Teens Club” Narrative
pp.88-107 pp.78-105
Castillo pp.56-63
"Yes We Can!" Fiction
pp.54-64 pp.54-63
Richmond pp.29-38
WEBSITE RESOURCES
http://www.history.com/shows/american-restoration
http://www.neok12.com/Simple-Machines.htm
http://scienceforkids.kidipede.com/physics/machines/

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations
SPECIFIC COMPETENCY: Share personal experiences in a conversation
CONTENTS
LANGUAGE LANGUAGE
• Seeks confirmation. Listen to and explore a conversation about personal • Topic, purpose, and • Show empathy in oral AUTOBIOGRAPHICAL
experiences. intended audience. interactions. ANECDOTE
• Enunciates personal experiences • Observe and understand non-verbal language. • Contextual clues. • Collaborate and
spontaneously. • Identify form of communication. • Form of communicate Stage 1
• Detect rhythm, speed, and intonation. communication. successfully with the Select some personal
• Organizes sentences in sequence. • Acoustic features. speaker. experiences.
Understand the general meaning, main ideas and • Verbs: modals and • Value language as a Stage 2
• Adapts verbal and non-verbal patterns of some details. causative (e.g., have means for sharing Write sentences to express the
behavior for a specific audience. • Clarify meaning of words. and get). common experiences. personal experiences.
• Anticipate the general meaning and main ideas. • Adverbs of time. Stage 3
• Anticipates the general meaning and • Identify words used to link ideas together. • Connectors. Check that sentences are
main ideas to keep a conversation going. • Identify composition of expressions. • Language formulate understood when said and
• Determine sequences of enunciation. (e.g. greetings, and heard.
• Uses direct and indirect speech to share courtesy and farewell Stage 4
personal experiences. Share personal experiences in a conversation. expressions). Organize sentences into a text
• Write sentences to share personal experiences. • Repertoire of words to put together the
• Organize sentences into a sequence. necessary for this social autobiographical anecdote.
• Incorporate details to main ideas. practice of the Stage 5
• Formulate questions to clear out doubts, language. Practice the enunciation of
broaden information and confirm understanding. • Direct and indirect autobiographical anecdotes.
• Use expressions and linguistic resources to speech. Stage 6
restore communication. • Syntactic differences Establish turns of participation.
• Express personal experiences using direct and • between British and Stage 7
indirect speech. • American variants: use Have a conversation about
• Enunciate personal experiences spontaneously. of prepositions autobiographical anecdotes.
• Use expressions to offer turns of participation.
• Use strategies to emphasize meaning.
• Start a conversation

