CYCLE 4, SECOND GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Second Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Uses strategies to support the
understanding of narratives.
Anticipates the general
meaning and main ideas from
details.
Distinguishes explicit from
implicit information.
Formulates and answers
questions to distinguish and
verify specific information.
Describes characteristics and
abilities.

Read and understand different types of literary texts from English-speaking countrie
Literary And ludic
Read fantasy literature and describe characters.
CONTENTS
KNOWING ABOUT
BEING THROUGH
DOING WITH THE LANGUAGE
THE LANGUAGE
THE LANGUAGE
Select and explore fantasy narratives.
Identify textual arrangement.
Identify publishing data.
Activate previous knowledge to determine topic,
purpose, and intended audience.
Read fantasy narratives and understand the general
meaning, main ideas, and some details.
Use different comprehension strategies (e.g., re
reading, self-questioning, vocabulary, text
arrangement.
Clarify meaning of words.
Identify actions used as names or as
characteristic/qualities (e.g. flying on a broomstick was
wonderful; He carries a lighted candle).
Distinguish implicit form explicit information.
Recognize events in paragraphs.
Detect words and expressions used to describe
physical features of characters.
Formulate and answer questions to determine
characters actions and abilities.

Topic, purpose and

intended audience.
Colophon: publishing
house, year, location,
etc.
Elements: characters,
events, narrator, etc.
Patterns of textual
arrangement.
Repertoire of words
necessary for this
social practice of the
language.
Adjectives and adverbs
of time.
Verb tenses: present
and past perfect.
Verb forms: gerund
and past participle.
Conditionals.
Direct and indirect
speech
Homophones: (e.g.
peace/ piece, and
bear/bare)
Differences between
British and American
variants.

Acknowledge
creativity and
imagination in the
perception of reality.
Enjoy reading

PRODUCT

COMIC STRIP
Stage 1
Select and read a fantasy
narrative.
Stage 2
Determine the episode/s to be
included in the comic strip.
Stage 3
Design the format of the comic
strip, defining spaces for
dialogues and descriptions
Stage 4
Adjust the information to write
the dialogues.
Stage 5
Write brief descriptions for the
character and the events.
Stage 6
Check that the writing of
dialogues and descriptions
comply
Stage 7
Incorporate the dialogues and
descriptions in the corresponding
spaces of the comic book and
illustrate them.
Stage 8
Rehearse the dramatized
reading of comic books to check
understanding
Stage 9.
Perform a dramatized reading of
the comic book.

Describe characters.
Express personal reactions to a text (e.g., I didnt
like).
Listen to others opinions to identify different
interpretations.
Complete sentences based on characters actions and
abilities
Write sentences based on one or more abilities of
characters.
Complete sentences with verb forms used as names
or as characteristics/qualities, using conventional
writing
Put sentences into paragraphs.
Describe physical characteristics, abilities, and actions
to discover characters.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011
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antes PNIEB

1B

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Have Ss bring fantasy narratives that they like or have read. Alternatively, Ss can be asked to use their Readers. Cast a vote on the stories that seem the most
popular. To make this stage more significant, the different stories may be presented to the group together with some visual support and, ideally, a brief summary of
what the story is going to be about.
Use different reading strategies such as skimming and scanning, as well as different types of comprehension questions to guarantee that the Ss are following the
narration aloud or in silence. While Ss are doing the reading, monitor SS and ask them to briefly describe the story and also to anticipate what may be happening
next. Also, ask Ss to identify the main ideas and details.

Stage 2

In order to create more variety, encourage group work and ask Ss to choose their own story. In case some of the teams choose the same story, divide it in
episodes to decide which team takes which chapter. If the team decides to work on its own, ask SS to divide the story as they feel it is more convenient, as long as
the different members have equal participations in terms of length and resources.

Stages
3 and 4

Have Ss decide what they want to express and how they are going to illustrate their comic strip. If necessary, encourage Ss to use different resources to clarify
meaning; promote peer assistance and the use of the target language in case they need help. As a team Ss should make decisions on the type of font to be used
and they should also plan the type and size of images to accompany the comic strip in order to make this more attractive and balanced. Ss should be taught how to
distinguish explicit from implicit information.
Ss should make a draft of their work and be given guidance as necessary. To make this easier, ask Ss to do their draft in pencil to have it checked and validated.
When the comic strip comes to its final version, make sure there are no mistakes of any kind and that SS count with the information and the elements to give the
comic strip a good reading with efficiency as well as the appropriate emotion tone, the right stress and intonation.

Stages
5 and 6

After all the revision and editing work, Ss should be well-prepared to write out the descriptions of the characters and the narrations to go with the comic strip
chosen. Monitor as necessary, both in terms of language but also in terms of presentation and attractiveness. Should there be mistakes the Ss will have to rewrite
the version until it comes out perfect. Keep an eye on the actual presentation so that it is catchy and memorable.
Have stronger Ss revise the final versions of their work in order to promote peer assistance and correction, as well as the use of the target language in case they
require help. Ask Ss to revise grammar, spelling, punctuation and contents.

Stages
7 and 8

Ss should put together dialogues and descriptions. Again, a good deal of revision work is expected so that this activity does not become manual work but a lot of
linguistic practice.
Make sure Ss rehearse the presentation of their comic strip and that production is well-structured and fluent. Each round of rehearsals should have a definite aim:
first for accuracy, then for fluency; then, add the emotion to make it dramatic and effective as a comic strip. Invite all Ss to pose questions and make sure all
questions get an answer, however simple.

Stage 9

On an agreed date have different groups come to the reading of the comic strips: raffle the order in which the different teams should take turns to read their comic
strips to the group and then to different groups and in general the school community. It might be worth closing the present social practice by having Ss react and
give an opinion on their work and the process they went through to achieve the expected learning outcomes, both in terms of language but also in terms of the
awareness that Ss have to develop upon what they have learned and the attitudes expected.

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BOOKS
Publishing house

Teachers Book

Activity Book

Readers

All Ready! 2
Macmillan

pp. 35-48

pp. 21-35

Chapter
pp. 20-32

Brilliant! Teens 2
Santillana

pp. 37-53

pp. 29-47

Facts
pp. 76-86

Crossover 2
University of Dayton

pp. 43-61

pp. 20-28

Narrative
pp. 65-77

Teens Club 2
Castillo

pp. 47-57

pp. 24-37

Narrative
pp. 42-48

Yes, we can! 2
Richmond

pp. 14-23

pp. 14-23

Fiction
pp. 5-17

Other resources
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
http://www.learn-english-today.com/fun/fun_activities.html
http://a4esl.org/
http://www.onestopenglish.com/teenagers/skills/warmers/

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB