Pnieb 2° 15-16

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO
ESCUELA SECUNDARIA TCNICA N 192 CARMEN SERDN

BIMONTHLY PLAN
2015-2016
SEIEM
SOCIAL PRACTICE OF THE LANGUAGUE: Understand and express information related to goods and services
ENVIROMENT: Familiar and Community
SPECIFIC COMPETENCE: Offer and understand suggestions in order to buy or sell a product
PRODUCT (PROJECT): Goods Catalogue
CYCLE: 4
GRADE: 2
UNIT: 1-A
STAGE OF THE PRODUCT
DOING
KNOWING
BEING
SESSION 3-10
Design the catalogue format

and illustrate the products.
Write suggestions about the
products included in the
catalogue.
Check that the suggestion
comply with gramar, spelling
and punctuation conventions.
Practice the enunciation of
suggestions using the
catalogue as a guide.
INITIAL
Activate previous knowledge to
anticipate the general meaning and
main ideas.
Identify terms that are similar to those
in the mother tongue.
Identify sounds that reveal the
location where a dialogue takes
place.
Formulates questions and answers to
understand a dialogue.
Determine sequence of enunciation.
DEVELOPMENT
Identify topic and purpise.
Identify the relationship between
speakers.
Identify way to express suggestions.
Identify strategies to emphasize
meaning.
Take on the role of the speaker to
start a dialogue.
Seek confirmation and information in
the dialogue.
Determine the linguistic resource to
link sentences together.
Detect expressions to argue or
object.
Produce expressions to argue or
object to the purchase os selling
products.
Include relevant details and
interesting information.
Construct expressions to offer
alternatives to suggestions.
END
Contextual clues Topic,

purpose, and intended
audience
Structure odf dialogues.

List of suitable words.
Verbs: modals.
Verbs forms:
subjunctive.
Connectors.
Adjective: qualifying,
comparative and
compund.
Comparative structures.
Adverbs of degree.
Sentence type.
Show
assertiveness
when making
decisions.
SESSION 1-2
Listen to a short dialog where

a transaction is taking place.
Select the goods to be
included in the catalogue.
SUGGESTED LANGUAGE
STRUCTURES
Excuse me. Can you help me?

Have you got..?
Can I see it?
Does it have a guarantee?
How much does it cost?
Can I help you?
Let me show you the..
How will you be paying?
How much does it cost?

Can I help you?
Have you got?
Let me show you the
How will you be paying?
Will it be card or cash?
What do you think?
This is better than that one.
That is more expensive.
That is bargain.
Its quite expensive.
No, I dont think it is.
VOCABULARY
INITIAL
Transaction
Supermarket
Mall
Street
Guarantee
Cash
Cost
DEVELOPMENT
Money.
Size
Type / kind
Colors
tems
Expensive / cheap
Negotiate
Compare
Agree / disagree
Cheap / cheaper
Expensive / more expensive
Good / better
Bad / worse
Sale / bargain
END
SUGGESTED ACTIVITIES
Have Ss listen to a recording

of a transaction taking
place, in the street, in a
supermarket, in a mall, etc.
Ask Ss to focus on the back
ground noise and have them
identify where the transaction
is taking place.
Have Ss listen again to the

recording of the transaction
this time Ss focus on what is
being said, and the kind of
language being used.
Have Ss think of a transaction
and have them make up a
dialogue where Ss are
comparing products, and to
negotiate a better price for.

BIMONTHLY PLAN
2015-2016
SESSION 11-12

suggestions using the
catalogue as a guide.
Present the catalogue to a
previously selected audience.
Detect rhythm, tone, speed and

intonation.
Select and adjust verbal and
nonverbal behaviors for specific
audience.
Use linguistic resources to link
sentences.
Use strategics to emphasize
meaning.
Acoustic features.
Achievements (Tick when reached):

_____ Anticipates the general meaning and main ideas by listening to familiar expressions.
_____ Identifies main ideas in oral exchanges.
_____ Searches for confirmation in an oral exchange.
_____ Produces expressions to argue or object.
_____ Adjusts tone, rhythm, and intonation in producing oral texts.
Best buy ever!