UNIT 4A
PRODUCT
STAGES
• Share with your Ss a special anecdote. It could be yours or of someone they may be interested in. The web site http://history.inrebus.com/index provides a whole variety
of anecdotes of politicians, singers, sports people artists, etc. Motivate Ss to do some research on anecdotes about famous people. Encourage the use of dictionaries and
peer work to help each other.
• Have your Ss remember an anecdote from their personal experience and share it with the whole class. Try the narration in English.
• Elicit from Ss a possible layout for writing an anecdote. If Ss are not able to do so, paste expressions used to tell anecdotes on the walls or board. Make sure to include the
sequence: 1.- Introduction of the story using expression such as: I’ll never forget.. Did I ever tell you, etc.,
Stage 1 • 2.- Specifying the people involved, e.g. My mother and I, I was with… 3.- Giving details about what happened, e.g., I said… Suddenly.. 4.- Giving details about the place
(where) It was at--- This happened at.. 5.- Giving and ending. Finally… , At the end…
• Practice the phrases by playing Chain story: Have a tape recorder ready to record what students say and have them sit in a horse shoe arrangement. Have one student say
a sentence using the previous written chunk, then another student has to continue the story following the same procedure until everyone has added information to the
story.
• Have the whole class listen to the recording as they do this ask them to identify mistake and encourage self and peer correction.
• Have your Ss decide if they want to write about a personal anecdote or about something that happened to them as a group. Depending on it, arrange teams or have SS
work individually.
Stage 2 • Have Ss take a look at Reader’s Digest magazine or any other source where Ss can find interesting anecdotes. Have them analyze the parts of it and relate them to the
previous expressions or discover new ones they can use to write their own anecdote.
• Have your Ss circle the connecting words and observe how ideas are linked, organized and sequenced.
• In order to make sure Ss understood the expressions, organize teams and ask them to act out the sentences they wrote before, assign each team at a time a sentence, an
expression or even a word related to life experiences, then by taking turns ask each team to guess.
• Check sentences are understood when said and heard by having your Ss read them aloud. This should be done in teams. Make corrections and encourage the use of
Stage 3 adverbs of time and connectors.
• Place a resource word box on the wall for your Ss to check and add details to their anecdotes.
• Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
• Have your Ss organize their sentences into a text to put together the autobiographical anecdote.
• Emphasize the relevance of having a coherent story
• Help Ss structure their paragraphs in a way that the sentence holding the main idea is the first one, and the rest of the sentences provide the complementary details.
Stage 4 Make emphasis on the importance of writing logical sentences. Assist Ss in case they need it but try to omit spoon feeding.
• Remind Ss that their anecdotes should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check unless you are
required to do so.
• Ask SS to exchange their texts, proofread it and provide feedback.
• Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups. The idea is that Ss work with different classmates. Have Ss prepare
their narrations in good English, correct stress and intonation and on top of that take care of good reading techniques or making use of their notes to extend them to help
Stage 5 with the oral presentation in front of an audience.
• Have Ss establish the turns of participation to share their anecdotes in their groups.
• Have every team share their favorite anecdote and explain why. Was it fun? Was it scary? Were they sympathetic to the anecdote?
• Ask Ss to make follow up questions to get more details and get to know better their classmates through anecdotes.
Stages • Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy..
6 and 7 • Back in a plenary session, ask Ss to give their comments on the autobiographical anecdotes just heard. If time allows, ask them meta-cognitive questions to focus on their
learning processes and what they learnt.
• If time allows, prepare ahead of time a rubric, checklist or any other evaluation instrument Ss may use quite comfortably for feedback.

UNIT 4A
BOOKS
Publishing house
Book Book Book
"All Ready" Reader
pp.101-113 pp.96-111
Macmillan pp.85-97
"Brilliant! Teens" Stories
pp.131-149 pp.124-141
Santillana pp.43-56
"Crossover 2” Informative
pp.142-161 pp.69-78
“Teens Club” Informative
pp.108-118 pp.106-123
Castillo pp.26-30
"Yes We Can!" Non-Fiction
pp.64–73 pp.64-73
Richmond pp.37-48
WEBSITES RESOURCES
http://www.factmonster.com/people.html
http://www.readwritethink.org/files/resources/interactives/comic/index.html
http://www.enchantedlearning.com/essay/writing.shtml
http://www.education.com/activity/writing/

SOCIAL PRACTICE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
LEARNING ENVIRONMENT: Literary and Ludic
SPECIFIC COMPETENCY: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico
CONTENTS
LANGUAGE LANGUAGE
• Distinguishes between Check short literary essays. • Topic, purpose, and • Acknowledge and COMPARATIVE CHART
examples and explanations • Select texts based on their index. audience. respect differences
from main ideas. • Identify textual organization. • Textual and graphics between cultures. Stage 1
• Identify publishing data. components. • Appreciate cultural Select a cultural aspect to compare
• Formulates and answers • Determine topic, purpose, and intended • Patterns of textual expressions particular between an English-speaking country
questions about literary audience. arrangement. to different countries. and Mexico.
essays. • Establish links between familiar and foreign • Acoustic features. • Develop flexibility and Stage 2
cultural aspects. • Repertoire of words value differences Consult different literary essays and
• Compares information using necessary for this social among people and other sources to get information about
antonyms. Understand the general meaning, main ideas, and practice of the cultures. the selected cultural aspect.
some details in a short literary essay. language. Stage 3
• Writes sentences to describe • Read short literary essays about a cultural • Key words. Choose information about the selected
cultural aspects. aspect. • Sentence type. cultural aspect for both countries
• Use different comprehension strategies. • Antonyms. Stage 4
• Formulate and answer questions. • Verb tenses: Compare differences and similarities
• Identify sentences used to describe a cultural progressive forms, about the cultural aspect from the
aspect. past, and present. selected information.
• Distinguish between examples and explanations • Adjectives, adverbs and Stage 5
from main ideas. nouns. Rewrite the information to complete
• Compare cultural aspects. • Punctuation. the comparative chart.
• Homophones Stage 6
Describe and compare cultural aspects. • Upper and lower- case Make a comparative chart and include
• Enlist characteristics of a cultural aspect. letters. the Information.
• Propose titles for a description. Stage 7
• Write sentences to describe cultural aspects. Check that writing is complete and
• Arrange sentences in paragraphs. complies with grammar, spelling, and
punctuation conventions.
Stage 8
Display the comparative chart in an
exhibition.

