Mapping first unit English second grade
Connectors
Can
Can’t
Can?
Can’t?
Animals
places
Nationalities
Verbs
Yes/No
questions
1.1
Expressing
(in )ability
Pronouns
1.2
Verbs
Describing
people and
animals
Pronouns
Occupations
A/An
Adjectives
Adjectives
Parts of the
body
Do/
Does
From mapping, you’ll find out all the elements to go to the distribution of contents.
POSSIBLE DISTRIBUTIONS OF CONTENTS
UNIT 1
LESSON 1
INTRODUCTORY LESSON
LESSON 2
FUNCTION 1.1
Introductory lesson (rules for
the class) and general review
(diagnosis)
LESSON 4
FUNCTION 1.1
Present a text
occupations
LESSON 5
FUNCTION 1.1
LESSON 6
FUNCTION 1.1
Text describing abilities for ss
to recognise actions about
people can do
LESSON 7
FUNCTION 1.2
Text asking about abilities in
order to practice affirmative
form of auxiliary can.
LESSON 8
FUNCTION 1.2
Text asking about abilities in order to
practice negative form of auxiliary can.
Text
describing
physical appearance
Text productions for ss to
describe themselves
Text describing
appearance
LESSON 10
FUNCTION 1.2
LESSON 11
FUNCTION 1.2
LESSON 12
FUNCTION 1.2
Text production (written) from
ss to describe their favourite
animal
Text
describing
physical
characteristics of animals and
their routines and habits
(frequency adverbs)
LESSON 14
FUNCTION 1.2
Text with the use of auxiliary do in
affirmative and negative
Text with the use of auxiliary
does
in
affirmative
and
negative
Text
describing
personality adjectives
the
Text presenting the use of verb “like” in
order to describe something--someone
LESSON 16
FUNCTION 1.2
LESSON 17
FUNCTION 1.2
Text production to ss describe
themselves
(physical
appearance and personality)
LESSON 18
FUNCTION 1.2
Text presenting linking devices (and, but,
or)
LESSON 20
FUNCTION 1.2
With the information collected
LESSON 21
FUNCTION 1.2
Share their project in class.
people
LESSON 13
FUNCTION 1.2
Text presenting the use of
“like” in order to describe
physical appearance (look like)
LESSON 19
FUNCTION 1.2
Using all the devices interview
LESSON 3
FUNCTION 1.1
describing
Text describing abilities for
ss to
recognise actions about they can do
LESSON 9
FUNCTION 1.2
animal
physical
LESSON 15
FUNCTION 1.2
someone to get all
information they can.
GENERAL REVIEW
the
make a poster during the
class.
FORMAL EVALUATION OF
UNIT 1:EXAM
LESSON 1
Function 1.1
Text describing occupation and
abilities for ss to identify
vocabulary for occupation
LESSON 2
Function 1.1
Text describing occupation and
abilities (from lesson 1) for ss to
elicit abilities. (can/can’t)
LESSON 4
Function 1.1
Text production to describe other
and personal abilities. (Game-find
someone who can…)
LESSON 7
Function 1.2
Text (visual or written) with habits
and cultural aspects of a given
cultural group (Maya, Olmeca,
etc) for ss recognize expressions
related to habits
LESSON 10
Function 1.2
Oral text where a person
describes
an
ideal
person
(boyfriend, girlfriend, etc) for ss to
notice some vocabulary
LESSON 13
Function 1.2
¿?
LESSON 5
Function 1.2
Text
(written)
with
animal
descriptions for ss to identify
some characteristics (adjectives)
LESSON 8
Function 1.2
Text (from lesson 7) for ss group
habits in a chart
LESSON 16
Integration
¿?
LESSON 19
General review
FEEDBACK ON EXAMS
LESSON 3
Function 1.1
Text
(Posters)
describing
superheroes for ss to identify and
produce brief descriptions of
abilities.
LESSON 6
Function 1.2
Text (written) with famous sports
stars descriptions for ss to identify
some characteristics (adjectives)
LESSON 9
Function 1.2
Text production about ss family
(using some of the expressions
from the previous chart)
LESSON 11
Function 1.2
Function 1.2 Text productions for
ss to describe their ideal teacher.
LESSON 12
Function 1.2
Text ¿?
LESSON 14
Integration
Song (Obladi oblada) for ss
recognize the use of function 1.1
and 1.2 together.
LESSON 17
Integration
Text (written or visual) about the
Day of the Death for ss to notice
some ways to describe traditions
(habits)
LESSON 20
Formal evaluation
LESSON 15
Integration
¿?
