Escuela Secundaria N° 16 “Carmen Serdán” T.M.

Clave Registro Estatal 167 C.C.T. 19EES0013R

Ciclo Escolar 2017-2018
Segunda Lengua: Inglés I
Planeación Segundo Bimestre
Prof.a Karen Cuevas De Luna

Unit 2: Using Bilingual Dictionaries Subject: Second Language: English I Grade: 1st Period: Week 1 Oct. 11th - 20th

Social practice: Understand and write instructions Product: instruction manual to learn how to use a bilingual dictionary

Specific Competency: Write instructions to use a bilingual dictionary

Environment: Academic and educational
Achievements: • Locates and reads the definitions of words both in English and Spanish. • Understands the use of upper case letters, lower case letters and
abbreviations in a dictionary. • Completes and writes sentences in order to organize them into a sequence, from a model. • Removes and/or adds information to edit
an instructions manual.
Doing with the language: Select and check bilingual dictionaries. • Identify purpose and intended audience. • Recognize graphic & text components. • Identify text
organization. • Point out sections assigned to each language. • Identify entries and subentries. • Examine numbers and special characters and determine their use.
Knowing about the language: • Textual organization patterns: listings. • Typographic signs. • Arabic and roman numbers. • Abbreviations.

Being through the language: • Show curiosity and interest in searching and obtaining information. • Favor cooperation and integration in school work.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation of mother tongue writing of personal information about learning and identity
Procedures
Stage Interaction/Time Evaluation
Teacher Students

Invite volunteers to read the questions. Clear up any

Opening T to St. questions that students may have. Then divide the previous knowledge towards
Discuss these questions
session 1 3-5’ the vocabulary
class into pairs.

Have students read the two definitions in silence. Elicit

the dictionary that matches each definition: English- students look at the different
T to St.
Development dictionaries and mark ( ) the bilingual
20-30’ Spanish, English-English. answers to questions p.24
ones.

Tell students that dictionaries can provide a lot of

information about a word such as how to spell it, how Read the definitions. Then label the
Culminating activity Remaining time to pronounce it, if it is capitalized, etc. parts of the dictionary using the words answers p.25
in red.
 Read the definitions together with students
Opening T to St. Ability to recall
and clear up any questions they may have. read definitions
session 2 3-5’ information

T to St. Then divide the class into groups. Ask Word recognition
Development
10-15’
label the parts of the dictionary. from text book p.25
groups to label the parts of the dictionary.

Culminating Remaining time in Ability to identify

activity pair work
Check as a class. Give answers accordingly
the parts

Direct students’ attention to the English

alphabet. Play Track 14. Have students
Opening T to St. repeat the letters. Then ask students to Previous
repeat the letters.
session 3 3-5’ compare the English and Spanish alphabets: knowledge
how many letters they have, which letters are
different, etc.

Explain that there are words in Spanish and

T to St. words in English in the word snake. Ask pairs Ability to share their
Development Find and circle the English words.
20-30’ to find and circle only the words in English. findings p.26
Check as a class.

Culminating Ability to identify

Remaining time Recalls the objective about dictionaries Give ideas from their findings
activity the achievement
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about spelling.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well
You live and learn. At any rate, you live. Douglas Adams

Notes:

_______________________________________ ________________________________________

Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez

Docente Director
Unit 2: Using bilingual dictionaries Subject: Second Language: English I Grade: 1st Period: Week 2 Oct 23rd – 28th
Social practice: Understand and write instructions Product: instruction manual to learn how to use a bilingual dictionary

Specific Competency: Write instructions to use a bilingual dictionary

Environment: Academic and educational
Achievements: • Locates and reads the definitions of words both in English and Spanish. • Understands the use of upper case letters, lower case letters and abbreviations
in a dictionary. • Completes and writes sentences in order to organize them into a sequence, from a model. • Removes and/or adds information to edit an instructions
manual.
Doing with the language: Select and check bilingual dictionaries. • Identify purpose and intended audience. • Recognize graphic & text components. • Identify text organization. • Point
out sections assigned to each language. • Identify entries and subentries. • Examine numbers and special characters and determine their use.
Knowing about the language: • Textual organization patterns: listings. • Typographic signs. • Arabic and roman numbers. • Abbreviations.