UNIT 4B
PRODUCT
STAGES
• Divide the board in two, label one column as “Mexican culture” and the other column as “English-speaking culture”. Elicit from Ss what countries are of their interest
and why. With your Ss draw a diagram showing all features they can think of, related to culture. They might include holidays, sports, traditional dishes, clothing, art,
music, flags, etc.
Stage 1 • Ask Ss to get in teams and decide what cultural aspects they would like to compare. Allow Ss time to discuss each category and the different elements they involve.
• Have Ss tell you what aspect they want to explore as well as the sources of information they will use for the activity.
• Have your Ss carry out the research needed to make the comparison. Encourage them to use different sources to get their information, such as internet, specialized
magazines, or even people they may know.
• Organize team work so that Ss have the chance to share information and different points of view, take advantages of Ss who might have lived in the States (in case
there are any).
Stage 2 • Ask your Ss if they are familiar with Venn’s diagram. Explain to them they are useful to easily see things in common and differences or allow other graphic organizers
of information.
• It would be a good idea to ask Ss to look for the information in advanced so that the class time is used more efficiently.
• Have Ss select the information they are going to use to create the chart. Have them rank the chosen items and include illustrations for them.
• Divide the class into groups and ask them to imagine there’s an student exchange program sending Ss to your group to study Spanish
• Have them discuss what cultural activities the foreign student can´t miss. Take notes on the board and have a small talk on what the most representative cultural
Stage 3 aspects of Mexico are from Ss’ perspective.
• Help Ss organize their reference material and take notes about the most important elements to include. Remind them to include examples.
• Ask SS to check if they have enough information about both cultures so they can compare and establish their similarities and differences.
• Have Ss check there is balance in the information; not too much about one culture and too little about the other so they come up with an evenly distributed and
balanced chart.
Stage 4 • Have Ss proofread their charts by dividing the tasks; some Ss can check subject and verb agreement, others one can check spelling with the help of a dictionary,
others punctuation, etc.
• Have your Ss exchange their charts for peer correction and questions on the corrections they do not understand.
• Have your Ss rewrite the information in the final charts making sure they include all the corrections and feedback provided by peers and yourself. Monitor as
necessary, giving indications as to how their charts can be improved. Avoid direct correction; make Ss think and reflect so that they themselves get to the right
versions.
Stages
• Challenge Ss to make the most creative and attractive chart. Encourage the use of graphic components to make their charts more attractive.
5 and 6 • Ask SS to make the comparative chart including all the previously mentioned items.
• Remind Ss charts should include all the selected information and that they should be written clearly and made up with sentences that are easily read.
• Monitor your Ss work to make sure the writing is complete and complies with grammar, spelling and punctuation conventions.
Stage 7 • Have one team present their chart to another team and then switch teams until all the teams have the chance to see the others’ team work.
• Encourage your SS to ask questions and express what the most interesting features of every chart were.
• Display the comparative chart in an exhibition. If at all possible invite other groups and school authorities to visit the exhibition. Make sure all Ss in the teams take
turns to guarantee even participation.
• Encourage Ss from other groups to attend the exhibition and feel free to provide positive feedback at all times.
Stage 8 • If time allows, prepare an assessment instrument such as: a check list, rubric, portfolio, or any other official instrument so that they are in a position to offer
feedback to one another and let them make suggestions for further improvement. Make sure the criteria for evaluating is crystal clear to make a fair evaluation that
is enriching for both parts, those evaluating, and those being evaluated.