You will never go out without it!
Very reasonable prices.
Beautiful
Nice
Useful
Practical
Accesible price
SEIEM
Have Ss make their own godos
catalogue, where they describe
the product, the availability, the
cost, etc.
Have Ss display their work
around the classroom.

BIMONTHLY PLAN
2015-2016
SEIEM
SOCIAL PRACTICE OF THE LANGUAGUE: Read and understand different types of literary texts from English speaking countries.
ENVIROMENT: Literary and Ludic
SPECIFIC COMPETENCE: Refer fantasy literatura and describe characters.
PRODUCT (PROJECT): Cosmic Trip
CYCLE: 4
GRADE: 2
UNIT: 1-B
SESSION 1-2
Select, read and explore a

fantasy narrative.
Determine the episode to be
included in a comic strip.
SESSION 3-10
Design the format for the

comic strip, defining spaves for
dialogues and descriptions.
Adjust the information to write
the dialogue.
Write brif descriptions for the
characters and events.
Check that the writing of
dialogues comply with gramar,
spelling and punctuation
conventions.
Incorporate the dialogues and
descriptions in the
corresponding spaces of the
comic book and illustrate them.
SESSION
Rehearse the dramatized

Reading of comic books to
check understanding.
Perform a dramatized Reading
of the comic book.
DOING
INITIAL
Identify textual arrangement.
Identify publishing data.
Actvate previous knowledge to
determine topic, purpose, and
intended audience.
Use different comprehension
strategies.
Clarify meaning words.
DEVELOPMENT
Distinguish implicit from explicit
information.
Formulate and asnwer questions to
dtermine characters actions and
abilities.
Identify actions used as names or as
charcaterstic qualities.
Detect words and expressions used
to describe physical features of
characters.
Describe physical characteristics,
abilities and actions to discover
charcaters.
Complete sentences base don
characters actions and abilities.
Recognize events in paragraphs.
Put sentences into paragraphs.
END
Express personal reactions to a text.
Listen to others opinions to identify
different interpretations.
KNOWING
BEING
Topic, purpose, and

intended audience.
Colophon; publishing
house, year, location,
etc.
Patterns of textual
arrangments.
Acknowledge
creativity and
imagination in
the perception
SUGGESTED LANGUAGE
STRUCTURES
What is the story?
In the Sunday paper there are
many comic strip.
Are these comic strips for
children, adolescent or adults?
Elements: characters,
events, narrator, etc.
Patterns of textual
arrangments.
Verb tenses. Past and
past perfect.
Verb forms. Gerund
and past participle.
Conditionals
Homphones.
The narrator explainswhat

happens in the story.
The setting is found in
The events are
The hero rescued the kitten from
the tall tree.
The lady in danger was rescued
by our hero.
It was a bright sunny day when
The knight in shining armour
came in the dead of the night
Differences between
british and american
variants.
Direct and indirect
speech.
Who are the characters?

What is happening?
What is the story about?
Do you like it?
VOCABULARY
INITIAL
Comic strips
Colorful
Funny
Newspaper
Magazines
Characters
Story
DEVELOPMENT
Narrator
Events
Setting
Plot
Colorful
Abilities
Strong
Hero
Romantic
Country side
City
Neighborhood
SUGGESTED ACTIVITIES
Provide Ss with various comic
strips, from magazines,
newspaper or other resources.
Have Ss choose their favorite
and read it focusing on the lay
out and the kind of
components it has.
Have them compare with
others.
Have Ss crate their own
characters, setting, plot, and
ending in order to write their
own comic strip.
Have Ss write their own comic
strips using authentic
materials.
Have Ss describe their
characters and their abilities.
Say if the carcter is strong,
funny, hero, romantic, etc.
Have Ss describe the setting of
the story , say if it is in the city,
country side, neighborhood.
END
Have Ss share their work with
the rest of the class.
Display if posible.