Being through the language: • Show curiosity and interest in searching and obtaining information. • Favor cooperation and integration in school work.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation of mother tongue writing of personal information about learning and identity

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Ask students what guidewords are for when look at the different
Opening T to St. Previous knowledge
session 4 3-5’ using a dictionary. guidewords.

Have students write the words they hear under the

appropriate guidewords.
Listen to the words on the identification of guidewords
T to St. recording and write them under
Development shows how to identify guidewords
20-30’ the appropriate guidewords. p.26

models an example

Remaining Elicits answers from the previous activity. Co-evaluate answers Oral exchanges
Culminating activity
time
 Say a word and toss the ball to a student. The student stands
up and spells the word. Check as a class if the student
spelled the word correctly. If the word is spelled correctly,
Opening T to St. he/she says another word and tosses the ball to another a student stands up and Language
student, etc. If the first student does not spell the word spells the word. Awareness
session 5 3-5’
correctly, however, he/she tosses the ball back to you and
sits down. Then you say another word and toss the ball to
another student.

Remind students that the parts of speech indicate how a word

functions in a sentence.
T to St. Match each part of speech
Development Divide the class into pairs. Read the definitions together with with its definition. Then Ex. 5 p.27
10-15’ students and clear up any questions they may have. Then have listen and check.
them match each part of speech with its definition. Next, play
Track 16 and have students check their answers.

Direct students’ attention to the parts

Find and circle the
Culminating Remaining time in of speech. Have them notice the letters in bold. Explain that, in a abbreviations for the Ex. 6p.27
activity pair work dictionary, these letters are used to abbreviate the parts of parts of speech.
speech.

Opening T to St. previous

Recall information from previous exercises answer accordingly
knowledge
session 6 3-5’

Take notes and

T to St. Invite volunteers to find and read entries in the dictionary
participate about the Ability to give
Development excerpt. Allow students time to circle the abbreviations. Check
meaning of each answers in TL
20-30’ as a class.
expression

Write the abbreviation

Culminating Have them read the sentences and decide how the words function
Remaining time of the part of speech for speaking skills
activity in each sentence: as a verb, as a noun, etc.
each word in bold
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about reading comprehension.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well
Natural ability without education has more often attained to glory and virtue than education without natural ability.

Cicero (106 BC - 43 BC)

Notes:

_______________________________________ ________________________________________

Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez

Docente Director
 Subject: Second Language:
Unit 2: Using bilingual dictionaries Grade: 1st Period: Week 3 Oct 30th – Nov 3rd
English I
Social practice: Understand and write instructions Product: instruction manual to learn how to use a bilingual dictionary

Specific Competency: Write instructions to use a bilingual dictionary

Environment: Academic and educational
Achievements: • Locates and reads the definitions of words both in English and Spanish. • Understands the use of upper case letters, lower case letters and
abbreviations in a dictionary. • Completes and writes sentences in order to organize them into a sequence, from a model. • Removes and/or adds information to edit an
instructions manual.
Doing with the language: Select and check bilingual dictionaries. • Identify purpose and intended audience. • Recognize graphic & text components. • Identify text organization. •
Point out sections assigned to each language. • Identify entries and subentries. • Examine numbers and special characters and determine their use.
Knowing about the language: • Textual organization patterns: listings. • Typographic signs. • Arabic and roman numbers. • Abbreviations.

Being through the language: • Show curiosity and interest in searching and obtaining information. • Favor cooperation and integration in school work.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation of mother tongue writing of personal information about learning and identity

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Have students open their books to page 121. Go
Opening T to St. Go to Worksheet 3 Ability to recall in TL
session 7 3-5’ over the phonetic chart and explain how it works.