LESSON 18
Integration
Text production for ss to describe
how their family celebrates the
Day of the Death.
LESSON 21
Feedback
LESSON 1
Review
Occupations ( unit 1 first
grade)
LESSON 4
Function 1.1
Text describing occupations
Classified
advertisement
(newspaper, magazines)
LESSON 7
Function 1.1
Text of advertisement offering
lessons or services.
Abilities with “can”
You can’t sing.
You can’t play guitar.
We teach you.
LESSON 10
Function 1.1
Oral
activity.
Identify
occupations using a recorder.
LESSON 2
Review
Occupations ( unit 1 first
grade)
Describing routines (unit 4
first grade)
LESSON 5
Function 1.1
Text describing occupations,
ask and answer ss about
ability using “can”
Yes/no questions
LESSON 8
Function 1.1
Guessing
game
about
occupations. Ss describe
activities and the group
guesses.
LESSON 3
Review
Describing routines (unit 4 first grade)
LESSON 11
Function 1.1
Reading activity.
Dialogue
about occupations. (abilities)
LESSON 6
Function 1.1
Text describing occupations giving yes/no
answers. Using “can” And reply.
LESSON 9
Function 1.1
Guessing game. “Find someone who?” Ss
practice oral text.
( evaluation)
LESSON 13
Function 1.2
Text
showing
different
animals.
(color, shapes, sizes and
environment) Adjectives.
LESSON 14
Function 1.2
Text
(pictures)
showing
animals and use of “Do/does”
Yes/no questions.
LESSON 12
Function 1.1
Text production. Spoken and written about
occupations and abilities.
Evaluation
focus:
Occupations
and
abilities.
LESSON 15
Function 1.2
Production activity. Ss make a text
describing physical appearance of animals
using “Do/does”
LESSON 16
Function 1.2
Game “guessing animals”
using
Is/are
Do/does
Don’t/Doesn’t
LESSON 19
Function 1.2
Integration.
Text describing routines and
habits of people. Simple
present tense
LESSON 22
Functions 1.1 1.2
General review
LESSON 17
Function 1.2
Text
describing
physical
appearance on people.
LESSON 18
Function 1.2
Text asking for physical characteristics of
people.
LESSON 20
Function 1.2
Integration.
Text describing routines and
habits using adverbs of
frequency.
LESSON 23
Functions 1.1 1.2
Formal evaluation Unit 1
LESSON 21
Function 1.2
Integration.
Text that integrates abilities, occupations,
adverbs and verbs.
LESSON 24
Functions 1.1 1.2
Feedback on exam.
M AIN AIM:
________At the end of the class, students will describe people’s occupations and
habits._______________________________________________________________
_______________________________________________________________________
Group: ______Unit:1
Teacher: _______
Date: __________________
_______________________________________________________________________
ACTIVITY
Describing
occupations
OBJECTIVE
Ss recognise
quotidian texts.
INTERACTION
& TIME
Teacher’s
exposition
10 minutes
Identify
vocabulary
Ss will make
predictions about the
text.
Teacher’s
exposition
MATERIAL
PROCEDURE
Advertisement
(Newspaper,
magazines,
posters, flash
cards)
T’s shows a magazine’s advertisements,
introducing new vocabulary about
occupations.
Written text
about
occupations.
Ss underline vocabulary observing
material presented, that shows ability.
Written text
Ss elicit the vocabulary from the text.
Sheet of paper.
Ss will write a short paragraph about
what people can do.
10 minutes
Reading
Ss will know the use
of “can”.
Individual
work
15 minutes
Production
of a text
Ss will use the
vocabulary to
produce a text.
Individual
work
15 minutes
EVALUATION: T’s will observe and
register ss attitude and check the
product, including the produced text in
their portfolio.
__________________
NOTES
MAIN AIM: AT THE END OF THE LESSON STUDENTS WILL BE ABLE TO IDENTIFY SOME
CHARACTERISTICS OF ANIMALS.
ACTIVITY
Knowing
animals
Modelling
adjectives
Reflection
on
Language
My pet is or
would be
OBJECTIVE
Get familiar with the
topic of the text
Identify adjectives
Get familiar with the
pattern for the use of
adjectives to describe
animals
Produce a written text
INTERACTION
& TIME
MATERIAL
Lockstep
5 min
Text
Individual
10 min
Handout
Pair work
5 min
Lockstep
2 min
Handout
Lockstep
3 min
Small groups
5 min
Lockstep
5 min
Individual
6 min
Text
Flashcards
Blackboard
Ss notebooks
Group:
Teacher:
Date:
______Unit: 1
__________________
NOTES
PROCEDURE
Ask ss to take a look at the magazine
article and mention.
