Living English 2

LIVING ENGLISH 2

Unit 1: People and Animals UNIT PURPOSE To enable students to describe people and animals by making reference to their physical appearance, (in) abilities and habits/ routines

SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal kind.

FUNCTIONS: 1.1. Expressing (in) ability in the present 1.2. Describing people and animals

EXPECTED LEARNING: To be able to write notes and present information about occupations Ability to interview friends about their abilities To write an e-mail describing a friend To describe a friend´s personality and appearance To write a classified ad for a pet Ability to write an animal fact file To complete a story ending orally Write an informative text about a wild animal To give a presentation about an ethnic group

ENGLISH II NAME OF SCHOOL: NARCISO BASSOLS ___________________________ Week 1

MAIN ACTIVITIES

OBJECTIVE

Students can recognize and understand CLASS INTRODUCTION instructions and Introduce the use them teacher, purposefully students, (indicate the date, class rules greet and respond and class to greetings, routines follow instructions, participate in class).

Diagnostic evaluation

To obtain a diagnosis of the students´ English knowledge

Knowing the new vocabulary Pictionary

Ss can use knowledge of the world and clues (illustrations) to decode the meaning of unfamiliar words.

INTERACTION & T IME

Session 1 50’

Session 2 50’

Session 3 50’

MATERIAL

Unit 1: People and Animals Group: 2° A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates:

PROCEDURE

Board Notebooks

The T writes and says his/her name, age, where he/she is from, and some details of his/her personal life. The Ss will introduce themselves the same way the teacher did. The T says and writes the rules on the board. The Ss read and copy them in their notebook. E.g. Try always to communicate in English. All the permissions will be asked in English, be on time to the class, etc.

Diagnostic instrument

The T explains the Ss that this is only a tool to gain an understanding of their knowledge and backgrounds, after that gives them the test and asks them to answer carefully.

Living English Student´s Book 2 Pages 22 & 23 Ss notebooks

The T elicits the Ss to look at pages 22 and 23 (the Pictionary of unit 1), copy in their notebooks the name, the purpose, the social practice and the functions of unit 1. The T asks the Ss to look at the pictures and their names, and then describe the appearance of these people and say what the people and animals can and can´t do.

NOTES

ENGLISH II NAME OF SCHOOL: NARCISO BASSOLS ___________________________ Week 2 MAIN ACTIVITIES

Writing notes and presenting information about occupations.

Interviewing friends about their abilities.

Writing an email describing a friend.

OBJECTIVE

Students can use language creatively and appropriately in order to produce short, relevant texts (conversation) regarding peoples’ (in)abilities

Students can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can /kæn// kn/).

Students can recognize and understand quotidian texts (emails) in order to use them purposefully (learn about people’s appearance).

INTERACTION & T IME

Session 4 (Lesson 1, Unit 1) 50’


MATERIAL

Living English Student´s Book 2 Pages 24, 25 & 26

Living English Student´s Book 2 Pages 27, 28 & 29 Audio CD Track 02 &03



Unit 1: People and Animals Group: 2°A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates: PROCEDURE Living English: Text prediction. - Ss look at the article and say where you can find it. After that read the article and answer the questions and compare answers with partners. Work it out: Text work. - Ss look at the sentences and answer the questions about them. Try it out: Reflection on language. - Ss, in their notebooks, write sentences about the things that Carol can or can’t do using the information in the chart. Hands on: Text production. - Ss work in groups and, in their notebooks, write what abilities people with professions have, then exchange in formation and write the final version. Living English: Text prediction. - The Ss talk about the abilities of pop stars. Then look at the picture and, in pairs, say what is happening. After that listen and check their ideas and listen again to say, in pairs, who they should choose, explaining their opinions. Work it out: Text work. - Ss look at the sentences and answer the questions. Then answer the questions with their own information. After that look at the audio script on page 198 and compare them. The Ss listen to the pronunciation of can and can’t, say what the difference is. Try it out: Reflection on language. - Ss in their notebooks change the sentences to questions and, in pairs, practice the conversations, paying particular attention to pronunciation. Hands on: Text production. - Ss work in groups and write a list of questions to find people with abilities for a group, and then individually interview three classmates to find possible members.

Living English: Text prediction. - The Ss talk about how to describe a person physically. Then the Ss look at the email and answer the questions. Work it out: Text work. - The Ss look at the sentences in the text and answer the questions about them. Try it out: Reflection on language. - Ss, in their notebooks, write a short description of the boy and the girl in the picture and then compare with a partner.

NOTES

ENGLISH II NAME OF SCHOOL: ___________________________ NARCISO BASSOLS Week 3 MAIN ACTIVITIES

OBJECTIVE

Portfolio An email describing a person

Students can use language creatively and appropriately in order to produce short, relevant texts (letter/e-mail) regarding peoples’ physical characteristics.

Partial Evaluation

To evaluate students’ achievement and their performance.

Students can use language creatively and Describing a appropriately in friend’s order to produce a personality and conversation appearance. regarding peoples’ (in) abilities and physical characteristics.

INTERACTION & T IME

Session 7 50’

Session 8 50’


MATERIAL

Unit 1: People and Animals Group: 2° A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates: PROCEDURE

Living English Student´s Book 2 Page 38

Hands on: Text production. - Ss write an email to a friend in the format, describing the girl in the picture by using the email on page 30 as a model. - Then they may exchange their email with a partner and read it carefully. -After that they have to rewrite their email on a sheet of paper and include any necessary changes. - Finally they will add it to their portfolios.

Partial test

The partial test needs to include the next achievements: - Vocabulary the modal verb can indicates present ability and has a regular form for all persons - adjectives with a fixed order: size + color (e.g. She has big brown eyes)

Living English Student´s Book 2 Pages 33, 34 & 35 Audio CD Track 04

Living English: Text prediction. - The Ss talk about adjectives to describe themselves. Then listen to the conversation and check the correct picture. After that they may listen again and answer the questions comparing with a friend. Work it out: Text work. - Ss look at the questions and answers given and then complete the statements. Try it out: Reflection on language. - Ss match the questions with the answers. Then think of a classmate and in their notebook, make notes about him/her including information about personality and physical appearance to ask and answer questions, in groups, and find out who the person is. Hands on: Text production. - The Ss plan a friend description to talk about with a classmate.

NOTES

ENGLISH II NAME OF SCHOOL: NARCISO BASSOLS ___________________________ Week 4

MAIN ACTIVITIES

Writing a classified advertisement for a pet.

Portfolio A classified advertisement

OBJECTIVE Ss notice the relation between indefinite articles (a, an) and nouns beginning with consonant and vowel sounds (e.g. a doctor, an accountant, etc.) Identify the purpose for writing a description of animals, intended audience and type of text required (classified); and generate and organize ideas coherently with the help of peers or the teacher.

Ss notice that some linking devices indicate addition (“,”, and) Writing an while others animal fact file indicate contrast (but), or alternative (or) and use these language features appropriately.