Have students open their books to page 121. Go over

the phonetic chart and explain how it works.
 Form
T to St. pairs. Invite students to do activities 1 and 2. Play Track do activities 1 and 2. Listening and writing skills
Development
20-30’ 17.

Finally, invite pairs to do Activity 3. Monitor and go over the phrases and discuss the
Remaining Reading comprehension
Culminating activity check. purpose of each one.
time
 Opening T to St. Write the words rabbit, giraffe, zebra, monkey, whale, panther, write the words in
kangaroo, elephant, mouse, panda, koala, lion, rat, and gorilla alphabetical order on a alphabetical order
session 8 3-5’ on the board. sheet of paper

Read the text and

Invite a volunteer to read the title of the text and elicit
decide which part of
information that students might find in the article: what speech completes each
T to St. writing skills ex. 8
Development mammals are, what they eat, etc. Accept all answers. blank. Then write the
p. 28
10-15’ parts of speech on the
Then read the first sentence and the example aloud. Elicit
lines using
why we need a noun: Because the question needs a subject.
abbreviations.

Read the example.

Have pairs check their
Ask them to read the text carefully and decide which part of Speaking skills and
Culminating Remaining time in answers from the
speech completes each blank. Check as a class and address any reading
activity pair work previous exercise as
remaining questions students may have. comprehension
they complete the
exercise.

Read the headlines together with students and address any

questions students may have. Divide the class into pairs. Then
Opening T to St. Circle the parts of the reading
explain the three tasks they need to complete. Allow enough time to
headlines using the color comprehension p.
complete them.
session 9 3-5’ key. 29

On a separate sheet of
Ask students to copy the chart at the bottom of the page into their paper, copy the chart
T to St. notebooks. Then have them classify the words from the headlines in below. Then classify all the
Reading, listening
Development alphabetical order according to their part of speech. Next, ask them words from the headlines in
20-30’ to compare their results with another pair. Finally, include their work alphabetical order
and speaking skills
in their portfolios. according to their part of
speech.

Culminating
Remaining time Check as a class. share answers speaking skills
activity
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about ortography.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well
Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.

William James (1842 - 1910)

Notes:

_______________________________________ ________________________________________

Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez

Docente Director
 Subject: Second
Unit 2: Using bilingual dictionaries Grade: 1st Period: Week 4 Nov 6th –10th
Language: English I
Social practice: Understand and write instructions Product: instruction manual to learn how to use a bilingual dictionary

Specific Competency: Write instructions to use a bilingual dictionary

Environment: Academic and educational
Achievements: • Locates and reads the definitions of words both in English and Spanish. • Understands the use of upper case letters, lower case letters and
abbreviations in a dictionary. • Completes and writes sentences in order to organize them into a sequence, from a model. • Removes and/or adds information to edit
an instructions manual.
Doing with the language: Select and check bilingual dictionaries. • Identify purpose and intended audience. • Recognize graphic & text components. • Identify text organization.
• Point out sections assigned to each language. • Identify entries and subentries. • Examine numbers and special characters and determine their use.
Knowing about the language: • Textual organization patterns: listings. • Typographic signs. • Arabic and roman numbers. • Abbreviations.

Being through the language: • Show curiosity and interest in searching and obtaining information. • Favor cooperation and integration in school work.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation of mother tongue writing of personal information about learning and identity

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Explain that you are going to say two letters: i ,
r. Teams have to think or a word that contains
the two letters: shirt, write it on a sheet of Correct Letters randomly on the
Opening T to St. Ability to recall in TL
paper, and give it to you. If the answer is board
session 10 3-5’
correct, the team gets a point. The team with
the most points wins the game.

Ask students to remind you what a noun is: A noun

names a person, place, thing or state. Tell students
Read the definitions. Then classify the Oral exchanges and
T to St. that nouns are divided into common and proper.
Development words accordingly reading strategies
20-30’ Read the definitions. Next, divide the class into
groups.