ºTopic
ºNumber of animals
ºNames of animals
Ask ss to complete a chart
ºAnimal-Action or character.-Word
ºLions – run – fast
Ss discuss what the words after action or
characteristic are?
T models adjectives
Ask ss to underline the sentences read by
the teacher.
Ss identify the similarities between the
underlined sentences.
T writes down on the blackboard the
conclusions of the small groups
Ss describe their pets (if they have one) or
if they don’t what kind of pet they would
like to have
DO
REVIEW
LEARN
APPLY
English second grade
Mapping second unit
Would/wouldn´t
How is
he/she?;
How does
he/she feel?;
Uncountable
nouns
Should
Pronouns
Body
parts
2.2. Giving
advice
Imperatives
Don´t eat junk
food
Pronouns
Give advice
What’s the
problem/matter
?
2.1.
Discussing the
body and
one’s health
Health
problems
Illness
Use of if
Professions
Do/
Does
Adjetives
Use of suggestions
Why don’t you…..?
Pronouns
2.3. Making and
answering offers
and suggestions
Should/Shall I
Do/
Does
UNIT 2
LESSON 1
Welcome to students.
Diagnostic evaluation about the
contents of 1st Grade.
LESSON 4
Review of difficult contents.
LESSON 7
Function 1.1
A text asking about abilities and
inabilities in order to integrate
both.
LESSON 10
Function 1.2
A text describing person/animals
in order to make predictions and
introduce some new vocabulary.
LESSON 13
Function 1.2
A text describing animals in order
to identify its habits.
LESSON 16
Function 1.2
LESSON 19
Integration
LESSON 22
General review
LESSON 1
Function 2.1
Text describing parts of the body.
Personal pronouns and new
vocabulary
LESSON 4
Function 2.1
Written text production describing
health conditions of different
patients
LESSON 2
Diagnostic evaluation about the
contents of 1st Grade.
Oral and written exam.
LESSON 5
Function 1.1
A text describing a person in
order to identify occupations and
abilities.
LESSON 8
Function 1.1
SS produce a poster describing
their abilities and inabilities.
LESSON 3
Feedback on exam.
Review of difficult contents.
LESSON 11
Function 1.2
A text describing person/animals
in order to identify physical
appearance.
LESSON14
Function 1.2
LESSON 12
Function 1.2
A text describing animals in order
to
introduce
some
new
vocabulary.
LESSON 15
Function 1.2
LESSON 17
Integration
LESSON 20
Integration
LESSON 23
Formal evaluation of unit 1: exam
LESSON 18
Integration
LESSON 21
Integration
LESSON 24
Feedback on exam
LESSON 2
Function 2.1
Text for the ss to identify health
conditions
New vocabulary
Questions and replies
LESSON 5
Function 2.2
Text with family and friends living
advices on health issues.
Identifying modal verbs and
LESSON 3
Function 2.1
Oral text productions inquiring
after the others health.
A question to identify do and
does.
LESSON 6
Function 2.2
Text describing a visit to the
doctor.
Identify some linking devices
LESSON 6
Function 1.1
A text describing a person in
order to identify occupations and
inabilities.
LESSON 9
Function 1.1
SS describe other person’s
abilities and inabilities.
LESSON 7
Function 2.2
Text production: writing an
advertisement with health advice
and presenting it to their peers.
Identify imperative form in
advertisements.
LESSON 10
Function 2.3
Written text production in two
parts: A) Describing health
conditions and B) giving advice,
suggestions, instructions, etc.
(Students exchange part A) to
write part B).)
LESSON 13
Integration:
Oral text describing different
health/illness cases, Ss make
drawings from the descriptions.
LESSON 16
Integration
Text production: a brochure/
documentary script on a given
disease
LESSON 19
General Review
imperative form.
LESSON 8
Function 2.2
Oral text production: role playing,
students ask for and give advice.
(and, or, because, “,”…)
LESSON 9
Function 2.3
Text with someone making and
answering offers and suggestions
regarding health.
Use of “shall” and other polite
expressions.
LESSON 11
Function 2.3
Text describing general
preventive health tips. (Could be
a list made by the whole class)
Use language features
appropriately.
LESSON 12
Function 2.3
Text production (conversation) Ss
ask and answer about health in
general.
LESSON 14
Integration:
Project: Make a brochure/
documentary script on a given
disease, including causes,
symptoms and treatment.
LESSON 17
Integration
Editing of text
LESSON 15
Integration
Groups share the information they
brought and organise it.