INTERACTION & T IME


Session 11 50’


MATERIAL

Unit 1: People and Animals Group: 2°A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates:

PROCEDURE


Living English: Text prediction. - Ss talk about pets. Then look at the classified advertisements and read them. Read what the people say to decide which the best pet is for each of them. Work it out: Text work. - The Ss look at and read the classified ads on page 36 again and underline the correct options. Try it out: Reflection on language. - Ss read the classified ad about a parrot and underline the information about it. Then they can write another advertisement to find a home for a hamster using the information in the box.


Hands on: Text production. - Ss, in pairs, write a classified ad offering a pet for adoption, they might think about the type of pet, name, age, physical characteristics, personality and abilities. - Using their notes, Ss write a classified ad in their notebooks, including a photograph or illustration and any other information that makes it attractive for the adoption. - Finally the Ss add it to their portfolios.


Living English: Text prediction. - Ss talk about unusual animals. Then look at the article and answer the question. After that, read the article carefully and answer the questions and compare with a partner. Work it out: Text work. - Ss look at the sentences from the article and look at the linking words and punctuation marks underlined. Finally they may look back and underline more examples of the linking words in the text. Try it out: Reflection on language. - The T elicits, Ss in pairs complete the information using commas, and, or, and but.

NOTES

ENGLISH II NAME OF SCHOOL:

NARCISO BASSOLS ___________________________ Week 5

MAIN ACTIVITIES

OBJECTIVE

Ss can produce an article, using some linking words with the help of peers or the teacher. Write Portfolio: an similar texts, make animal fact file. adequate corrections on a first draft and produce a final illustrated version of the text.

Students notice that some words are used to replace a proper noun (e.g. Maria is Completing a a nurse; She is story ending kind Everybody orally. likes her. Her cousin is a doctor) and use such language features appropriately. Students can use language creatively and appropriately in Writing an order to produce a informative text short text about a wild regarding animals’ animal. (in) abilities, physical characteristics, and habits.

INTERACTION & T IME

Session 13 50’



Unit 1: People and Animals Group: 2° A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates:

MATERIAL

PROCEDURE


Hands on: Text production. - The Ss write a short article about the sea horse for a magazine using the information given. - In their notebooks, the Ss make notes about the information they want to include. They can add extra information that they research on their own. - The Ss write their first draft and exchange their article with another group and read their work. - Then they may write their final version of the article and illustrate it. - Finally they add it to their portfolios.


Living English: Text prediction. - Ss comment about reading fiction and non-fiction stories. Then look at the text and say what kind of text it is. After that read the extract and answer the questions and choose the best summary of the story justifying their choice. Work it out: Text work. - The Ss look at the extracts from the text and say what or who the underlined words refer to by circling the correct option. Then answer the questions. Try it out: Reflection on language. - Ss read the sentences and circle what the underlined words refer to. Then complete the information using the reference words in the box. Hands on: Text production. - Ss read the extracts again and discuss what happens next in the story; they may act out the story.


Living English: Text prediction. - Ss talk about zebras and their stripes; then look at the web page and answer to the questions; finally they may discuss three facts about zebras. Work it out: Text work. - The Ss read the categories and match them to the information from the webpage. Then look back and answer the questions. Try it out: Reflection on language. - Ss, in their notebooks write a short paragraph about elephants using the information given.

NOTES


OBJECTIVE

Portfolio: an informative text describing a wild animal.

Ss can use knowledge of the world to anticipate type of information required and possible language needed when describing animals, their physical characteristics, abilities and their routines.

Follow a structured Giving a model of presentation spoken/written about an ethnic language to group. provide personal information.

Help the student to identify what Performance he/she has assessment learned over a (Self- and peerperiod of time, and assessment) what he/she still needs to work on

Unit 1: People and Animals Group: 2°A Teacher PROFR. JUAN VILLALOBOS PINEDA Dates:

INTERACTION & T IME

MATERIAL

PROCEDURE

Session 16 50’

Living English Student´s Book 2 Page 46 & 47

Hands on: Text production. - Ss in small teams think about an animal that represents their area. Then choose four categories they may want to include. - In their notebooks, Ss write the draft of their description using the information then chose and paste or draw a picture to illustrate their description. - The Ss compare their descriptions with other teams and make necessary changes; finally they add it to their portfolios.


Session 18 50’



Living English: Text prediction. - The Ss talk about ethnic groups. Then look at the text and say where they come from. After that they may read the entries and answer the questions about them. Finally compare their answers with a partner. Work it out: Text work. - Ss look at the sentences and circle S if they have the same meaning or D if they have different meaning, they can read the text again if necessary. Then answer the questions. Try it out: Reflection on language. - Ss find sentences with the same meaning in the text and write them. After that the Ss write the antonyms of the underlined words using the words in the box. Hands on: Text production. - Ss need to work in groups and talk about an ethnic group that may be interesting to them and in their notebooks make notes; then look at page 206 for suggested sources of information followed by preparing an oral preparation. Finally they present the information to the rest to the class. - Ss work in pairs and chose one situation to have a conversation. At the end each student assesses his/her performances. - The Ss read the “I can” chart and check the appropriate box according to how they evaluate themselves.

NOTES

ENGLISH II Unit 1: People and Animals Group: 2° A Teacher: PROFR. JUAN VILLALOBOS PINEDA Dates:

NAME OF SCHOOL:

NARCISO BASSOLS ___________________________ Week 7 MAIN ACTIVITIES

OBJECTIVE

To identify and design a campaign to be responsible Project: A for pets. campaign to be To make responsible pet adolescents aware owners. of the importance of taking correct care of animals in the community.

Bimestrial Evaluation

To obtain information about student achievement, and for the teacher to learn about his/her own performance.

Evaluation

To gather information in favor of having a real picture of individual’s achievements.

INTERACTION & T IME

Session 19 50’

MATERIAL

PROCEDURE

Think. Ss check in the box the activities that show a responsible pet owner. Plan. Ss, in groups, design and present a campaign to create more responsible pet owners in their community, considering the questions. Implement. The Ss decide on the format of their campaign: a poster, a letter, or a video. Then they may write it and illustrate it. Pages 52 & Share. The T decides when to present the campaigns. Reflection. After the presentations discuss the campaigns, and tick the 53 reflection chart. Living English Student´s Book 2

The bimestrial test needs to include the next achievements: Vocabulary The modal verb can that indicates present ability and has a regular form for all persons - The meaning of what’s something/someone like? Bimestrial test - That adjectives have a fixed order: size + color - That some words are used to replace a proper noun (e.g. She / Her) That some linking devices indicate addition (“,”, and) while others indicate contrast (but), or alternative (or) Tests are usually practical and economical tools to collect data; teachers may prefer ready-made tests or design them themselves. In the second Bimestrial situation, teachers must concentrate on producing tests of an appropriate test kind (e.g. diagnostic/ prognostic, discrete-point/integrative, subjective/ Continuous objective, etc.), that are valid and reliable, and that make use of assessment appropriate elicitation techniques (e.g. questions and answers, true/ false statements, matching, cloze, etc.). -

Session 20 50’

Session 21 50’

NOTES

LIVING ENGLISH 2

Unit 2: Health and the Body UNIT PURPOSE To enable students to give advice and make suggestions around the health topic

SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal kind. Establishing and maintaining social contacts

FUNCTIONS: 2.1. Discussing the body and one’s health 2.2. Giving advice 2.3. Making and answering offers and suggestions

EXPECTED LEARNING: To be able to talk about health problems and give suggestions Have a conversation to solve another person´s health problem Give a presentation on solutions to health problems To be able to write a plan for healthy living Write a short letter to a problem page Be able to write notes about home remedies for health problems Write instructions for a training program Have a conversation offering help for a health problem To be able to write a letter giving advice about health tips to travel to a foreign country

ENGLISH II NAME OF SCHOOL: NARCISO BASSOLS ___________________________ Week 1 MAIN ACTIVITIES

OBJECTIVE

Knowing new vocabulary (Pictionary)

Students can use knowledge of the world and clues (illustrations) to make predictions about the texts

Talking about health problems and giving suggestions

Having conversations to solve another person’s health problem

Students can use language creatively and appropriately by selecting lexis and phrases in order to produce short, relevant texts (conversation) regarding health and the body.

Students notice the different meanings that a single term may have depending on the context of use (sick)

INTERACTION & T IME Session 1 50’


MATERIAL

PROCEDURE

Living English Student´s Book 2 Pages 54 & 55

The T elicits, Ss look at pages 54 and 55 (the Pictionary of unit 2), copy on their notebooks the name, the purpose, the social practice and the functions of the unit 2. The Ss say what health problems people have and give suggestions for the different problems.

Living English Student´s Book 2 Pages 56, 57 & 58 CD Track 05


Unit 2: Health and the Body Group: Teacher: Dates:

Living English Student´s Book 2 Pages 59, 60 & 61 CD Track 06

Living English: Text prediction. - Ss talk about health problems. Then look at the picture and in pairs, say what the situation is. After that listen to the conversation and check their ideas. Then they listen again an answer the questions. Work it out: Text work. - Ss look at the questions from the conversation and complete the information. Then look at the sentences from the conversation and complete the information. Try it out: Reflection on language. - Ss look at the pictures and answer the questions using the information in the box. They next, match the sentences. Hands on: Text production. - Ss simulate they have a health problem, then ask and answer about health problems. Living English: Text prediction. - Ss check who they go to for help when they don’t feel well. Then listen to the conversation and answer the questions and compare with a partner. Work it out: Text work. - Ss look at the sentences from the conversation and underline the affirmative indications; then circle the negative indications; finally look at the sentences and answer the questions about the underlined words. Try it out: Reflection on language. - Ss match the health problems with the medical indications and, in pairs, give medical indications to their partner to help the people. Hands on: Text production. - Ss work in pairs and act out a conversation giving indications.

NOTES

ENGLISH II NAME OF SCHOOL: ___________________________ Week 2 MAIN ACTIVITIES

OBJECTIVE

INTERACTION & T IME

Giving a presentation on solutions for health problems

Ss notice that the modal verb should is used to give advice or make suggestions and has a regular form for all persons

Writing a plan for healthy living

Students can recognize and understand quotidian texts (magazine articles) in order to use them purposefully (give advice or suggest a solution/course of action).


Students notice that some nouns have irregular plurals (e.g. foot /feet, tooth /teeth) and use such language features appropriately.


Writing a short letter to a problem page


MATERIAL




Unit 2: Health and the Body Group: Teacher: Dates: PROCEDURE Living English: Text prediction. - Ss talk about eating healthy and read the article to answer the questions in their notebooks. Then look at the extract from the article and answer the questions. Work it out: Text work. - Ss look at the sentences from the article and answer the questions. Try it out: Reflection on language. - Ss read about Helen and write some advice for her, using the words that are similar to L1. Hands on: Text production. - The Ss look at the problems and say who in their family has them, research on the internet the causes and the prevention, finally presents the information to the class. . Living English: Text prediction. - Ss talk about body shapes and look at the quiz, then read and answer the quiz and the questions about it. Work it out: Text work. - Ss look at the text for help and match the sentences to complete the expert’s advice. After that read at the advice and answer the questions. Try it out: Reflection on language. - Ss look at the pictures and read, and then in their notebooks complete the advice for each of them. In their notebooks, they write another advice. Hands on: Text production. - Ss, in pairs, discuss their scores from the quiz and analyze their partner’s responses. Then they may design a plan of action to improve their partner’s health and explain their suggestions. Living English: Text prediction. - Ss talk about problem pages in magazines. Then look at the magazine page in the book and answer the questions. After that they read the advice and write the correct name on each reply. Finally discuss their ideas with a partner. Work it out: Text work. - Ss look back at the texts and find the plural form of the words, and in pairs, answer the questions. Try it out: Reflection on language. - Ss complete the advice from a doctor and use the regular or irregular plural form of the words in parenthesis.

NOTES

NAME OF SCHOOL: ___________________________ Week 3

MAIN ACTIVITIES

OBJECTIVE

Ss can identify the purpose for writing about health and the type of text Portfolio required (set of An email giving instructions); and advice generate and organize ideas coherently with the help of peers.

Partial Evaluation

To evaluate students’ achievement and their own performance.

Writing notes about home remedies for health problems

Students notice the different terms used in the context of health problems, and differentiate between units of measure.

INTERACTION & T IME

MATERIAL

Session 7 50’


Session 8 50’


Partial test


ENGLISH II Unit 2: Health and the Body Group: Teacher: Dates:

PROCEDURE

Hands on: Text production. - The Ss think about a health problem, on a sheet of paper write a short message asking for her advice. - Then the Ss exchange their message with a classmate and read about his or her problem. - The Ss write a reply to their classmate by using Maisy’s replies as a model. - Finally they added to their portfolios. The partial test needs to include the next achievements: - Vocabulary - that the modal verb should is used to give advice or make suggestions - that some nouns have irregular plurals (e.g. foot /feet, tooth /teeth) - the different meanings that a single term may have depending on the context of use (sick) Living English: Text prediction. - Ss answer the questions about home remedies and read the texts to match each one with the type of medicine. Then listen to the people describing their medical advice and write the letter of the text they refer to. Work it out: Text work. - Ss look back at the medical advice and match the two columns. Then look at the extracts from the texts and answer the questions. Try it out: Reflection on language. - Ss complete the prescription and the note using the words in the box. Then compare their answers with a partner.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Students can use language creatively and appropriately in Portfolio order to produce A home short, relevant remedy texts (home remedies) regarding health and the body. Ss notice that some linking devices indicate addition (“,”, and) Writing while others instructions for indicate cause a training (because) or program alternative (or) and use such language features appropriately. Students can produce individual sentences in preparation to writing a set of Portfolio: a set instructions, and of instructions join or sequence for a training them later using program some linking devices (“,”, and, because, or) in order to make the text coherent.

INTERACTION & T IME

Session 10 50’


Session 12 50’

ENGLISH II Unit 2: Health and the Body Group: Teacher: Dates:

MATERIAL

PROCEDURE


Hands on: Text production. - In pairs, Ss, think of some home remedies for the following problems. Then write a set of instructions in their notebook. - They may work in small groups, compare their notes and choose two remedies. - After that, they may write each remedy on a separate sheet of paper, using their dictionaries or asking their teacher for help with vocabulary, if necessary. - Finally they need to rewrite their remedies and illustrate or paste a picture to add it in their portfolios.


