Planeacion De Ingles

PLANEACIÓN INGLÉS II SECUNDARIA BLOQUES 1,2,3,4,5 2011-2012

ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.

ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__

PROFESOR: INGLES II FECHA: _________________

Unit 1: People and Animals

Propósito: 1.1. Expressing (in)ability in the present Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the harmonica/speak English/...). 1.2. Describing people and animals

Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/…

LESSONS

TEAM

Social Practice

PERFORMANCE EVIDENCE

REFLECTION ON LANGUAGE

STRATEGIC COMPETENCE

UNIT FOCUS

1.Meeting your a new teacher

2.This is your schoolprincipal

3.What time do you have your english class?

4.Roxane gets up at six o’ clock

5.mi uncle is stall and thin

6.What does your teacher look like?

7.Can you drive a car?

8.Elephants have big ears and black eyes

9.Whales are very intelligent.

10.Whats i s your mother like?

11.I sometimes play soccer

12.How often do you go the movies?

13.Do you now seahorses?

14.Learn about koalas

15.Do animals have routines?

16.What can animal do?

17.Have you heard about white lions?

18.Animals that live in your community

19.My favorite athlete is Ana Guevara

20.What animals do you like?

21.Create a gallery of famous people

22.Come to visit our gallery

23.Who is it?

24.Autoevaluación

Giving and obtaining factual information of a personal

and non-personal kind

1.1. Expressing (in)ability in the present

Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design

buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the

harmonica/speak English/...).

1.2. Describing people and animals

Sample productions: Zebras are beautiful. They have black and white stripes. They live in the

jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is

very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long

ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is

tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her

homework/arrives on time/…); What’s your dog like? It’s fat/lazy/

sudents can recognise and understand quotidian texts (classified advertisements, letters/emails,

magazine/newspaper articles and conversations) in order to use them purposefully (obtain

information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/

routines).

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

– Can identify the overall message and some details ((in)abilities, physical characteristics, routines/

habits) and discriminate relevant from irrelevant information, in order to identify a person or his/

her main actions/habits/routines, complete/expand a text and/or respond to a conversation.

• – Can infer age, sex, feelings, attitudes, location and situation of others.

– Can infer the meaning of some adjectives used for describing people from the context within which

they are presented, and/or by recognising synonyms (e.g. thin–slim) and antonyms (e.g. tall–short),

based on content as well as on knowledge of the world and/or L1.

– Can discriminate final consonant sounds used in can (/kæn/ or /k n/) and can’t (/kænt/).

Students can recognise and understand academic texts (articles about the routines of animals or groups

of people) in order to compare with the rest of the class their own interpretation and judgement of such

texts.

– Can relate main ideas to examples, descriptions and explanations about the routine of an animal or

group of people.

– Can use maps, photographs and charts in texts to increase their knowledge about the animal or

group of people described.

Students can recognise and understand short literary texts (tales, fragments of poems and stories) in

order to comment on the feelings generated by them.

– Can identify characters and main events.

Students can use language creatively and appropriately by selecting lexis, phrases and grammatical

resources in order to produce short, relevant texts (classified advertisement, letter/e-mail, article,

conversation) regarding peoples’ and/or animals’ (in)abilities, physical characteristics, and habits/

routines.

– Can use knowledge of the world to anticipate type of information required, expected ways of

interaction and possible language needed when describing people and their routines.

– Can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can /kæn//

k n/).

– Can identify the purpose for writing a description of people and/or animals, intended audience and

type of text required (classified advertisement, letter/e-mail, article); and generate and organise ideas

coherently with the help of peers, the teacher or by consulting different sources of information.

– Can produce a skeleton of the text to be written, identifying and establishing the basic organisation

of components (classified advertisement: heading, body; letter/e-mail, article: introduction, body,

conclusions), with the help of peers, the teacher or a similar text.

– Can produce individual sentences in preparation to write a classified advertisement, letter/e-mail,

article, and join them later using some linking devices (“,”, and, but, or) in order to make the text

coherent.

– Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to

make adequate corrections on a first draft and produce a final version of the text.

– Can illustrate appropriately the classified advertisement or article produced.

Students notice:

• that the modal verb can indicates present ability

and has a regular form for all persons

• the meaning of What’s something/someone like?

when used in the context of descriptions

• that adjectives have a fixed order: size + colour

(e.g. She has big brown eyes)

• that some words are used to replace a proper

noun (e.g. Maria is a nurse She is kind

Everybody likes her Her cousin is a doctor)

• that some linking devices indicate addition

(“,”, and) while others indicate contrast (but), or

alternative (or)

and use such language features appropriately.

Students can use some verbal and/or non-verbal

information to ease and enrich communication.

– Can rely on gestures, facial expressions and

visual context.

– Can rely on background noise, tone of voice.

– Can adjust pace according to punctuation

marks when reading aloud/silently.

Students can recognise when confused and use

verbal and/or non-verbal language to repair

communication breakdowns.

– Can support message with gestures.

– Can refer to dictionary entries.

– Can ask for/give examples to illustrate

message.

– Can paraphrase.

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