LESSON 20
Formal evaluation of unit 2 exam
LESSON 21
Feedback on exams
LESSON 18
Integration
Sharing text
M AIN AIM:
Enable students to understand and discuss certain illnesses and the corresponding medical
advice.______________________________________________________________________
ACTIVITY
OBJECTIVE
INTERACTION
& TIME
MATERIAL
Group: ___Unit: 2 Lesson 4
Teacher: __________________
Date: __________________
PROCEDURE
NOTES
Setting up
the
situation
Ss can use the
knowledge of the
world and clues to
make predictions
about a text.
Lockstep
5’
Board
 T elicits students’ knowledge on
topics by asking questions and giving
clues.
 T writes key words on the board.
A visit to
the doctor’s
office
Ss can identify the
different symptoms
and
recommendations
mentioned on the
tape
Individual
15’
Tape
Tape recorder
Gapped text
 Ss listen to a taped dialogue between
doctor and patient to identify
symptoms described and advice
offered, filling in a gapped text.
Text work
Do
Checking
Ss can follow
structured models of
spoken/written
language regarding
health and the body
Pair work
10’
Flipchart or
OHP with
OHT
 Ss work in pairs to check their
answers.
 T plays tape and shows completed
dialogue
 Ss notice use of imperative for
medical indications
Reflection on Language
Text work
Do
Another
visit to the
doctor’s
office
Ss can use language
appropriately to
produce a short
conversation about
health problems
Lockstep
Pair work
15’
Board
Flipchart or
OHP with OHT
 T provides frame dialogue underlining
parts to be paraphrased.
 Ss practice orally and in writing.
 T elicits production from a few pairs
Text work
Apply
Mapping third unit English second grade
Nouns
Do you have?
Colors
Make
comparisons
This/that
How much?
Adjetives
3.1. Making
comparisons/expressing
degrees of difference
Yes, they are;
No, they
aren’t;
3.2. Buying and
selling things.
Clothes
Use of
would
Use of which
These/
Those
Are these?
Is this?
Can you get
me a
larger/small
er size?;
Can I try
it/the
suit/… on?;
What size do
you need?
Cortesy
expressions
Can/May I help
you?
Clothes/
fruits
Measures
M AIN AIM:
Enable students to understand and discuss certain illnesses and the corresponding medical
advice.______________________________________________________________________
ACTIVITY
OBJECTIVE
INTERACTION
& TIME
MATERIAL
Group: ___Unit: 3 Lesson 4
Teacher: __________________
Date: __________________
PROCEDURE
NOTES
Setting up
the
situation
Ss can use the
knowledge of the
world and clues to
make predictions
about a text.
Lockstep
5’
Board
 T elicits students’ knowledge on
topics by asking questions and giving
clues.
 T writes key words on the board.
A visit to
the doctor’s
office
Ss can identify the
different symptoms
and
recommendations
mentioned on the
tape
Individual
15’
Tape
Tape recorder
Gapped text
 Ss listen to a taped dialogue between
doctor and patient to identify
symptoms described and advice
offered, filling in a gapped text.
Text work
Do
Checking
Ss can follow
structured models of
spoken/written
language regarding
health and the body
Pair work
10’
Flipchart or
OHP with
OHT
 Ss work in pairs to check their
answers.
 T plays tape and shows completed
dialogue
 Ss notice use of imperative for
medical indications
Reflection on Language
Text work
Do
Another
visit to the
doctor’s
office
Ss can use language
appropriately to
produce a short
conversation about
health problems
Lockstep
Pair work
15’
Board
Flipchart or
OHP with OHT
 T provides frame dialogue underlining
parts to be paraphrased.
 Ss practice orally and in writing.
 T elicits production from a few pairs
Text work
Apply
Where is
the…?
What…?
How
many..?
There is /there
are
Is there?/are
there?
4.1Descibing
accomodation
prepositions
Furniture/home
Linking
devices
(but,and)
Make
comparisons
ACTIVITY
OBJECTIVE
Warm up
copy of the
worksheet
INTERACTION &
TIME
30 minutes
Pairs
individual
MATERIAL
copy of the
worksheet
picture
Students can recognize
and understand quotidian
texts (conversations) in
order
to
use
them
purposefully (obtain the
characteristics
of
accommodation,
make
comparisons).
Students can use
language creatively and
appropriately by selecting
lexis, phrases and
grammatical resources in
order to produce short,
relevant texts
(conversation) regarding
descriptions of
accommodation.