Living English: Text prediction. - The Ss say if they follow any type of exercise program, and then read the email. After that read the email text and answer the questions. Work it out: Text work. - The Ss look at the sentences from the text and answer the questions; they may pay attention to the underlined words. Try it out: Reflection on language. - The Ss link the ideas using the words in the box and rewrite the sentences in their notebooks, they may use commas when necessary.


Hands on: Text production. - Ss, in pairs, are going to write a set of instructions for a friend who wants to start a new training program. - The Ss think of the important aspects of the activity and what instructions and advices they can give to their friend. They should make notes relevant to their chosen activity, using the chart given on page 76 as an example. - They may write in their notebooks a draft of their instructions and give reasons where necessary. - They can exchange their draft with another pair of classmates and check their work carefully. - Finally the Ss write a final version of their instructions and keep a copy in their portfolios.

NOTES

ENGLISH II NAME OF SCHOOL: ___________________________ Week 5

MAIN ACTIVITIES

OBJECTIVE

Having a conversation offering help for a health problem

Ss can produce some fixed expressions with appropriate stress, rhythm and intonation when giving advice, and when making suggestions.

Writing a letter giving advice about health tips to travel to a foreign country

Students can use language creatively and appropriately in order to produce short, relevant texts (letter) regarding health and the body.

Portfolio A letter of advice

Ss can produce a skeleton of the text to be written, identifying and establishing the basic organization of components (letter: introduction, body, conclusions), with the help of peers, the teacher or a similar text.

INTERACTION & T IME



Session 15 50’

MATERIAL


PROCEDURE

Living English: Text prediction. - Ss look at the problems and discuss them. Then they have to listen to the conversation and say what the problem is. After that listen again and answer the questions and compare with a partner. Work it out: Text work. - Ss look at the sentences from the conversation and answer the questions. Then look at the audio script and answer the questions. Try it out: Reflection on language. Whiteboard - Ss complete the conversation about the picture using the phrases. Audio CD Hands on: Text production. Track 08 - In pairs, the Ss role play a conversation, one has one of the problems and the other offers to help. Living English Student´s Book 2 Pages 77, 78 & 79


Living English: Text prediction. - Ss talk about traveling and important information for the health of a traveler. Then should read the letter and answer the question about it. Work it out: Text work. - The Ss read the text again and answer the questions. Then they identify the parts of the letter and write the correct letter next to the corresponding part. Try it out: Reflection on language. - Ss complete the letter with the words from the box.


Hands on: Text production. - Ss, in groups, choose an interesting place in their country for travelers. In their notebooks they may write notes about the aspects they think are important for visitors to the area in order to look after their health, - Ss, in pairs, write a letter to a friend who is planning to travel to the place they chose. They might give him/her advice to look after his/ her health including the components of a letter given. - They can exchange their letter with another pair and check their work. - Then they may keep their letters in their portfolios. .

NOTES


MAIN ACTIVITIES

OBJECTIVE

Help the student to identify what Performance he/she has assessment learned over a (Self- and peerperiod of time, and assessment) what he/she still needs to work on To devise and present a plan to develop healthy Project: a eating habits at healthy eating school and in the habits community. Developing To raise Ss’ healthy eating awareness about habits the importance of developing healthy habits.


To obtain information about student achievement, and for the teacher to learn about his/her own performance.

INTERACTION & T IME

Session 16 50’

Session 17 50’

Session 18 50’


MATERIAL

PROCEDURE


- Ss work in pairs and chose one situation to have a conversation. At the end each student assesses his/her performances. - The Ss read the “I can” chart and check the appropriate box according to how they evaluate themselves.

Think. Ss classify the food in the appropriate columns in the chart. Plan. Ss, in groups, plan and present a proposal to develop healthy eating Living habits in school. Considering the questions given. English Implement. Ss decide on the format of their plan: a poster, a brochure, or Student´s an article for the school newspaper. They may write their plan and illustrate Book 2 it. Share. The T decides a calendar for the presentations of all the groups in Pages 84 & their class. 85 Reflection. After the presentations discuss the plans, and tick the reflection chart.

Bimestrial test

The bimestrial test needs to include the next achievements: - Vocabulary - The modal verb should - The imperative form used to give medical indications - Irregular plurals of some nouns (e.g. foot /feet, tooth/teeth) - Use of quantifier followed by of and uncountable nouns (e.g. a cup of tea, three drops of syrup, a piece of cotton, etc.) - The different meanings that a single term may have depending on the context of use (sick) - Linking devices indicate addition (“,”, and), cause (because) or alternative (or)

NOTES

LIVING ENGLISH 2

Unit 3: Shopping and Clothes UNIT PURPOSE To enable students to participate in conversations in which they compare, buy or sell a variety of items.

SOCIAL PRACTICE: Giving and obtaining factual information of a personal and non-personal kind Carrying out certain transactions

FUNCTIONS: 3.1. Making comparisons/expressing degrees of difference 3.2. Buying and selling things

EXPECTED LEARNING Being able to discuss personal preferences about colors and styles of clothes To choose clothes for a trip and give reasons why Design an advertisement for a new clothes store To decide on a clothing or accessory item as a present and give reasons why you chose it Share ideas and opinions on places for shopping where you live Creating an online catalog Be able to have a conversation about buying an article of clothing Have a telephone conversation about articles in a clothes store To hold a conversation with a friend and a store clerk


OBJECTIVE


Students can use knowledge of the world and clues (illustrations, realia) to make predictions about the texts.

Discussing personal preferences about colors and styles of clothes

Students notice the use of singular (this – that) and plural demonstrative pronouns (these – those) and discriminate the particular sounds used in this / IS/ and these /i:z/.

Choosing clothes for a trip and give reasons why

Students notice that the forms adjective + -er (...than) and more + adjective (... than) indicate inequality and discriminate the particular sounds used in and –ty /tI/ and –teen /ti:n/.

INTERACTION & T IME

Session 1 50’


MATERIAL Living English Student´s Book 2 Pages 86 & 87

Living English Student´s Book 2 Pages 88, 89 & 90 Audio CD Tracks 09 &10


Living English Student´s Book 2 Pages 91, 92 & 93 Audio CD Tracks 11, 12 &13

Unit 3: Shopping and Clothes Group: Teacher: Dates: PROCEDURE The T elicits Ss to look at pages 86 and 87 (the Pictionary of unit 3), copy on their notebooks the name, the purpose, the social practice and the functions of unit 3. The Ss look at the pictures and, in pairs, make comparisons about the size, color, and price of items. Then they can role play a dialogue between one of these people and a store owner to buy something. Living English: Text prediction. - Ss circle the factors that are important for them when they buy clothes. Then they look at the picture and, in pairs, discuss what kind of clothes they´re looking for. After that underline the answer to the questions. Work it out: Text work. - Ss look at the sentences from the conversation and look back at the picture on page 88 to answer the questions. They might pay special attention to the pronunciation of “this” and “these”. Try it out: Reflection on language. - Ss look at the picture and complete the mini-conversations using the words in the box. Then they listen and circle the sentences they hear. Hands on: Text production. - In groups, Ss look at the clothes in the store and decide which clothes they like and think about their characteristics. Then in small groups, say which of the clothes they like. They should use the correct pronunciation. Living English: Text prediction. - Ss talk about items in a catalog and look at the picture, then, in pairs, say the season. After that the Ss listen to the conversation and answer the questions. Work it out: Text work. - Ss look at the extracts from the conversation and circle the correct options. Then underline two more examples of the adjectives. Try it out: Reflection on language. - Ss look at the pictures and complete the sentences using the correct form of the word in parenthesis. Then listen and describe the clothes. Hands on: Text production. - In pairs, Ss talk about the clothes they would need for a trip.