UNIT 4B
BOOKS
Publishing house
Book Book Book
"All Ready" Reader
pp.114-126 pp.112- 25
Macmillan pp.98- 10
"Brilliant! Teens" Facts
pp.150-168 pp.142-161
"Crossover 2” Narrative
pp.162-181 pp.79-98
“Teens Club” Narrative
pp.118-132 pp.124-145
Castillo pp.64-69
"Yes We Can!" Fiction
pp.74-83b pp.74-83
Richmond pp.39-48
WEBSITE RESOURCES
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://www.differencebetween.net/miscellaneous/culture-miscellaneous/difference-between-mexican-and-american-culture/

SOCIAL PRACTICE: Produce texts to participate in academic events

LEARNING ENVIRONMENT: Academic and Educational
SPECIFIC COMPETENCY: Write points of view to participate in a round table
CONTENTS
LANGUAGE LANGUAGE
• Uses various strategies to point out Check a Civic and Ethical topic • Topic, purpose and • Learn to live in a ROUND TABLE
information. • Select texts about a topic of Civics and Ethics from various intended audience. community.
sources. • Textual and graphic • Promote respect Stage 1
• Selects and organizes information • Identify purpose and intended audience. components. towards others’ Choose a Civic and Ethical
to write sentences with personal • Predict topic. • Patterns of textual opinions. topic to participate in a
opinions. arrangement. • Foster cooperation round table.
Understand the general meaning and main ideas. • Repertoire of words when working in Stage 2
• Writes paragraphs that express • Anticipate the general meaning. necessary for this social teams. Read texts from various
individual points of view. • Identify textual organization. practice of the sources.
• Select information that supports a personal point of view. language. Stage 3
• Solves doubts and offers feedback • Contrast personal points of view with main ideas of a text. • Synonyms. Contrast different personal
to edit points of view. • Identify synonyms used by the author to express the same • Connectors. points of view with
main ideas. • Conditionals information from the text.
• Recognize sentences used to write points of view. • Punctuation. Stage 4
• Establish connections between personal points of view and • Suffixes and prefixes. Write personal points of
information that broadens, exemplifies and/or explains • Digraphs. view.
them. Stage 5
• Use strategies to point out information in accordance with Edit personal points of view
personal points of views. and make a clean version in
a notebook or a card.
Write points of view about a Civic or Ethical topic to Stage 6
participate in a round table, with the teacher’s guidance. Organize turns and times of
• Organize main ideas of a text on a graph and contrast them participation.
with a personal opinion. Stage 7
• Rewrite main ideas to write opinions using synonyms. Decide the place and date
• Complete sentences to write personal opinions. the round table of each
• Write simple and complex sentences based on personal team will take place.
opinions. Stage 8
• Broaden or emphasize ideas using linguistic resources. Read the points of view to
• Write a paragraph that expresses points of view. participate in the round
table.
Edit points of view.
• Read to check punctuation and spelling conventions.
• Solve doubts and provide feedback.
• Write a final version.

