Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

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

CYCLE 4, SECOND GRADE
SCHOOL TERM 2013-2014

GRADE: Second grade UNIT: 3B

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field
LEARNING ENVIRONMENT: Academic and educational
SPECIFIC COMPETENCY: Re-write information to explain how a machine or device works

ACHIEVEMENTS

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

Show interest in
accessing scientific
and technological
information
Appreciate the
usefulness, benefits
and risks of
scientific and
technologic
progress.
Promote feedback
as a fundamental
aspect of the
learning process
POSTER ABOUT
THE OPERATION
OF A DEVICE OR
MACHINE

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

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011


Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal



PRODUT
STAGES
SUGGESTED ACTIVITIES
Stage 1
Expose Ss to different kinds of machines and their use, Ss may be asked in advanced to bring information from home by using different
sources of information such as, internet, specialized magazines, cable documental channels, etc.
Get the Ss organized in trios by playing Find someone who so that Ss join by their preferences or likes technology-wise. Once the
trios have been formed, organize a raffle so that Ss get a machine or device to work about. They may change the machine or device and
offer an alternative they feel comfortable with or know a lot about. Each team presents to the rest of the group the machine or device
chosen with some information to create interest in the different presentations to be given at the end of the social practice. Guide this
activity as necessary: We chose a-------. Its a machine for taking X-rays of the bones
Stage 2
In the same trios, get Ss organized in terms of information searching. They have to choose who is doing what. One student should search
on the internet, another one in an encyclopedia; another one a manual the student has access to, etc. In case Ss have access to
uncommon machines: an optic reader to mark exams, a special oven to melt silver, etc., invite them to bring photographs and information
about them even if it is in Spanish. The idea is to have real input from different sources. When writing, encourage Ss to provide information
about the inventor, the use, the cost, the benefits to the human being, etc.
Stage 3
After assigning a machine to each team, ask them to find information about the way it works, for this activity, a visit to the TICs lab can be
programed, or Ss might even be asked to look for the information at home, they can be advised to make use of internet or any other
source.
Prepare a presentation to give Ss a model to work on. Try to make it simple and accessible to Ss but very complete and attractive. Once
the presentation is given, have Ss analyze it in terms of contents and graphic characteristics. If at all necessary, prepare a hand-out so
that Ss concentrate on the information needed to carry out the task. Include information such as: Name of object, Intended use, Material
made of, Instructions on how to use it, etc. Have Ss attempt this work before embarking upon designing their own posters and writing their
own information. As usual, ask Ss to do this in pencil to avoid messy work and bleeding pages. Monitor as necessary. Make 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.
Stage 4
When the information has been edited, ask Ss to start planning the illustrations, allowing spaces for both, the text and the images. Make
Ss discover what a flow chart is, the way the information is presented and ask them to be careful about the size of the text in relation to the
images. While Ss are performing the activity, monitor in case they need any support, promote peer correction unless it is evident that Ss
will not be able to express themselves in English.
Stage 5
Have the trios edit the explanations on their pieces of cardboard with nice, legible handwriting and add color to make it more attractive.
Teacher should make sure they are doing a good job, in terms of language but also presentation. Take advantage of this manual work, to
ask Ss to produce verbally what is written on their posters in preparation for the final presentations.
Stage 6
Ss should have read their work before setting up a kind of Technology Fair . Have Ss design the lay-out of spaces in the classroom and
let them decide the order in which the teams will give their presentations. Ss may stand up next to their piece of work and the rest of the
group may change places or sit on the floor or in the middle of the classroom to facilitate Ss movement and get a good view of all posters.
When all posters have been presented to the group, invite other groups and then have all the posters exhibited in common areas in the
school. Have Ss themselves get permission to do so with the pertinent authorities in the school. If time allows you may even invite
parents to attend the same fair previous invitation. This in turn would lead to Ss designing the invitations and distributing them at home
and at other school grades and authorities or departments.



Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal










Books
Publishing house Teachers Book Activity Book Readers Book
"All Ready"
Macmillan
pp.88 -100 pp.82-95 Reader
pp.72-84
"Brilliant! Teens"
Santillana
pp.112-129 pp.104-123 Facts
pp.101-114
"Crossover 2
University of Dayton
pp.122-141 pp.59-68 Narrative
pp.89-102
Teens Club
Castillo
pp.88-107 pp.78-105 Narrative
pp.56-63
"Yes We Can!"
Richmond
pp.T54-T64 pp.54-63 Fiction
pp.29-38




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