Read the dialogue and check answers

Remaining Elicits answers from the activity Speaking skills
Culminating activity aloud
time
 Write a word from the list you prepared on the board. Divide
students into pairs. Each pair writes what they think it means on a
Opening T to St. slip of paper. Each pair’s guess must be anonymous. Collect the
Previous
slips of paper. Read the definitions from the English-English Give answers and
knowledge in TL
session 11 3-5’ dictionary aloud. The pair whose guess is most similar to the Correct Definitions
dictionary definition wins.

T to St. Read the tips together with students and address any questions they number the definitions
Ability to
Development may have. Place the English- Spanish dictionaries on a desk so that according to the
understand steps
10-15’ students can access them. Have students number the definitions and pictures above. Use
verify whether their answers from the previous exercise are correct.
Ex.11 p.30
the Tips box for help.

Culminating Remaining time in Have students read the dictionary entry for the word “play.” Then Read the definitions of Oral exchanges
activity pair work ask them to write an example for each definition. While students “play” and write an about the reading
work, monitor and help them if necessary. Check as a class. example for each. Ex. 12 p 30

Opening T to St. Tell students to look at the words on the board. Point to each
noun and get students to remain seated if the word is spelled
sit down, stand up activity listening skills
session 12 3-5’ correctly and to stand up if it isn’t. Ask students to justify their
answers.

List the bilingual

Direct students’ attention to the box with the dictionary features. dictionary features
T to St. First, ask students to write the features in alphabetical order. Ask
Development from the box in
volunteers to read the answers. Next, ask students to write an writing skills p.31
20-30’ alphabetical order.
example or each feature. Explain that they can find all the
examples on the previous pages. Write an example from
the unit for each.

Culminating
Remaining time Reading and
activity Check as a class. share answers.
writing skills
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about analysis.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well
Men acquire a particular quality by constantly acting a particular way... you become just by performing just actions, temperate by performing temperate actions,
brave by performing brave actions. Aristotle (384 BC - 322 BC)

Notes:

_______________________________________ ________________________________________

Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez

Docente Director
Unit 2b: Organizing a Debate Subject: Second Language: English I Grade: 1st Period: Week 5 No. 13th – 17th

Social practice: interpret and express information published in diverse media Product: plenary

Specific Competency: Exchange opinions regarding the contents of a radio program

Environment: familiar and community

Achievements: • Identifies words used to link ideas. • Detects speech register. • Writes expressions to produce opinions. • Answers questions to express opinions or points of view about the contents of
an oral text. • Expands main ideas in an oral exchange.

Doing with the language: Listen and check a radio program.• Establish topic, purpose and intended audience.• Differentiate voices, environment sounds and sound effects.• Discriminate advertisements
from program contents.• Identify forms of communication.• Distinguish intonation and tone of presenter and other participants.• Identify rhythm and speed. Understand the general meaning and main ideas.•
Predict the general meaning.• Differentiate parts of a radio program.• Recognize sentences and expressions used by presenter and/or other participants.• Identify the use of words to connect ideas.•
Determine the relationship between sound effects and contents.• Detect speech register.• Distinguish behavior adopted by speakers to support meaning construction.• Write sentences used by the
presenter and/or the participants.• Define sequence of statements.

Knowing about the language: • Form of communication.• Structure of radio programs.• Speech register.• Speaking turns.• Repertoire of words necessary for this social practice of the language.•
Connectors.• Verbs: modals.• Syntactic differences between British and American varieties:possessive constructions (e.g., Have you got a notebook?, Do youhave a notebook?).• Syntactic particularities of
the English language: absence of relative pronoun.

Being through the language: • Recognize the influence of media in everyday life.• Foster respect and attention towards the opinions of others.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation, co-evaluation

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Write the word radio in the middle of the board. Elicit
Opening T to St. Answer according to previous
related words and write them around the word. Accept Ability to answer in TL
session 13 3-5’ knowledge
all ideas. Leave the words on the board.