BIMONTHLY PLAN
2015-2016
Achievements: (Thick when reached):
__ uses strategies to support the understanding of narratives.
__ anticpate the general meaning and main ideas from details.
__ distinguishes explicit from implicit information.
__ formulates and answer questions to distinguish and verify specific information.
__ describes characters and abilities.
SEIEM
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: Understand and write instructions
ENVIROMENT: Academic and Educational
SPECIFIC COMPETENCE: Understand and write istructions to face an environment emergency
PRODUCT (PROJECT): Instructions manual to face an environmental emergency
CYCLE: 4
GRADE: 2
UNIT: 2-A
DOING
SESSION 1-2
Read emergency instructions

manuals.
Chiose environmental emergency
and look for information on how to
face it.
INITIAL
Anticpate the general
meaning.
Predict content.
Identify specfic language.
Draw the istructions to
confirm understanding.
DEVELOPMENT
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES

Syntactic particularities of the
English language.
Use language to prevent and

face problems. Take decisions
to protect and safeguard
physical integrity. Act a
SESSION
S
What can be an
environmental emergency?
How do these emergencies
come about? Can you
exlain your ideas?
VOCABULARY
INITIAL
Environment
Emergency
Floods
Tornadoes
Earthquakes
Volcano
Oil spill
Pandimonium
Provisions
DEVELOPMENT
SUGGESTED
ACTIVITIES
Provide Ss with
newspaper or magazine
articles about various
nature or environmental
emergencies.
Have Ss discuss the
information.
Have them ask questions
to fully understand the
text.
SEIEM

BIMONTHLY PLAN
2015-2016
SESSION 3-10
Write istructions on how to face an

environmental emergency.
Order the sequence of sintructions
and illustrate them.
Edit the instructions to write the
final versions fo the instruction
manual.
Agree on a design to display the
instruction manual in a bulletin
board.
SESSION
11-12
Set up a bulletin board to

disseminate the manuals among
the school community.
Identify the purpose and

intended audience.
Examine the distribution and
use of the graphic and
textual components.
Identify textual organization.
Identify abbreviations and
clarify the meaning of
unknown terms.
Recognize steps an the
descripton that explain or
exemplify them.
Enlist words that
determinate the sequence
of steps.
Write steps in simple and
complex sentences.
Broaden, explain and
exemplify steps.
Arrange steps ina
sequence.
Make instructions manuals
based on the writing of
steps.
Read to check punctuation
an spelling convention.
Mark and solve doubts.
Remove, add, and change
information about the text.
Write a final versin.
END
Display the manual son
bulletin boards around the
school.
Topic, purpose and intended

audience.
Graphic and textual
components.
Atterns of textual
arangements: list of steps or
instructions.
Sentence types.
Adverbs of time and relative
adverbs.
Abbreviations.
Prepositions and
prepositional phrases.
Punctuation.
Suffixes and prefixes.
supporti
ve and
respons
ible way
with the
group
and the
commu
nity.
Who would read this

information?
Its distributed
What is the meaning of?
I dont undertstand.
Lets look in the dictionary.
First you would
You have to consider
Let me explain.
How do you spell?
Can you check my spelling?
Let me check.
I have to change this
Audience.
Topic.
Purpose.
Meaning.
Organization.
Texts.
Questions, exclamations.
Sentences.
Early, late, rapidly
Slowly, quicly.
To, for, behind.
Between.
To the park.
Prefex: a, an, be, bi.
Contra: di, extra, fore, infra,
intro, pre, un.
Sufix: able, dom, ful, Hood,
ish, ment, ship.
Have Ss decide on an
environmental
emergency and have
them look for information
that will help them face
the emergency.
Talk about the most
important factors.
Begin a rough draft.
Have Ss check their first
draft and have them
make the appropriate
changes, focusing on the
most important or
relevant ppints that will
help their survival.
Have Ss write the final
versin of the manual.
END
Pronounciation
Achievements (tick when reached)

___ clarifies the meaning of unknown terms in order to broaden and refine vocabulary.
___ understand and points out the order of components, useful information and main ideas of an emergency manual.
___ writes and classifies sentences in order to create sequence instructions.
___ removes add and changes information to edita n instruction manual.
This ir our manual.

