CYCLE 4, SECOND GRADE

SCHOOL TERM 2014-2015

GRADE:

Second grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:

Produce texts to participate in academic events

Academic and Educational
Write arguments in favor or against a topic to participate in a debate.
CONTENTS

ACHIEVEMENTS
Uses various strategies to
point out information.
Selects and organizes
information.
Writes paragraphs that
express individual points of
view.
Solves doubts and offers
feedback to edit points of
view.

UNIT:

DOING WITH THE LANGUAGE

Check a Civic and Ethical topic

Select texts about a topic of Civics and Ethics from various
sources.
Identify purpose and intended audience.
Predict topic.
Understand the general meaning and main ideas.
Anticipate the general meaning.
Identify textual organization.
Select information that supports a personal point of view.
Contrast personal points of view with main ideas of a text.
Identify synonyms used by the author to express the same
main ideas.
Recognize sentences used to write points of view.
Establish connections between personal points of view and
information that broadens, exemplifies and/or explains them.
Use strategies to point out information in accordance with
personal points of views.
Write points of view about a Civic or Ethical topic to
participate in a round table, with the teachers guidance.
Organize main ideas of a text on a graph and contrast them
with a personal opinion.
Rewrite main ideas to write opinions using synonyms.
Complete sentences to write personal opinions.
Write simple and complex sentences based on personal
opinions.
Broaden or emphasize ideas using linguistic resources.
Write a paragraph that expresses points of view.
Edit points of view.
Read to check punctuation and spelling conventions.
Solve doubts and provide feedback.

Write a final version.

KNOWING ABOUT
THE LANGUAGE
Topic, purpose
and intended
audience.
Textual and
graphic
components.
Patterns of textual
arrangement.
Repertoire of
words necessary
for this social
practice of the
language.
Synonyms.
Connectors.
Conditionals
Punctuation.
Suffixes and
prefixes.
Digraphs.

BEING THROUGH THE

LANGUAGE
Learn to live in a
community.
Promote respect
towards others
opinions.
Foster cooperation
when working in
teams.

PRODUCT
ROUND TABLE
Stage 1
Choose a Civic and
Ethical topic to participate
in a round table.
Stage 2
Read texts from various
sources.
Stage 3
Contrast different personal
points of view with
information from the text.
Stage 4
Write personal points of
view.
Stage 5
Edit personal points of
view and make a clean
version in a notebook or a
card.
Stage 6
Organize turns and times
of participation.
Stage 7
Decide the place and date
the round table of each
team will take place.
Stage 8
Read the points of view to
participate in the round
table.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

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5A

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stages
4 and 5

Stages
6 and 7

Stage 8

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.
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.
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.
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.
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 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 the chance to participate.
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 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.

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BOOKS
Publishing house

Teachers Book

Activity Book

Readers Books

All Ready! 2
Macmillan

pp. 127-139

pp.126-141

Reader
pp.111-123

Brilliant! Teens 2
Santillana

pp. 169-187

pp. 162-179

Introduction
pp.129-42

Crossover 2
University of Dayton

pp. 182-201

pp. 89-98

Informative
pp.53-66

Teens Club 2
Castillo

pp.132-141

pp. 148-165

Informative
pp.28-38

Yes, we can! 2
Richmond

pp. T84-T93

pp. 84-93

Nonfiction
pp.49-60

Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607

Newspapers for teenagers: http://www.huffingtonpost.com/teen/

http://tweentribune.com/teen
http://www.channelone.com/
Debates: http://www.middleschooldebate.com/topics/topicresearch.htm
http://www.brighthubeducation.com/high-school-teaching-tips/126701-suggested-topics-for-a-high-school-debate/

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