NOTES


Designing an advertisement for a new clothes store

Portfolio: An advertisement of a new clothes store

Partial Evaluation

OBJECTIVE Ss notice that the forms the + adjective + -est and the most + adjective indicate that one of a group is outstanding in a particular way Students can identify the purpose for writing a description of items for sale (advertisement); and generate ideas coherently with the help of peers.


INTERACTION & T IME Session 4 (Lesson 3, Unit 3) 50’

Session 5 50’

Session 6 50’

Unit 3: Shopping and Clothes Group: Teacher: Dates:

MATERIAL

PROCEDURE


Living English: Text prediction. - Ss talk about buying clothes at sales and then look at the text and answer the question about it. After that look at the ad and answer the questions. Work it out: Text work. - The Ss look at the sentences from the ad to answer the questions. Try it out: Reflection on language. - The Ss complete the information using the words in parenthesis.


Hands on: Text production. - In small groups, Ss make plans for a new clothes store and answer the questions. - They need to design and write an advertisement to attract people to their store; they can look back at pages 94 & 95 for ideas. - They might exchange their ads with another group of classmates and check them. Then rewrite the ads on a sheet of paper and finally the Ss add their productions at their portfolios.

Partial test

The partial test needs to include the next achievements: - Vocabulary - The implication of physical proximity or distance when using singular (this – that) and plural demonstrative pronouns (these – those) The forms adjective + -er (...than) and more + adjective (... Than) indicate inequality - The forms the + adjective + -est and the most + adjective indicate that one of a group is outstanding in a particular way - Changes in spelling at the end of adjectives when using their comparative and superlative forms (e.g. Big bigger biggest, pretty prettier prettiest, large larger largest, cheap cheaper cheapest, etc.)

NOTES


MAIN ACTIVITIES

OBJECTIVE

Deciding on a clothing or accessory item as a present and giving reasons why you choose it

Students notice changes in spelling at the end of adjectives when using their comparative and superlative forms (e.g. big/bigger/ biggest, pretty /prettier /prettiest, large /larger /largest, cheap/ cheaper /cheapest, etc.)

Sharing ideas and opinions on places for shopping where you live

Students notice that some adjectives have irregular comparative and superlative forms (e.g. good/better /best, bad /worse /worst)

Creating an online catalog

Students can follow structured models of spoken/written language to give information about items for sale.

INTERACTION & T IME



MATERIAL






PROCEDURE Living English: Text prediction. - The Ss talk about the birthday presents and listen to the conversation and answer the questions about it. Work it out: Text work. - Ss look at the sentences from the conversation and complete the information using the phrases in the box. Try it out: Reflection on language. - The Ss write complete sentences using the correct spelling of the word in parenthesis. Hands on: Text production. - The Ss, in groups of three, choose a present and talk about the options. Living English: Text prediction. - Ss talk about buying online. Then listen to the conversation and answer the question. Work it out: Text work. - Ss look at the sentences from the conversation and answer the questions; they can look at the audio scrip on page 201 if necessary. Then match the sentences with the picture. Try it out: Reflection on language. - The Ss complete the conversation using the words in the box. Then underline the correct sentence. Hands on: Text production. - Ss, in pairs, think about the shopping options considering the questions given, then in groups of four share their ideas and opinions. Living English: Text prediction. - Ss talk about the things they can buy in the internet. Then look at the online catalog and compare options and answer the questions. After that match the symbols with the names. Work it out: Text work. - Ss look at the online catalog and check the information they can find there. Then look at the catalog again and, in pairs, find words related to the categories and write them in the boxes. Try it out: Reflection on language. - Ss complete the information missing using the words from the box. Hands on: Text production. - The Ss, in pairs, have to create an online catalog.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Having a conversation about buying an article of clothing

Students can use language creatively and appropriately in order to produce short, relevant texts (conversation) regarding buying/selling things.

Having a telephone conversation about articles in a clothes store

Holding a conversation with a friend and a store clerk

Students can use language in order to produce short, relevant texts (conversation) by producing individual sentences and join them later using some linking devices (because, or) in order to make the text coherent. Ss can infer the meaning of unfamiliar words related to shopping and clothes by recognizing synonyms and antonyms, based on content as well as on knowledge of the world and L1.

INTERACTION & T IME


MATERIAL






ENGLISH II Unit 3: Shopping and Clothes Group: Teacher: Dates:

PROCEDURE Living English: Text prediction. - Ss talk about trying on the clothes before buying them. Then, in pairs, talk about the pictures and then listen to the conversation and answer the questions, comparing with a classmate. Work it out: Text work. - The Ss look at the audio script on page 201 and complete the sentences. Try it out: Reflection on language. - Ss match the questions to the appropriate answers. Then in pairs practice the conversation. Hands on: Text production. - Ss look at the pictures and act out a shopping dialogue. Living English: Text prediction. - Ss talk about theirs favorite team t-shirt. Then listen to the conversation and answer the questions. Work it out: Text work. - Ss match the sentences from the conversation and answer the questions; they can look at the audio script on page 202 if necessary. After that the Ss look at the examples from the conversation and answer the questions. Try it out: Reflection on language. - Ss, in their notebooks, rewrite the ideas using “because” and “or”. Then write the correct questions under each item and in pairs practice. Hands on: Text production. - Ss look at the ad and think about the thing they would like to buy. In pairs, act out a conversation.

Living English: Text prediction. - Ss talk about what to wear in the different situations given. Then look at the invitations and listen to the conversation and answer the questions. Work it out: Text work. - The Ss look to the extracts of the conversation and match them with their response. Then look back at the sentences and write the word that means the same, then the opposite and finally answer the questions. Try it out: Reflection on language. - The Ss match the words in the right column and complete the text. Hands on: Text production. - Ss work in small groups and act out a conversation.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Help the student to identify what Performance he/she has assessment learned over a (Self- and peerperiod of time, and assessment) what he/she still needs to work on To design, exhibit, and exchange a Project: shopping bag shopping bag made of recycled Creating, material. exhibit, and To create and exchanging of exchange useful shopping bags items in order to made with encourage recycled adolescents to materials. recycle materials they have at home and/or school.


To obtain information about student achievement, and for the teacher to learn about his/her performance.

INTERACTION & T IME

Session 13 50’

Session 14 50’

Session 15 50’


MATERIAL

PROCEDURE


- Ss work in pairs and chose one situation to have a conversation. At the end, each student assesses his/her performances. - Ss read the “I can” chart and check the appropriate box according to how they evaluate themselves.