UNIT 5A
PRODUCT
STAGES
• Choose a topic from the news that can be of Ss’ interest. Ask Ss what they have heard about it. Bring to class some newspapers or articles that address the issue from
different perspectives. Ask Ss to compare and contrast the images and vocabulary used to describe the issue. Raise awareness on the different forms to approach the
same topic.
Stage 1 • Elicit from Ss the most interesting topics they have discussed in their civic and ethical classes (stereotypes in the media, addictions, bullying, inequality, discrimination,
etc.). Ask them to write the topic of their choice together with their names. Pick the papers up and organize the teams. If nearly all Ss choose the same topic, divide
the group into two teams: those in favor and those against.
• Ask Ss to look for information about the topic they chose. Ss may bring their course book or notebooks from another subject. If possible, take Ss to the ICT lab in order
to look for articles or informative texts about their topic in English. Make sure all Ss in the team bring some material to be read and shared. Encourage Ss via extra
points or extra help at the end of the bimester or for the monthly evaluation.
Stage 2 • Ask Ss to look at the articles in order to find key words for their topic and to look them up if necessary. Ss compile a list of words to facilitate comprehension. Then, ask
Ss to choose five subtopics (main ideas) and to write what is said about them. If necessary, provide Ss with a format to fill out with this information, such as a: mind
map, diagram, or chart. Monitor as they are sharing their material to help when the need arises.
• Familiarize Ss with forms to express opinions, e.g., “I think… In my opinion/view…” Divide Ss into two teams: Agree and Disagree. Have cards prepared with short
sentences, such as “Dogs are better pets than cats / Basketball is the best sport / English is easier than Spanish.” Read the sentence on a card. Ss take turns to give
their opinion in favor or against. If Ss are competitive, time the participation of each team.
Stage 3 • Having gone through all the reading pieces ask Ss to summarize the opinions for and against on the topic on a chart. Then, ask Ss to add one more column and to fill it
out with their own opinions. Make sure Ss take a definite stand and they are ready to supply their own ideas in this respect. They should feel free to express their
ideas as everyone is entitled to different opinions. Make corrections to the language production.
• Ask Ss if they are familiarized with the opinion section in newspapers or magazines, or with blogs or hashtags (group messages on social networks). Ask Ss for the
characteristics of each format. Choose a topic Ss are familiarized with, and that nobody else has chosen, and present Ss with a problem or controversy. Ask Ss to work
in pairs in order to contribute with their opinion. They should write it on a piece of paper and paste it on a chart on the wall. When they have all contributed,
encourage them to read their partners’ opinions and to comment on them.
Stages
• Back in their original teams, ask Ss to write their personal points of view (about the topic they chose) in their notebooks. Make the time to monitor and go through Ss’
4 and 5 work for correction and improvement.
• Ask them to have a final version on a piece of clean paper or cards of a good size (half a page) to write out their final version. Ask Ss to prepare this verbally to correct
mispronunciation, intonation and a reasonable degree of accuracy when speaking and expressing their ideas.
• Have Ss organize their round table by having a moderator, deciding turn-taking and any other specifications needed. If Ss are not familiarized with round tables,
organize an example of what it should be like. While Ss are exposed to this demonstration, ask them to take notes about the way to get organized when participating.
Train the moderator to do a good job to give a starting comment, to join and make the debate flow and to come to a reasonable conclusion after everybody has had
Stages
the chance to participate.
6 and 7 • Have a representative from each team to form a commission to go up to the school authorities to ask for a place to conduct the round tables. All teams should have
the chance to participate on equal terms: same number of participants, same length of participations, same format, etc.
• If Ss chose different topics, have the round tables one by one. Ss might as well consult their notes on cards. While a given team is at the front giving their presentation,
have the rest of the groups taking notes in order to ask questions at the end of each round table.
• Ask Ss’ opinions on the length of their participation, the duration of the whole round table and the role of the moderator. Encourage all Ss to pose questions that are
Stage 8 related to the topic under discussion.
• Use an assessment instrument (rubrics, checklist, etc.). Allow Ss to contribute with the descriptors and the criteria they think they should be evaluated on. Award extra
points or take this as their evaluation for that particular month.

UNIT 5A
BOOKS
Teacher´s Activity
Book Book
“All Ready! 2” Reader
pp. 127-139 pp.126-141
Macmillan pp.111-123
“Brilliant! Teens 2” Introduction
pp. 169-187 pp. 162-179
pp. 182-201 pp. 89-98
pp.132-141 pp. 148-165
Castillo pp.28-38
pp. 84-93 pp. 84-93
Richmond pp.49-60
WEBSITE RESOURCES
Newspapers for teenagers:
http://tweentribune.com/teen
http://www.channelone.com/
Debates:
http://www.brighthubeducation.com/high-school-teaching-tips/126701-suggested-topics-for-a-high-school-debate/