Direct students’ attention to the picture. Form pairs and

T to St. Reading and speaking
Development have them guess the meaning of the words. Tell them Read and discuss.
20-30’ p.34
to check their guesses in the Dictionary.

Remaining Then invite students to discuss the questions as a Ability to recognize

Culminating activity Answer orally
time class. concepts in TL
 Opening T to St. Ask students if they have ever listened to a radio interview.
Elicit the format of an interview, including elements such as give answers
Speaking skills in TL
session 14 3-5’ the number of participants, type accordingly
of questions, time, and so on.

T to St. Read the sentences and the options together with students and Listen to a radio Reading strategies:
Development address any questions they may have. Play Track 19. Have program and circle the skimming and
10-15’
students circle the options that correctly complete the sentences. correct options. scanning

Culminating Remaining time in

activity pair work Check as a class. Give answers randomly Speaking skills

Opening T to St.
Direct students’ attention to the parts of the sentences and ask them
read parts of sentences reading skills
session 15 3-5’ to read them.

T to St. Have students match the people with their corresponding roles. Play
Development Track 19 again for students to check their answers. check their answers Ex.3 p.34
20-30’

Culminating
Remaining time reading and
activity Invite three volunteers to read one sentence each to check them. share answers
speaking
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about synthesis.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well

Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing. Abraham Lincoln

Notes:

_______________________________________ ________________________________________
a
Prof. Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez
Docente Director
Unit 2b: Organizing a Debate Subject: Second Language: English I Grade: 1st Period: Week 6 Nov. 20th – 24th

Social practice: Interpret and express information published in diverse media Product: plenary

Specific Competency: Exchange opinions regarding the contents of a radio program

Environment: familiar and community

Achievements: • Identifies words used to link ideas. • Detects speech register. • Writes expressions to produce opinions. • Answers questions to express opinions or points of view about the contents of
an oral text. • Expands main ideas in an oral exchange.

Doing with the language: Listen and check a radio program.• Establish topic, purpose and intended audience.• Differentiate voices, environment sounds and sound effects.• Discriminate advertisements
from program contents.• Identify forms of communication.• Distinguish intonation and tone of presenter and other participants.• Identify rhythm and speed. Understand the general meaning and main ideas.•
Predict the general meaning.• Differentiate parts of a radio program.• Recognize sentences and expressions used by presenter and/or other participants.• Identify the use of words to connect ideas.•
Determine the relationship between sound effects and contents.• Detect speech register.• Distinguish behavior adopted by speakers to support meaning construction.• Write sentences used by the
presenter and/or the participants.• Define sequence of statements.

Knowing about the language: • Form of communication.• Structure of radio programs.• Speech register.• Speaking turns.• Repertoire of words necessary for this social practice of the language.•
Connectors.• Verbs: modals.• Syntactic differences between British and American varieties:possessive constructions (e.g., Have you got a notebook?, Do youhave a notebook?).• Syntactic particularities of
the English language: absence of relative pronoun.

Being through the language: • Recognize the influence of media in everyday life.• Foster respect and attention towards the opinions of others.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation, co-evaluation

Interaction/Ti Procedures
Stage Evaluation
me Teacher Students
Play Track 20. Explain that students will hear
people hum parts of a radio interview. They
Opening T to St. Listen and write Q (question), A
should listen to the intonation and decide Ability to answer in TL
session 16 3-5’ (answer) or I (instruction).
whether it is a question, an answer or an
instruction.

Play Track 21. Have students check their

answers. Then play the track again. Direct
students’ attention to the intonation used when
asking and answering questions, and to the
T to St. intonation used in the advertisement. Next, have Listen and check. Then listen and repeat. Act. 4 listening
Development
15’ them repeat the sentences imitating each
intonation. Finally, point to the words on the
board and elicit which ones were mentioned in
the lesson.