Bimestrial test

Think. Ss check the materials that can be recycled. Plan. Ss, in groups, are going to create a shopping bag made of recycled materials considering the questions given. Implement. Ss decide on the design and style of their shopping bag. Then they design it and illustrate it. Share. The T decides when to present the exhibition and exchange of the bags from all groups of the class. Reflection. After the exhibition of the bags choose the best options for using at home. Then complete the reflection chart. The bimestrial test needs to include the next achievements: - Vocabulary - Use of singular and plural demonstrative pronouns. - The comparative forms [adjective + -er (...than) and more + adjective (... than)] - The superlative forms [the + adjective + -est and the most + adjective] - Changes in spelling at the end of adjectives when using their comparative and superlative forms. - irregular comparative and superlative forms - The different of dress, tie, coat, glasses, watch, ring) - Use of linking devices (because, or)

NOTES

LIVING ENGLISH 2

Unit 4: House and Home UNIT PURPOSE To enable students to describe their homes and learn about other people’s homes.

SOCIAL PRACTICE: Giving and obtaining factual information of a personal and non-personal kind

FUNCTIONS: 4.1. Describing accommodation EXPECTED LEARNING: Ability to write an e-mail describing where you live To have a telephone conversation to rent somewhere to live Giving a presentation about a house you like Being able to write comments on a blog about recycled furniture To give instructions for finding misplaced objects To use a floor plan to give instructions to find a room Give a presentation about a hotel or building Design an advertisement for a property for sale Design a brochure about a famous house

ENGLISH 2 NAME OF SCHOOL: NARCISO BASSOLS ___________________________ Week 1 MAIN ACTIVITIES

OBJECTIVE


Ss can use knowledge of the world and clues (illustrations) to make predictions about the texts.

Writing an email describing where you live

Students can produce a skeleton of the text to be written, identifying and establishing the basic organization of components (email: introduction, body, conclusions), with the help of peers, or a similar text.

Having a Students notice telephone that there is and conversation to there are indicate rent existence in somewhere to singular and plural live forms respectively

Unit 4: House and Home Group: Teacher: Dates:

INTERACTION & T IME

MATERIAL

PROCEDURE

Session 1 50’


The T elicits the Ss to look at the pages 118 and 119 (the Pictionary of unit 4), copy on their notebooks the name, the purpose, the social practice and the functions of the unit. The Ss describe what furniture there is in the different rooms of the house.





Living English: Text prediction. - Ss talk about who goes to their homes. Then read the email and answer the questions and compare with a partner. Work it out: Text work. - Ss look at the sentences from the email and underline the correct answer. Then underline examples of this kind of sentences in the text. Try it out: Reflection on language. - Ss look at the picture and, in their notebooks, write sentences using words in the box and then check with a partner. Hands on: Text production. - The Ss write an email describing an apartment. Living English: Text prediction. - Ss talk about renting or buying a house or apartment. Then listen to the telephone conversation, check the ad and answer the questions. Work it out: Text work. - Ss look at the questions from the conversation and answer them. Then look at the audio script on page 202 and find the answers. Try it out: Reflection on language. - Ss underline the correct answer to the questions and work in pairs looking at the floor plans and ask and answer questions. Hands on: Text production. - Ss read the classified ads and, in pairs, decide which property they are interested in. Finally they are going to call to ask information.

NOTES


OBJECTIVE

Writing an email about weekend activities

Students can recognize and understand a magazine article in order to make comparisons.

Portfolio: a letter about a vacation

Can identify the purpose for writing a description of accommodation, intended audience and type of text required, generate and organize ideas coherently with the help of peers.

Giving a presentation about a house you like

Students can recognize and understand quotidian texts (blog) in order to use them purposefully (obtain the characteristics of accommodation, make comparisons).


INTERACTION & T IME

MATERIAL



Living English: Text prediction. - The Ss think of the types of houses and read the article to answer the questions about it, and then compare with a partner. Work it out: Text work. - Ss read the sentences from the article and answer the questions. Try it out: Reflection on language. - Ss complete the information using the words in parenthesis in the appropriate form. Then look at the pictures and talk about them.

Living English Student´s Book 2 Pages 128

Hands on: Text production. - Ss, in small groups, prepare a presentation about a house they consider interesting. Following the tips given. - Then use their notes to write the first draft of the presentation in groups. - After that, exchange their letters with another group , if possible, make suggestions to make their descriptions clearer - Finally they may rewrite their letter on a piece of paper and add it to their portfolios.


Living English: Text prediction. - Ss talk about the things they have in their bedroom and look at the text to answer the first question about it. After that they may read the blog on page 129 and answer the questions. Work it out: Text work. - The Ss read the sentences from the blog and answer the questions. Try it out: Reflection on language. - The Ss look at the pictures on the pages 130 and 131 and, in their notebooks, answer the questions and then check with a partner. After that in pairs ask and answer the questions with their own information. Hands on: Text production. - Ss, work in pairs, one is going to write a question for the blog and the other is going to answer the question, then they may change roles.

Session 5 50’


PROCEDURE

NOTES


MAIN ACTIVITIES

OBJECTIVE

Writing a comment on a blog about recycled furniture

Students notice that some prepositions indicate location (on, in, in front of, between, next to, behind) and use such language features appropriately.

Partial Evaluation


Using a floor plan to give instructions to find a room

Students can infer some information such as location of rooms/furniture, size of the house/room, location of speakers in relation to a map.

INTERACTION & T IME


Session 8 50’


MATERIAL


Partial test



PROCEDURE Living English: Text prediction. - Ss talk about forgetting things at home, then listen to the conversation and, in pairs, say why David is calling home. After that listen again and answer the questions comparing with a partner. Work it out: Text work. - Ss look at the sentences from the conversation and complete the information. Then look at the audio script on page 203 and underline two more examples of similar sentences. Try it out: Reflection on language. - Ss look at the pictures and complete the sentences using the words in the box. Then look at the picture and answer the questions. Hands on: Text production. - Ss are going to think about an object they usually forget at home and, in pairs, are going to give instructions about where the object is. The partial test needs to include the next achievements: - Vocabulary - Obtaining the characteristics of accommodation - Making comparisons - Prepositions of place (on, in, in front of, between, next to, behind) Living English: Text prediction. - Ss talk about boarding schools, then look at the picture and, in pairs, answer the question, after that listen to the conversation and answer. Work it out: Text work. - Ss look at the sentences from the conversation and choose the correct option. Try it out: Reflection on language. - Ss look at the floor plan and underline the correct option to complete the sentences using the verbs in the box in the correct form. Hands on: Text production. - Ss look at the floor plan and act out a conversation.

NOTES


MAIN ACTIVITIES

Giving a presentation about a hotel or building

Portfolio: a class presentation

Designing an advertisement for a property for sale

OBJECTIVE Students notice that some linking devices indicate addition (“,”, and), contrast (but) and use such language features appropriately. Can produce individual sentences in preparation to write a letter and join them later using some linking devices (“,”, and, but) in order to make the text coherent. Ss can produce a skeleton of the text identifying and establishing the basic organization of components (advertisement: heading, body), with the help of peers, the teacher or a similar text.