M AIN AIM:
Enable students to describe their homes and learn about other people’s home
To find differences between the pictures by asking and answering questions
PROCEDURE
Make one copy of the worksheet for each pair of
students in the class and cut out the pictures. :
Make one copy of the worksheet for each pair of
students in the class and cut out the pictures.
Divide students into pairs. Tell them you are going
to give each one a similar but not identical picture
of a room, and that they have to find the
differences between their pictures by making
questions and giving descriptions. Elicit the
language they will need in order to ask and answer
questions about the pictures by inviting students to
ask you about a room in your house. . Ask students
to sit back to back. Explain they shouldn’t show
their picture and give picture A to one student and
picture B to the other in each pair. . Give students a
time limit (e.g. 5 minutes) to find as many
differences between their pictures as possible. Tell
them to keep a record of the number of differences
(you can suggest they circle the objects that are
different or in different position) but they do not
need to remember details at this point. You can
have students write brief descriptions of the
pictures:
1. Ask students to stay with the same partner and
choose one of the pictures they worked with
previously.
2. Tell them to look at the picture carefully for one
minute and then put it away.
3. Give students five minutes to write down as
many details about their picture as they can
remember. Make sure they use the target
language, including negative sentences,
prepositions and linkers. For example:
There aren’t any chairs but there is an
armchair. There’s a sofa between the door and a
coffee table, etc When time is over, ask students to
exchange their picture and sentences with another
pair of students to check them.
You can also recycle comparative and superlative
forms of adjectives from the previous unit by asking
students to compare the different objects in the two
pictures with their partners and writing a set of 10
to 20 true and false comparative sentences for
another pair to decide their nature according to the
pictures. For example:
In picture A, the lamp is bigger than in B.
There are smaller windows in picture B than in
picture A, etc
.
NOTES
Follow up point
You can also recycle colors by
coloring some items before class.
4 is a great opportunity for
peer correction. Ask
students to focus on one or
two of the following
options: the appropriate
use of there is/are,
prepositions of place or
linkers. Each time students
find a mistake, they should
write the correct sentence
next to the incorrect one
and the grammatical rules
that support their decision
for the other pair to read.
Remember to encourage
respectful and supportive
correction.
Group: ___Unit:
Date:
4 house and home
_________________
__________________
M AIN AIM: To find differences between the pictures by asking and
answering questions
Group: ___Unit: 4 house and
Teacher: home
Date: __________________
__________________
___________________________________________________________________
ACTIVITY
The right
house for me
–reading,
speaking
OBJECTIVE
To talk about
accommodations
by means of a
role-play
Students
can
recognize
and
understand
quotidian
texts
(classified
advertisements
and conversations)
in order to use
them purposefully
(obtain
the
characteristics of
accommodation).
Students can use
language creatively
and appropriately
by selecting lexis,
phrases and
grammatical
resources in order
to produce short,
relevant texts
(conversation)
regarding
descriptions of
accommodation.
INTERACTION
& TIME
Groupwork:
25 min
MATERIAL
PROCEDURE
NOTES
If you have a non-multiple of 15 class,
for example, 36 students, you can
divide them into uneven groups,
making sure the cards they work with
are possible matches.
While monitoring Procedure
point 4, focus on the
questions and answers. Make
note
of
any
common
mistakes to go over them
once the activity has finished.
Could/Couldn´t
Could/Couldn´t?
Irregular and
regular verbs
Unit
5.1 Expressing
ability and inability
in the past
Linking devices
Unit 5.2
Expressing past
events
verbs
Yes, I could/No, I
couldn´t
Nouns
Was/Were?
Did you
visit
the …?
Yes, I did/No ,I
didn´t
ACTIVITY
OBJECTIVE
INTERACTION
& TIME
MATERIAL
PROCEDURE
NOTES
Vacation
time
Read the text
Identify
services
Text
production
(brochure)
To introduce the
context of the
lesson
To identify some
details
Lockstep
Individual
10 min.
Pair work
10 min.
Identify 5 different
Individual
services in the hotel and pair work
10 min.
Use language
appropriately in
order to produce a
clear text
Individual
work
5 min.
Hand out
Hand out
Hand out
Notebook
Hand out
T- Asks some questions to the ss. Who
has been on vacation lately? Did you stay
in a hotel? How many restaurants where
there? How did you get to the hotel?
Ss read the text and say what it is about
Ss read the text again and then answer
the questions
T Elicits some students to answer the
questions and Ss correct them.
Ss underline 5 services that the hotel offer
and write them on their notebook and
compare them with a partner.
T Explains the main parts of the brochure
and the way the ss are going to do it.
Homework Ss complete the skeleton and
share the texts in group work