Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 4, SECOND GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
Second grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
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5B
Interpret and express everyday life instructions
Familiar and Community
Understand and give instructions to perform everyday life activities
CONTENTS
ACHIEVEMENTS
KNOWING ABOUT THE
BEING THROUGH
PRODUCT
DOING WITH THE LANGUAGE
LANGUAGE
THE LANGUAGE
Listen to and explore instructions to perform
Adjusts volume, intonation,
 Topic, purpose, and
 Use language to
POSTER WITH
everyday life activities.
and tone emphasize or alter
intended audience.
plan and
INSTRUCTIONS TO
instructions.
organize.
 Identify topic, purpose and intended audience.
 Contextualization.
PERFORM AN EVERYDAY
 Recognize moods from non-verbal language.
 Transmit respect
 Acoustic features.
ACTIVITY
Understand and requests
and courtesy
 Distinguish speakers’ attitudes and turns of
 Repertoire of words
instructions to perform m an
when giving
participation.
necessary for this social
Stage 1
activity.
orders and
practice of the language.
 Detect volume, tone, rhythm, speed and intonation.
Select an everyday activity.
instructions.
Listen and understand the general meaning, main
 Determiners: quantifiers
Write sequences of
 Examine the need Stage 2
ideas, and some details regarding instructions.
e.g. some, any, and few)
Prepare instructions for the
enunciation to give
to follow
 Anticipate meaning.
articles (a, an, and, the).
selected activity.
instructions.
instructions
 Recognize words that link ideas together.
 Nouns: countable and
Stage 3
uncountable.
 Determine sequence of enunciation.
Write the instructions.
Uses linguistic resources to
 Modal verbs and adverbs
 Identify words and expressions that express orders.
Stage 4
ensure the understanding of
of
manner.
 Identify words that convey undefined quantities.
Check that instructions are
instructions.
 Verb form: imperative.
 Recognize strategies used to rephrase ideas, adjust
understood when said and
 Connectors.
volume and speed, and negotiate meaning.
heard.
Produces instructions
Provide instructions to carry out everyday
 Prepositions.
Stage 5
spontaneously.
activities.
 Lexical differences
Practice the enunciation of
 Write sentences to give instructions.
between British and
instructions.
American variants.
 Organize sentences into a sequence.
Stage 6
 Formulate questions to clarify doubts, and broaden
Display the poster on a visible
information.
place to use it whenever it is
 Use non-verbal language.
necessary to give and receive
 Use strategies to emphasize, modify and negotiate
instructions.
meaning.
 Ask for instructions to carry out activities.
 Give instructions spontaneously.
 Paraphrase instructions to confirm understanding.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 4. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES
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Stage 1
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Stage 2
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Stage 3
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Stage 4
Stage 5
Stage 6
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Have Ss work in teams in order to reconstruct their daily routine. Ask them to write the activities chronologically. They can resort to the picture dictionary (if
any) in their books or use a monolingual dictionary. Make emphasis on making complete sentences or ideas. Ask each team to present their routines orally.
Show Ss a series of instructions for a simple recipe (making coffee, preparing a sandwich, for example) in written and in images. Ss work in teams to put
them in order and present it to the class. Encourage Ss to use connectors of sequence, e.g., first, then, next, finally.
Ask Ss to work in trios to foster more active participation from all members of the team. Ss choose one activity from those mentioned in Stage 1 in order to
produce verbally a series of instructions with the different steps to carry them out.
Elicit from Ss what actions may require following instructions, e. g., prepare a dish from a recipe, change a light bulb, take care of a pet, how to recharge a
bus or subway card, etc. Try to have a good assortment of activities to make this activity richer.
Ask them to choose one activity and produce a minimum of 4 interactions and a maximum of 6 for the instructions. Ss may resort to their dictionaries for
vocabulary.
Another option is to elicit from Ss topics in which they think tourists or visitors from other countries might need advice about daily life in Mexico City (for
example: transportation, food, accommodation). For more ideas, present Ss with articles from blogs written by foreign people living in Mexico City
(www.mexicocityvibes.com, http://mexicocitydf.blogspot.mx/). Ask SS to choose one topic in order to prepare a set of instructions for their project. If
possible, verify if it is possible for Ss to post their final products on internet (Blogger, for example).
Ask Ss to put in writing what they were practicing verbally the previous session. If Ss still find it difficult or make quite a number of mistakes, give an
example, a brief demo or teach the Ss how to do this properly. The idea is to give them the framework to work from or let them struggle a bit with the
language.
Introduce the idea of statements, commands or imperatives to give instructions. Focus Ss’ attention to the formation of a statement (subject (doer of the
action) + verb (action word) + any other information (manner, place, time). Exemplify as necessary.
Alternatively you may expose Ss to these different types of interactions and let them discover the grammar behind the structure by themselves. This may
take a little longer but it is far more memorable and meaningful at the end of the day.
Monitor as necessary by checking Ss written productions.
Show Ss different public signs that they may see at the library, at a mall, at a museum, etc. Ask Ss to match sentences about what the signs mean. Point
out the use of imperatives and determiners in the sentences. Organize Ss in teams and ask them to elicit more examples about rules and regulations in
public places.
In their same teams Ss read their sets of instructions out loud for the preparation of their posters.
Have Ss think of a way to illustrate their posters to make them attractive, catchy and memorable for the groups.
Ask Ss to practice their sentences. Monitor Ss’ work to listen to the different members of all groups to correct pronunciation, stress, intonation, coherence in
ideas and correct sequencing.
Alternatively, ask Ss to prepare short dialogues about the topic they chose. For example, if they chose a recipe, they can prepare a dialogue in which a chef
and a helper explain the step to follow; if they chose how to change a light-bulb or make home repairs, they can prepare a dialogue between a parent (or an
older sibling) and their son or daughter (or sibling) explaining the steps to follow.
Have Ss display their posters, one at a time, and leave it exhibited during the presentation of their respective posters.
At the end of all presentations, leave the posters on the walls of the classroom to refer to whenever needed.
If possible, ask Ss to post their final products on a blog.
Make room to introduce the Ss to the idea of self/peer assessment.
Tackle one evaluation instrument with all Ss and leave them to create their own and include descriptors that are relevant to the specific competency, the
different types of contents (doing, knowing and being) that are relevant for this social practice.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing house
Teacher’s Book
Activity Book
Readers
“All Ready! 2”
Macmillan
pp. 127-139
pp.126-141
Reader
pp.111-123
“Brilliant! Teens 2”
Santillana
pp. 169-187
pp. 162-179
Introduction
pp.129-142
“Crossover 2”
University of Dayton
pp. 182-201
pp. 89-98
Informative
pp.53-66
“Teens Club 2”
Castillo
pp.132-141
pp. 148-165
Informative
pp. 28-38
“Yes, we can! 2”
Richmond
pp. T84-T93
pp. 84-93
Nonfiction
pp.49- 60
WEBSITE RESOURCES
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Instructions
http://www.animalplanet.com/pets/how-to-care-for-a-dog.htm
http://www.seventeen.com/health/tips/teen-recipes
http://www.wikihow.com/Prepare-to-Donate-Blood
http://mexicocitydf.blogspot.mx/2012/01/how-to-use-metrobus.html
N.B. Website resources enclosed are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every
particular classroom reality and student´s needs and preferences.
Programa de Inglés en Educación Básica en el Distrito Federal