INTERACTION & T IME

ENGLISH II Unit 4: House and Home Group: Teacher: Dates:

MATERIAL

PROCEDURE


Living English: Text prediction. - Ss research about ephemeral architecture and then read the text in pairs to say why ice hotels are similar to traditional. After that answer the questions in pairs. Work it out: Text work. - Ss look at the sentences from the text and answer the questions. Try it out: Reflection on language. - Ss read the sentences and write the correct linking device on the line.

Session 11 50’


Hands on: Text production. - Ss are going to give a class presentation about a hotel or any other building. - Then, in groups, talk about what makes their hotel or building special and decide what information they would like to talk about, considering the options given. - After that, present their information to the class and give feedback to their classmates. They may make corrections if necessary. - Finally they may rewrite their information on a piece of paper and add it to their portfolios.



Living English: Text prediction. - Ss talk about their dream house. Then look at the text and answer the question. Finally they read the text and answer the questions. Work it out: Text work. - Ss look at the extracts from the text and answer the questions. Try it out: Reflection on language. - Ss match the words to their meanings and read the phrases from other ads and write H for heading, S for subheading or B for body.


NOTES


MAIN ACTIVITIES

OBJECTIVE

Ss can use language creatively and Portfolio: an appropriately in advertisement order to produce for a property an advertisement for sale regarding descriptions of accommodation. Can produce a skeleton of the text to be written, identifying and establishing the Designing a basic organization brochure about of components a famous (brochure: house heading, subheadings, body), with the help of peers, the teacher or a similar text. Ss can use language creatively and appropriately in Portfolio: a order to produce brochure short, relevant texts (brochure) regarding descriptions of accommodation.

INTERACTION & T IME

Session 13 50’


Session 15 50’

ENGLISH II Unit 4: House and Home Group: Teacher: Dates:

MATERIAL

PROCEDURE


Hands on: Text production. - Ss, in small groups, are going to design an ad for a property for sale. In their notebooks make notes about the tips given. - Then they may make their fist draft using their notes, including heading, subheading and one or two illustrations. - After that, exchange their ads with another group of classmates and read their work carefully and suggest improvements if necessary. - Finally they may rewrite their ads on a piece of paper and add it to their portfolios.


Living English: Text prediction. - The Ss talk about famous people´s home museums and then look at the text and say what kind is it. After that they may read and answer the questions. Work it out: Text work. - Ss look at the brochure on page 114 and circle the correct answer to complete the sentences. Try it out: Reflection on language. - The Ss read, work in pairs, and read the brochure to complete the missing parts using the information in the box.


Hands on: Text production. - In groups, Ss talk about any famous houses they know and make notes about them. - They may design a brochure about their chosen house and in their notebooks; write their first draft using some of the ideas given. - Then they should exchange their work with another pair and read their work carefully to suggest improvements if necessary. - Finally, the Ss rewrite their final version of their brochure on a piece of paper, illustrate and add it to their portfolios.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Help the student to identify what Performance he/she has assessment learned over a (Self- and peerperiod of time, and assessment) what he/she still needs to work on.

Project: Designing improvements for a bedroom


To create a plan to improve the appearance of students’ bedrooms and, if possible, other people’s bedrooms.

To evaluate students’ achievement and their own performance.

INTERACTION & T IME

Session 16 50’

Session 17 50’

Session 18 50’


MATERIAL

PROCEDURE


- Ss work in pairs and chose one situation to have a conversation. At the end each student assesses his/her performances. - The Ss read the “I can” chart and check the appropriate box according to how they evaluate themselves.


Think. Ss say what´s the most important factor for them to feel comfortable in their bedroom and put the ideas in order or importance. Implement. Ss individually, write five sentences in their notebooks describing their bedroom using pictures or photographs to illustrate their description. In groups, present their descriptions and decide whose bedroom needs to improve its appearance considering the questions given. Share. The T decides when to present the information to the class. Reflection. After the presentations, discuss the questions and answer the reflection chart by putting a check in the boxes.

Bimestrial test

The bimestrial test needs to include the next achievements: - Vocabulary - Use of there is and there are - The different meanings that a single term may have depending on the context of use (sink, yard) prepositions of location (on, in, in front of, between, next to, behind) - Linking devices to indicate addition (“,”, and) and indicate contrast (but)

NOTES

LIVING ENGLISH 2

Unit 5: Past Times UNIT PURPOSE To enable students to describe past events in their life and that of others

SOCIAL PRACTICE: Giving and obtaining factual information of a personal and non-personal kind

FUNCTIONS: 5.1. Expressing ability and inability in the past 5.2. Expressing past events

EXPECTED LEARNING: To talk about abilities and inabilities in the past To interview a classmate about abilities and inabilities in the past Be able to write an e-mail about a trip Ability to talk about can compare strange and scary stories from the past To write a short biography Be able to write a blog about a personal event To interview classmates about what they did last weekend To write and talk about a personal anecdote from the past Be able to write a story

ENGLISH 2 NAME OF SCHOOL: ___________________________ NARCISO BASSOLS Week 1 MAIN ACTIVITIES

OBJECTIVE


Can use knowledge of the world and clues (illustrations) to make predictions about the texts.

Talking about abilities in the past

Students notice that the modal verb could indicates past ability and has a regular form for all persons and use such language features appropriately.

Interviewing a classmate about abilities and inabilities in the past

Ss can use language creatively and appropriately in order to produce short, relevant texts regarding (in) ability in the past

INTERACTION & T IME

Session 1 50’


MATERIAL

PROCEDURE


The T asks Ss to look at pages 150 and 151 (the Pictionary of unit 5), copy on their notebooks the name, the purpose, the social practice and the functions of the unit. Then the Ss look at the pictures and describe what people in the photographs did last week. Then describe the activities they could do when they were 10.



Unit 5: Past Times Group: Teacher: Dates:


Living English: Text prediction. - Ss talk about their pictures when they were little. Then listen to the conversation and say what they are talking about. Work it out: Text work. - Ss read the sentences from the conversation and answer the questions on page 153. Try it out: Reflection on language. - Ss look at the pictures of activities about past (in) abilities and write about them in their notebooks. Then talk about their (in) abilities. Hands on: Text production. - Ss work in groups of four and talk about what they could do. Living English: Text prediction. - Ss talk about the lives of famous people. Then they look at the picture, listen to the conversation and answer the questions about it. Work it out: Text work. - Ss read the questions from the conversation and answer the questions in their notebooks. Try it out: Reflection on language. - Ss write questions using the picture cues and in pairs ask and answer questions like exercise 1. Hands on: Text production. - Ss are going to interview a classmate about the things they could or couldn’t do in the past, in their notebooks write questions they can ask, interview the people and finally share their information with the group.

NOTES


Writing an email about a trip

Portfolio: An email about a trip

Partial Evaluation

OBJECTIVE Ss notice that the past simple tense indicates actions/ situations that started and finished at a certain moment in the past and use such language features appropriately. Ss can use language creatively and appropriately in order to produce short, relevant texts (e-mail) regarding past events. To evaluate students’ achievement and their performance.

INTERACTION & T IME


Session 5 50’

Session 6 50’


MATERIAL

PROCEDURE


Living English: Text prediction. - Ss talk about their past vacations and then read the email to answer the questions about it. Work it out: Text work. - Ss look at the sentences from the email, complete the statement, and answer the questions. Try it out: Reflection on language. - The Ss need to complete the information using the past form of the verbs in parentheses.


