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:
Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
LEARNING ENVIRONMENT:
Literary and Ludic
SPECIFIC COMPETENCY:
Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico
ACHIEVEMENTS
 Distinguishes between
examples and explanations
from main ideas.
 Formulates and answers
questions about literary
essays.
 Compares information using
antonyms.
 Writes sentences to
describe cultural aspects.
DOING WITH THE LANGUAGE
Check short literary essays.
 Select texts based on their index.
 Identify textual organization.
 Identify publishing data.
 Determine topic, purpose, and
intended audience.
 Establish links between familiar and
foreign cultural aspects.
Understand the general meaning,
main ideas, and some details in a
short literary essay.
 Read short literary essays about a
cultural aspect.
 Use different comprehension strategies.
 Formulate and answer questions.
 Identify sentences used to describe a
cultural aspect.
 Distinguish between examples and
explanations from main ideas.
 Compare cultural aspects.
Describe and compare cultural
aspects.
 Enlist characteristics of a cultural
aspect.
 Propose titles for a description.
 Write sentences to describe cultural
aspects.
 Arrange sentences in paragraphs.
CONTENTS
KNOWING ABOUT
THE LANGUAGE
 Topic, purpose, and
audience.
 Textual and graphics
components.
 Patterns of textual
arrangement.
 Acoustic features.
 Repertoire of words
necessary for this
social practice of the
language.
 Key words.
 Sentence type.
 Antonyms.
 Verb tenses:
progressive forms,
past, and present.
 Adjectives, adverbs
and nouns.
 Punctuation.
 Homophones
 Upper and lowercase letters.
BEING THROUGH THE
LANGUAGE
 Acknowledge and
respect differences
between cultures.
 Appreciate cultural
expressions particular
to different countries.
 Develop flexibility and
value differences
among people and
cultures.
PRODUCT
COMPARATIVE CHART
Stage 1
Select a cultural aspect to compare
between an English-speaking country and
Mexico.
Stage 2
Consult different literary essays and other
sources to get information about the
selected cultural aspect.
Stage 3
Choose information about the selected
cultural aspect for both countries
Stage 4
Compare differences and similarities about
the cultural aspect from the selected
information.
Stage 5
Rewrite the information to complete the
comparative chart.
Stage 6
Make a comparative chart and include the
Information.
Stage 7
Check that writing is complete and
complies with grammar, spelling, and
punctuation conventions.
Stage 8
Display the comparative chart in an
exhibition
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
4B
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
Stage 3
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Stage 4
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Stages
5 and 6
Stage 7
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Stage 8
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Divide the board in two, label one column as “Mexican culture” and the other column as “English-speaking culture”. Elicit from Ss what countries are of
their interest and why. With your Ss draw a diagram showing all features they can think of, related to culture. They might include holidays, sports,
traditional dishes, clothing, art, music, flags, etc.
Ask Ss to get in teams and decide what cultural aspects they would like to compare. Allow Ss time to discuss each category and the different elements
they involve.
Have Ss tell you what aspect they want to explore as well as the sources of information they will use for the activity.
Have your Ss carry out the research needed to make the comparison. Encourage them to use different sources to get their information, such as internet,
specialized magazines, or even people they may know.
Organize team work so that Ss have the chance to share information and different points of view, take advantages of Ss who might have lived in the
States (in case there are any).
Ask your Ss if they are familiar with Venn’s diagram. Explain to them they are useful to easily see things in common and differences or allow other
graphic organizers of information.
It would be a good idea to ask Ss to look for the information in advanced so that the class time is used more efficiently.
Have Ss select the information they are going to use to create the chart. Have them rank the chosen items and include illustrations for them.
Divide the class into groups and ask them to imagine there’s an student exchange program sending Ss to your group to study Spanish
Have them discuss what cultural activities the foreign student can´t miss. Take notes on the board and have a small talk on what the most representative
cultural aspects of Mexico are from Ss’ perspective.
Help Ss organize their reference material and take notes about the most important elements to include. Remind them to include examples.
Ask SS to check if they have enough information about both cultures so they can compare and establish their similarities and differences.
Have Ss check there is balance in the information; not too much about one culture and too little about the other so they come up with an evenly
distributed and balanced chart.
Have Ss proofread their charts by dividing the tasks; some Ss can check subject and verb agreement, others one can check spelling with the help of a
dictionary, others punctuation, etc.
Have your Ss exchange their charts for peer correction and questions on the corrections they do not understand.
Have your Ss rewrite the information in the final charts making sure they include all the corrections and feedback provided by peers and yourself.
Monitor as necessary, giving indications as to how their charts can be improved. Avoid direct correction; make Ss think and reflect so that they
themselves get to the right versions.
Challenge Ss to make the most creative and attractive chart. Encourage the use of graphic components to make their charts more attractive.
Ask SS to make the comparative chart including all the previously mentioned items.
Remind Ss charts should include all the selected information and that they should be written clearly and made up with sentences that are easily read.
Monitor your Ss work to make sure the writing is complete and complies with grammar, spelling and punctuation conventions.
Have one team present their chart to another team and then switch teams until all the teams have the chance to see the others’ team work.
Encourage your SS to ask questions and express what the most interesting features of every chart were.
Display the comparative chart in an exhibition. If at all possible invite other groups and school authorities to visit the exhibition. Make sure all Ss in the
teams take turns to guarantee even participation.
Encourage Ss from other groups to attend the exhibition and feel free to provide positive feedback at all times.
If time allows, prepare an assessment instrument such as: a check list, rubric, portfolio, or any other official instrument so that they are in a position to
offer feedback to one another and let them make suggestions for further improvement. Make sure the criteria for evaluating is crystal clear to make a fair
evaluation that is enriching for both parts, those evaluating, and those being evaluated.
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
All Ready!
Macmillan
Brilliant
Santillana
Crossover
University of Dayton
Teens Club
Castillo
Yes we can
Richmond
Teacher´s
Book
Activity
Book
Reader´s
Book
pp.114-126
pp.112- 25
pp.150-168
pp.142-161
pp.162-181
pp.79-98
pp.118-132
pp.124-145
pp.T74-83b
pp.74-83
Reader
pp.98- 10
Facts
pp.115-128
Narrative
pp.103-114
Narrative
pp.64-69
Fiction
pp.39-48
WEBSITE RESOURCES
http://www.exploreandmore.org/world/default.htm
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://library.thinkquest.org/CR0212302/mexico.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