Any questions?
Give Ss time to present

the works.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: interpreta and express information published in diverse media.
ENVIROMENT: Familiar and Community
SPECIFIC COMPETENCE: write dialogues and interventions for a silent short film
PRODUCT (PROJECT): script for the dubbing of a silent short film
CYCLE: 4
GRADE: 2
UNIT: 2-B
SESSION
S
DOING
Genre, topic, purpose, and

intended audience.
Contextual clues.
Non verbal language.
SESSION 3-10

Types of sentences.
Adverbs.
Connectors.
Modal verbs.
BEING
Value cinema
as a means to
reflect
emotions and
experiences of
SESSION 1-2
INITIAL
Anticipate the general
meaning and main ideas.
Establish genere.
Identify topic, purpose, and
intended audience.
Establish settings where the
actions take place.
Identify different characters.
Identify relationships
between settings, actions
and sound effects.
Dtermine the intention of
actions.
DEVELOPMENT
Suggest and write dialogues and
Suggest sentences to write
interventions for echa character.
dialogues and interventions.
Organize dialogues and
Organize sentences into
interventions for the scene.
sequences to perform
Check the structure of dialogues
dialogues.
and interventions comply with
Write dialogues and
gramar, spelling and punctuation
interventions.
conventions.
Use linguistic resources to
Put together a script which
link sentences together and
contains dialogus and
reprashe expressions.
interventions corresponding to the
Include examples, relevant
short film scene.
details and interesting
Associate the writing with
information.
dialogues and or interventions.
Formulate questions to
understand content.
Answer questions to
describe motivations,
hopes, aspirations and
ambitions.
Clarify the name of
unknown objects, actions or
concepts.
END
Select a salient short film.
Watch the scenes and choose
one.
KNOWING
SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY
SUGGESTED
ACTIVITIES
INITIAL
What kind of movies do you
like?
What kind of audience
watches that kind of movie?
Who is the main carcter?
Who are the supportive
chercaters?
What do you think should

happen first?
According to the plot
The next part is about
The story has a happy/ sad/
tragic ending.
The main idea is.
The details are
Wh questions
Whats the name again?
Audience
Topic
Modos
Actions
Fast
Slow
Funny
Dramatic
Scary
Have Ss watch an old

movie (Charlie Chaplin)
Have Ss think about the
importance of the actions
in roder to understand
without sound.
Have Ss identify
characters and plot of the
movie.
DEVELOPMENT
Dialogues
Argument
Plot
Sequence
Beginning
Middle
End
Motivation
Hope
Aspiration
Ambition
Wh questions.
Have Ss think of an
argument for their movie.
Have them think about
the beginning, the middle
and end of story.
Make up the characters
and the sequence of the
scenes.
Work out the details of
ecah scene.
Prepare a script for the
movie.
END

BIMONTHLY PLAN
2015-2016
SESSION 11-12
Practice the Reading aloud of the

script.
Perform the duccing.
Read dialogues aloud in

order to adjust verbl and
non verbal language
according to specific
audience.
Adjust volumen and speed.
Make the dubbing of
dialogues and interventions.
Acoustic features.
Achivements: (tick when reached)

___ anticipates the general meaning and main ideas from previous knowledge and nonverbal language.
___ writes expressions to produce oral exchanges
___ exemplifies main ideas in an oral Exchange
___ rephrases expressions produced during an oral Exchange.
Its my turn next

You should go slower/
faster
Dont shout.
Speaker loud.
Funny
Boring
Interesting
Bravo
Dialogue
interventions
SEIEM
Have Ss acto ut the
scenes of their movie to
an audience.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: participate in language games to work with specific linguistic aspects
ENVIROMENT: literary and ludic
SPECIFIC COMPETENCE: particpate in language games in order to identify sentences rhythm, stress and intonation
PRODUCT (PROJECT): hangman game
CYCLE: 4
GRADE: 2
UNIT: 3-A
SESSION
S
DOING