Choose an activity from page x and do it with the

Culminating activity Remaining time answer a worksheet writing skills
class.
 Write these questions on the board:
Opening T to St. How’re you? Can you swim?
Tell students that you are going to say the questions aloud and you want them to intonation practice speaking skills
session 17 3-5’
pay attention to the intonation of your voice at the end of each question.

Explain to students that, in English, when we ask Wh questions, our intonation

falls. And when we ask Yes/No questions, our intonation rises.Say each question
aloud again and ask students to repeat after you. Ask them if the intonation rises or
T to St. falls, and indicate the correct intonation with up-or-down arrows.
Development Write these sentences on the board without the arrows: speaking
intonation practice
10-15’ What does he want? ( ) skills
Why are you here? ( )
Do you know where my keys are? ( ) When did you go to the zoo? ( ) Can I talk to
you? ( )

Direct students’ attention to the pictures and the words and phrases. Ask
Read some words
Remaining volunteers to read them and answer any questions students may have. Then
Culminating and phrases from a
time in pair divide the class into pairs. Have them complete the predictions about the content radio program. Then Ex. 1p.49
activity
work of the radio program. Check as a class. Do not confirm or reject their answers. complete the
predictions.

Opening T to St.
Play Track 22. Have students check their predictions. Ask them how many Listen and check
listening skills
session 18 3-5’ answers they were able to predict correctly and what helped them to do so. answers.

Listen again and

T to St. Read the different parts of the show and address any questions students may
number the parts of
Development have. Ask them to try to remember the show and number its parts in the order
the show. listening skills
20-30’ in which they heard them. Allow pairs a few minutes to do this. Then play
Track 22 again.

Culminating Remaining
activity time Check as a class. share answers speaking sills
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program

Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.

Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about spelling.

Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well

Whenever you do a thing, act as if all the world were watching. Thomas Jefferson
Notes:

_______________________________________ ________________________________________

Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez

Docente Director
Unit 2b: Organizing a Debate Subject: Second Language: English I Grade: 1st Period: Week 7 Nov. 27th – Dic. 1st

Social practice: Interpret and express information published in diverse media Product: plenary

Specific Competency: Exchange opinions regarding the contents of a radio program

Environment: familiar and community

Achievements: • Identifies words used to link ideas. • Detects speech register. • Writes expressions to produce opinions. • Answers questions to express opinions or points of view about the contents of
an oral text. • Expands main ideas in an oral exchange.

Doing with the language: Listen and check a radio program.• Establish topic, purpose and intended audience.• Differentiate voices, environment sounds and sound effects.• Discriminate advertisements
from program contents.• Identify forms of communication.• Distinguish intonation and tone of presenter and other participants.• Identify rhythm and speed. Understand the general meaning and main
ideas.• Predict the general meaning.• Differentiate parts of a radio program.• Recognize sentences and expressions used by presenter and/or other participants.• Identify the use of words to connect ideas.•
Determine the relationship between sound effects and contents.• Detect speech register.• Distinguish behavior adopted by speakers to support meaning construction.• Write sentences used by the
presenter and/or the participants.• Define sequence of statements.

Knowing about the language: • Form of communication.• Structure of radio programs.• Speech register.• Speaking turns.• Repertoire of words necessary for this social practice of the language.•
Connectors.• Verbs: modals.• Syntactic differences between British and American varieties:possessive constructions (e.g., Have you got a notebook?, Do youhave a notebook?).• Syntactic particularities of
the English language: absence of relative pronoun.

Being through the language: • Recognize the influence of media in everyday life.• Foster respect and attention towards the opinions of others.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation, co-evaluation

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Write Zoo and Circus on the board. Invite
volunteers to come to the board and write words
Opening T to St. Ability to write accordingly
related to these places around each heading. Write words on the board
session 19 3-5’ in TL
Leave the mind maps on the board. Make sure all
the words are spelled correctly.