SOCIAL PRACTICE: Interpret and express everyday life instructions

SPECIFIC COMPETENCY: Understand and give instructions to perform everyday life activities
CONTENTS
LANGUAGE LANGUAGE
• Adjusts volume, intonation, and tone Listen to and explore instructions to perform everyday • Topic, purpose, and • Use language to plan POSTER WITH
emphasize or alter instructions. life activities. intended audience. and organize. INSTRUCTIONS TO
• Identify topic, purpose and intended audience. • Contextualization. • Transmit respect and PERFORM AN EVERYDAY
• Understand and requests • Recognize moods from non-verbal language. • Acoustic features. courtesy when giving ACTIVITY
instructions to perform m an activity. • Distinguish speakers’ attitudes and turns of • Repertoire of words orders and
participation. necessary for this social instructions. Stage 1
• Write sequences of enunciation to • Detect volume, tone, rhythm, speed and intonation. practice of the language. • Examine the need to Select an everyday activity.
give instructions. • Determiners: quantifiers follow instructions Stage 2
Listen and understand the general meaning, main e.g. some, any, and few) Prepare instructions for the
• Uses linguistic resources to ensure ideas, and some details regarding instructions. articles (a, an, and, the). selected activity.
the understanding of instructions. • Anticipate meaning. • Nouns: countable and Stage 3
• Recognize words that link ideas together. uncountable. Write the instructions.
• Produces instructions spontaneously. • Determine sequence of enunciation. • Modal verbs and adverbs Stage 4
• Identify words and expressions that express orders. of manner. Check that instructions are
• Identify words that convey undefined quantities. • Verb form: imperative. understood when said and
• Recognize strategies used to rephrase ideas, adjust • Connectors. heard.
volume and speed, and negotiate meaning. • Prepositions. Stage 5
• Lexical differences Practice the enunciation of
Provide instructions to carry out everyday activities. between British and instructions.
• Write sentences to give instructions. American variants. Stage 6
• Organize sentences into a sequence. Display the poster on a
• Formulate questions to clarify doubts, and broaden visible place to use it
information. whenever it is necessary to
• Use non-verbal language. give and receive
• Use strategies to emphasize, modify and negotiate instructions.
meaning.
• Ask for instructions to carry out activities.
• Give instructions spontaneously.
• Paraphrase instructions to confirm understanding.

UNIT 5B
PRODUCT
STAGES
• Have Ss work in teams in order to reconstruct their daily routine. Ask them to write the activities chronologically. They can resort to the picture dictionary (if any) in
their books or use a monolingual dictionary. Make emphasis on making complete sentences or ideas. Ask each team to present their routines orally.
Stage 1 • Show Ss a series of instructions for a simple recipe (making coffee, preparing a sandwich, for example) in written and in images. Ss work in teams to put them in
order and present it to the class. Encourage Ss to use connectors of sequence, e.g., first, then, next, finally.
• Ask Ss to work in trios to foster more active participation from all members of the team. Ss choose one activity from those mentioned in Stage 1 in order to produce
verbally a series of instructions with the different steps to carry them out.
• Elicit from Ss what actions may require following instructions, e. g., prepare a dish from a recipe, change a light bulb, take care of a pet, how to recharge a bus or
subway card, etc. Try to have a good assortment of activities to make this activity richer.
• Ask them to choose one activity and produce a minimum of 4 interactions and a maximum of 6 for the instructions. Ss may resort to their dictionaries for
Stage 2 vocabulary.
• Another option is to elicit from Ss topics in which they think tourists or visitors from other countries might need advice about daily life in Mexico City (for example:
transportation, food, accommodation). For more ideas, present Ss with articles from blogs written by foreign people living in Mexico City
(www.mexicocityvibes.com, http://mexicocitydf.blogspot.mx/). Ask SS to choose one topic in order to prepare a set of instructions for their project. If possible,
verify if it is possible for Ss to post their final products on internet (Blogger, for example).
• Ask Ss to put in writing what they were practicing verbally the previous session. If Ss still find it difficult or make quite a number of mistakes, give an example, a
brief demo or teach the Ss how to do this properly. The idea is to give them the framework to work from or let them struggle a bit with the language.
• Introduce the idea of statements, commands or imperatives to give instructions. Focus Ss’ attention to the formation of a statement (subject (doer of the action) +
verb (action word) + any other information (manner, place, time). Exemplify as necessary.
Stage 3 • Alternatively you may expose Ss to these different types of interactions and let them discover the grammar behind the structure by themselves. This may take a
little longer but it is far more memorable and meaningful at the end of the day.
• Monitor as necessary by checking Ss written productions.
• Show Ss different public signs that they may see at the library, at a mall, at a museum, etc. Ask Ss to match sentences about what the signs mean. Point out the use
of imperatives and determiners in the sentences. Organize Ss in teams and ask them to elicit more examples about rules and regulations in public places.
Stage 4 • In their same teams Ss read their sets of instructions out loud for the preparation of their posters.
• Have Ss think of a way to illustrate their posters to make them attractive, catchy and memorable for the groups.
• Ask Ss to practice their sentences. Monitor Ss’ work to listen to the different members of all groups to correct pronunciation, stress, intonation, coherence in ideas
and correct sequencing.
• Alternatively, ask Ss to prepare short dialogues about the topic they chose. For example, if they chose a recipe, they can prepare a dialogue in which a chef and a
Stage 5 helper explain the step to follow; if they chose how to change a light-bulb or make home repairs, they can prepare a dialogue between a parent (or an older
sibling) and their son or daughter (or sibling) explaining the steps to follow.
• Have Ss display their posters, one at a time, and leave it exhibited during the presentation of their respective posters.
• At the end of all presentations, leave the posters on the walls of the classroom to refer to whenever needed.
• If possible, ask Ss to post their final products on a blog.
Stage 6 • Make room to introduce the Ss to the idea of self/peer assessment.
• Tackle one evaluation instrument with all Ss and leave them to create their own and include descriptors that are relevant to the specific competency, the different
types of contents (doing, knowing and being) that are relevant for this social practice.