Hands on: Text production. - Ss think about their last trip and make notes about the given information. - Then they use their notes to complete the email to a friend in their notebooks. - After that they exchange their work with another classmate and make suggestions to improve it - Finally Ss write the final version of the email on a sheet of paper, illustrated and add it to their portfolios.

Partial test

The partial test needs to include the next achievements: - Vocabulary - The modal verb could for past ability and has a regular form for all persons - The past simple tense to indicate actions/situations that started and finished at a certain moment in the past

NOTES


MAIN ACTIVITIES

OBJECTIVE

Students notice differences in final consonant sounds Talking about of regular verbs in and comparing the past (e.g. watch/ watched /t/, strange and scary stories dance/ danced /d/, visit /visited / Id/, from the past etc.) and use such language features appropriately. Students notice that the suffix –ed indicates the past Writing a short form of most verbs biography (regular verbs) and use such language features appropriately.

Portfolio: a biography

Students can use language creatively and appropriately in order to produce short, relevant texts (biography) regarding past events.

INTERACTION & T IME


MATERIAL

Living English Student´s Book 2 Pages 161, 162 & 163 Audio CD Track 24 &25


Session 9 50’




PROCEDURE Living English: Text prediction. - Ss talk about scary stories and ghosts. Then they listen to the conversation and answer the questions about it. Work it out: Text work. - Ss listen to the sentences from the conversation and, in pairs, answer the question. Then write the verbs in the appropriate column according to how they are pronounced, they can listen again. Try it out: Reflection on language. - Ss complete the conversation with the verbs in the box. Hands on: Text production. - Ss have to think about a scary story, make notes in their notebook, think about the questions given and, in small groups, share stories. Living English: Text prediction. - Ss talk about philanthropists and the actions they do. Then read the text about Lorena Ochoa and answer the questions comparing with a partner. Work it out: Text work. - Ss notice the spelling of the verbs in past and, in pairs, they complete the sentences; they may look back at the text if necessary. Try it out: Reflection on language. - Ss complete the sentences using the correct spelling of the verbs in parentheses. Hands on: Text production. - Ss think about their role model and tick what they know about him/her. - Then they work in small groups and share their ideas by choosing one person to write about. In their notebooks answer the questions given. - After that Ss write their first draft of a biography by using the information from their answers and the past forms. - Finally the Ss exchange their biographies to make corrections and write the final version of it on a sheet of paper to add it to their portfolios.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Students notice the use of do in negative Writing a blog statements (e.g. I about a didn’t do my personal event homework) and use such language features appropriately.

Interviewing classmates about what they did last weekend

Writing and talking about a personal anecdote

Ss notice the use of do as a main verb as an auxiliary verb in questions (e.g. What time did you do your homework?) and use such language features appropriately. Students notice that some words are used to replace nouns (e.g. I enjoyed the party. It was wonderful; Romeo and Juliet belonged to enemy families. They died young)

INTERACTION & T IME



MATERIAL





ENGLISH II Unit 5: Past Times Group: Teacher: Dates:

PROCEDURE Living English: Text prediction. - Ss talk about personal diaries and blogs. Then look at the picture and read the blog and answer the questions. Work it out: Text work. - Ss look at the sentences from the blog, underline the verbs and complete the statements. Try it out: Reflection on language. - Ss complete, in pairs, the diary entry with the negative form in the past of the verbs in parentheses. Hands on: Text production. - The Ss are going to write a blog entry with photographs using the past. Living English: Text prediction. - Ss talk about extreme sports. Then listen to the conversation and answer the questions. Work it out: Text work. - Ss look at these questions from the conversation and answer the questions about them. Then look at the audio script and find the answers. Finally look at the extracts from the conversation and answer. Try it out: Reflection on language. - The Ss match the questions and answers. Then look at the answers and, in their notebooks, write appropriate questions. Hands on: Text production. - Ss write a list of things they did last weekend and interview a classmate. Living English: Text prediction. - Ss talk about past events in their lives. Then listen to the anecdote and answer the questions about it. Work it out: Text work. - Ss read at the sentences from the anecdote and answer the questions. Then on page 205 and find more examples. Try it out: Reflection on language. - Ss replace the underlined noun with the appropriate word in the box in their notebooks. Hands on: Text production. - In pairs, share anecdotes using the questions given on page 175.

NOTES


MAIN ACTIVITIES

OBJECTIVE

Students recognize and understand short literary texts (tales Writing a story and fragments of stories) in order to comment on the feelings generated by them. Students can produce a skeleton of the text to be written, identifying and establishing Portfolio: a the basic short story organization of components (story: introduction, body, conclusions), with the help of peers, or a similar text. Help the student to identify what Performance he/she has assessment learned over a (Self- and peerperiod of time, and assessment) what he/she still needs to work on

INTERACTION & T IME


Session 14 50’

Session 15 50’

MATERIAL


PROCEDURE


Living English: Text prediction. - Ss talk about reading stories and then read the text in pairs and answer the questions. Work it out: Text work. - Ss look at the sentences from the story and, in pairs, answer the questions. Then discuss the structure of the story. Try it out: Reflection on language. - The Ss put the extracts from the story in order and identify the introduction, development and conclusion of the story.


Hands on: Text production. - Ss are going to write a story they like. - Then they write a plan for the story by following the steps given on page 178. - After that they organize their notes and write sentences and then paragraphs, using linking devices. - Finally the Ss exchange their stories to make corrections and write the final version on a sheet of paper to add it to their portfolios.


- The Ss work in pairs and chose one situation to have a conversation. At the end each student assesses his/her performances. - The Ss read the “I can” chart and check the appropriate box according to how they evaluate themselves.

NOTES

ENGLISH II Unit 5: Past Times

NAME OF SCHOOL: ___________________________

Group: Teacher: Dates:

Week 6

MAIN ACTIVITIES

OBJECTIVE

Project: Creating timeline with students’ lives


To create a timeline representing the most important events in students lives.


INTERACTION & T IME

Session 16 50’

Session 17 50’

MATERIAL

PROCEDURE


Think. The Ss complete the mind map with the events that were more important in their lives. Plan. Ss, in groups, choose the most important events in their lives and decide on the design of their timeline using the questions given. Implement. Ss write their project and illustrate it. Share. The T decides when to present the information they collected. Reflection. After the presentations, each student, discusses the questions and completes the reflection chart by checking the boxes.

Bimestrial test

The bimestrial test needs to include the next achievements: - Vocabulary - The modal verb could for past ability - The past simple tense has a regular form for all persons - The suffix –ed indicates the past form of most verbs (regular verbs) - The use of do as a main or as an auxiliary verb in questions and in negative statements - Changes in spelling at the end of regular verbs in the past - Words that are used to replace nouns - Linking devices that indicate contrast and indicate sequence - differences in final consonant sounds of regular verbs in the past

Vo. Bo.

SUBDIRECTOR(A) PROFRA. NORA HILDA CRUZ MORALES

DIRECTOR PROFR. GERARDO CHAVEZ SANCHEZ

NOTES

Living English 2

Recommend Documents