Ask a volunteer to remind the class what the topic of

the radio program they heard last class was: Animals in
captivity. Tell students that they are going to listen to
T to St. Listen and match the sentences with the
Development the next part of the interview. Have them find the Listening skills
20-30’ speakers.
names of the speakers and then read the sentences.
Play Track 23. Have students match the sentences with
the speakers. Check as a class.

Remaining
Culminating activity Check as a class. give possible answers Speaking skills
time
 Opening T to St.
Divide the class into pairs. Ask them to read the read the sentences and the
Previous knowledge
session 20 3-5’ sentences and the options. options

Encourage them to circle the options that they consider

correct in pencil before listening to the track. When they
T to St. are ready, play Track 23 again to check.
Development Tell students that a conjunction is a word that joins Circle the correct options. Then Ex.2 p.36 Reading
10-15’ words or groups of words. The most common are and listen again and check. comprehension
and but. Ask students to tell you the other conjunctions
that appear in the sentences from the previous activity:
so, because.

Write the following sentences on the board:

In the summer we wear light clothes ____ the weather is
hot.
Culminating Remaining time in I like walking, _____ I don’t go to school on foot _____ Complete the sentences with the
activity pair work Ex3. p.36
it’s too far. corresponding conjunction.
I love swimming _____ dancing.
Have students complete the sentences with the
corresponding conjunction. Check as a class.

Opening T to St. Ask them to answer the following questions: What radio
programs do you like listening to? Why do you like Answer according to elicited
Answers in TL
session 21 3-5’ them? What radio programs don’t you like listening to? information
Why don’t you like them?

T to St. Read the names for the contents of radio programs

Number the photos with the
Development aloud. Encourage volunteers to mime each one for
names of parts Ex. 4 p.37
20-30’ the class. Then invite students to number the photos
of a radio program
accordingly.

Tell students that they are going to listen to some

Culminating sound effects that represent each content from the
Remaining time Listen to some sound effects and Ability to recall in
activity previous activity. Play Track 24. Have students write
write the contents they represent. TL
the appropriate content name on the lines. Check as a
class.
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program
Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress.
Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check, Quiz Show

Improvement Route
Writing abilities in a worksheet about synthesis.
Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Phrase to start the day well
How you imagine the world determines how you live in it. David Suzuki
Notes:

_______________________________________ ________________________________________
Prof. a Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez
Docente Director
Unit 2b: Organizing a Debate Subject: Second Language: English I Grade: 1st Period: Week 8 Dic. 4th – Dic. 8th

Social practice: Interpret and express information published in diverse media Product: plenary

Specific Competency: Exchange opinions regarding the contents of a radio program

Environment: familiar and community

Achievements: • Identifies words used to link ideas. • Detects speech register. • Writes expressions to produce opinions. • Answers questions to express opinions or points of view about the contents of
an oral text. • Expands main ideas in an oral exchange.

Doing with the language: Listen and check a radio program.• Establish topic, purpose and intended audience.• Differentiate voices, environment sounds and sound effects.• Discriminate advertisements
from program contents.• Identify forms of communication.• Distinguish intonation and tone of presenter and other participants.• Identify rhythm and speed. Understand the general meaning and main
ideas.• Predict the general meaning.• Differentiate parts of a radio program.• Recognize sentences and expressions used by presenter and/or other participants.• Identify the use of words to connect ideas.•
Determine the relationship between sound effects and contents.• Detect speech register.• Distinguish behavior adopted by speakers to support meaning construction.• Write sentences used by the
presenter and/or the participants.• Define sequence of statements.

Knowing about the language: • Form of communication.• Structure of radio programs.• Speech register.• Speaking turns.• Repertoire of words necessary for this social practice of the language.•
Connectors.• Verbs: modals.• Syntactic differences between British and American varieties:possessive constructions (e.g., Have you got a notebook?, Do youhave a notebook?).• Syntactic particularities of
the English language: absence of relative pronoun.

Being through the language: • Recognize the influence of media in everyday life.• Foster respect and attention towards the opinions of others.

Materials: Students´book, board, posters, flash cards, audios.

Evaluation: hetero-evaluation, co-evaluation

Interaction/ Procedures
Stage Evaluation
Time Teacher Students
Have students work in pairs and match the contents
Match the four contents of a radio
Opening T to St. with the sentences. Ask them to underline the key
program with the corresponding Speaking skills
session 22 3-5’ words that helped them identify the answers. Check
information
answers with the whole class.

Ask students to work in groups. They should write

an example of each of the contents but without mentioning
T to St. which one they refer to. Have groups swap sentences and Write one more sentence for each of the
Development Writing skills p.37
20-30’ ask them to read their classmates’ work. Then they should contents above.
say which content the sentences belong to. Ask
volunteers to read some examples.

Read the names for the contents of radio programs

Remaining aloud. Encourage volunteers to mime each one for Number the photos with the names of parts
Culminating activity Listening skills
time the class. Then invite students to number the of a radio program
photos accordingly.
 Opening T to St. Elicit what it means or have students
Write the word bullying on the board. look it up in a dictionary. previous knowledge
session 23 3-5’

Tell students that they will read a radio interview

about bullying. Ask them to produce a mind map
Assign students to read the
T to St. with the information they have so far and from the
corresponding pages of the story. Then
Development interview. Ask them to open their notebook and
give them some time to complete their Writing skills
10-15’ write the word bullying at the top. Then they
mind maps. Check their ideas as a class
should have two columns with the following
and allow time to include extra ideas.
phrases in order to organize their ideas: What to
do, What not to do.

Culminating Remaining time in Ability to recall

activity pair work Elicits answers from the previous activity Share answers orally
written information

Opening T to St. Direct students’ attention to the pictures. Elicit what

the relationship is between the boy and the other Listen to three conversations with Jimmy. Previous
session 24 3-5’ people in the pictures. Play Track 25. Have students Then number the pictures. knowledge in TL
number the pictures. Check as a class.

T to St. Play Track 25 again. Have students read the

Development Listen again and write J (Jimmy), P
phrases and write the initials of the people who Writing skills p.38
20-30’ (principal), M (mom) or G (girl).
say them in the boxes. Check answers as a class.

Culminating Ask them to look back at the phrases from

Remaining time Jimmy’s conversations and answer the Give answers in an oral exchange Speaking skills
activity
questions. Check as a class.
 Implementation of teaching strategies
Brainstorming, Collaborative learning, games, graphic organizers, KWL, picture making, practice test questions, pre-reading predictions, Role-playing,
Rotation questioning, Prompts, Triggers, Question starters.
Additional adjustments for students in Inclusive Education Program
Work in pairs with a tutor student. Give additional explanation while the rest of the students are working independently. Keep track on their abilities of
information processing while giving them an opportunity to participate orally. Check their writing and reading progress. Bibliography:
Swanson, H.L. (1999). Learning Disabilities Research and Practice, 14(3).
Strategies for students in slow progress

Sequence – Break down the task, step by step prompts.

Drill-repetition and practice-review – Daily testing of skills, repeated practice, daily feedback.
Segment – Break down targeted skill into smaller units and then synthesize the parts into a whole.
Direct question and response – Teacher asks process-related questions and/or content-related questions.
Control the difficulty or processing demands of a task – Task is sequenced from easy to difficult and only necessary hints or probes are provided.

Assessment strategies:
Background Knowledge Probe, Write/Pair/Share, Visible Quiz, Concept Review, Class Discussion, Questions, Directed Paraphrasing, Pairs Check,
Quiz Show

Improvement Route

Writing abilities in a worksheet about synthesis.

Phrase to start the day well

There are many ways of going forward, but only one way of standing still. Franklin D. Roosevelt

Notes:

_______________________________________ ________________________________________
a
Prof. Karen Cuevas De Luna Prof. Emilio Cárdenas Martínez
Docente Director