UNIT 5B
BOOKS
Teacher’s Activity
Book Book
“All Ready! 2” Reader
pp. 127-139 pp.126-141
Macmillan pp.111-123
“Brilliant! Teens 2” Introduction
pp. 169-187 pp. 162-179
pp. 182-201 pp. 89-98
pp.132-141 pp. 148-165
Castillo pp. 28-38
pp. 84-93 pp. 84-93
Richmond pp.49- 60
WEBSITE RESOURCES
Instructions:
http://www.seventeen.com/health/tips/teen-recipes
http://www.wikihow.com/Prepare-to-Donate-Blood
http://mexicocitydf.blogspot.mx/2012/01/how-to-use-metrobus.html
http://www.onestopenglish.com/community/lesson-share/winning-lessons/young-learners/young-learners-daily-routines-and-habits/153913.article
https://learnenglishkids.britishcouncil.org/en/category/topics/daily-routines

Second Grade Example

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Second Grade Example

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CYCLE 4 SECOND GRADE SECONDARY SCHOOL

UNIT SOCIAL PRACTICE PRODUCT REFERENCES

Understand and express information related to goods and

Instruction manual to face an Books and website resources

Script for the dubbing of a silent Books and website resources

Poster about the operation of a Books and website resources

Books and website resources

Poster with instructions to perform Books and website resources

GRADE: Second Grade Secondary School UNIT: 1A

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 2” Facts

“Teens Club 2” Narrative

“Yes, we can! 2” Fiction

Programa Nacional de Inglés en la Ciudad de México

• Have Ss. check the website http://www.elcivics.com/emergencies-crossword.pdf.

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 2” Stories

“Teens Club 2” Informative

“Yes, we can! 2” Non-Fiction

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Secondary School UNIT: 2B

SOCIAL PRACTICE: Interpret and express information published in diverse media

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

“Brilliant! Teens 2” Facts

“Teens Club 2” Narrative

“Yes, we can! 2” Fiction

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Secondary School UNIT: 3A

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Secondary School UNIT: 4B

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Secondary School UNIT: 5A

SOCIAL PRACTICE: Produce texts to participate in academic events

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

GRADE: Second Grade Secondary School UNIT: 5B

SOCIAL PRACTICE: Interpret and express everyday life instructions

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

Programa Nacional de Inglés en la Ciudad de México

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