audience.
Graphic and textual
components.
SESSION 3-10
Composition of expressions:
gramatical.
Components of expressions
and statements.
Conventional writing of
words.
Punctuation. Apostrophe.
Upper and lower case letters
Dipthongs
Acoustica features.
BEING
Use the language to foster the enjoyment of schoolwork. Participate in activities of common interest amog
students. Compite with effort and respect.
SESSION 1-2
INITIAL
Identify names of games.
Identify topic, purpose, and
intended audience.
Determine the elements that
make up the language
game.
Identify the function of
graphic and textual
components.
Identify participants and the
role they play.
Determine the number of
players and their turns to
participation.
Identify the steps taken by
player and detect the
sequence.
Define the number of words
used in each sentence.
DEVELOPMENT
Propose and select, secretly
Suggest a complete
within each team a list of
sentence.
sentences with different rhythms,
Write sentences.
intonation, stress and with or
Break up sentences to
without contractions.
observe the difference in
Write the sentences.
Word stress when words
Revise that the sentences comply
are isolated and when they
with grammar, spelling and
are in a sentence.
punctuation cenventions
Identify rhythm, stress,
intonation in sentences.
Read a list of sentences
aloud.
Guess, infer and discover
sentences to practice
rhythm, stress and
intonation.
END
Determine the number of teams,
players and turns of particpation.
Establish rules for the hangman
game using sentences.
KNOWING
SUGGESTED LANGUAGE
STRUCTURES
How many languages gams
do you know?
Who plays this games?
Do you like them?
How do you use a Word
cross puzzle?
How many players are in
your team?
How many points did you
get?
How many words should we

have in our sentences?
Where is the stress in that
Word?
Read the sentences aloud.
The rhythm is different
because the contraction.
Its a question?
Dont forget the question
mark.
It is a statement.
VOCABULARY
INITIAL
Players
Turn
Puzles
Crossword
Word soup
Participate
Guess
Winner
Points
hangman
DEVELOPMENT
Players
Turns
Puzzle
Crosswords
Word soup
Participate
Guess
Winner
Points
Hangman
Stress
Rhythm
Intonation
Statement
Question
END
SUGGESTED
ACTIVITIES
Present various language
games like. Crosswords,
Word soup, hangman,
etc.
Have Ss focus their
attention on the graphic
and textual components.
Have them brainstorm for
ideas for their posible
layouts.
Do a survey about
preferences games.
Give various examples of

sentences in order for
students to infer the
stress, intonation and
rhythm.
Model the various
sentences.
Have Ss practice saying
the sentences out loud.

BIMONTHLY PLAN
2015-2016
SESSION 11-12
Play hangman.
Read the sentences aloud at the
end of each round to practice their
rhythm, stress and intonation.
Dictate sentences.
Read sentences aloud to
practice rhythm, stress and
intonation.
Achivements: (tick when reached):

___ become acquainted with various games.
___ identifies the stress of specific sentence parts
___ reads and writes sentences to practice rhythm, intonation and stress
___ contrasts the stress of words, both on their own and within sentences.
Acoustic features
Can you guess the Word?

Can you guess the
sentence?
Read the sentences aloud.
Our team won.
How many points did you
get?
Stress
Rhythm
Intonation
Statement
Question
SEIEM
Pay hagnman or anyother
language game.
Have Ss guess in roder to
win.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: read and rewrite informative texts for a particular field
ENVIROMENT: academic and educational
SPECIFIC COMPETENCE: rewrite information to explain how a machine or device works
PRODUCT (PROJECT): poster about the operation of a machine or device.
CYCLE: 4
GRADE: 2
UNIT: 3-B
SESSION
S
SESSION 1-2
Choose a machine or device.

Search and select information
from various resources.
SESSION 3-10
Write explanations about its

operation.
Add illustrations to the
explanations.
Edit the explanations written.
DOING
INITIAL
Select information from
various sources.
Identify purpose and
intended audience.
Recognize textual
organization.
Reflect on the use of
images and illustrations.
DEVELOPMENT
Select information to explain
how things work.
Clarify technical terms.
Point out main ideas and
information that broadens
them.
Use a flow chart to order
and link ideas and
explanations together.
Complete a flow chart with
notes that explains main
ideas.
Write main ideas.
Use comparisons as writing
strategies.
Paraphrase information.
Identify graphic resources
used to explain the
operation of a machine or
device.
Answer questions to
understand comprehension.
END
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES

audience.
Textual and graphic
components.
How does the stapler work?

Is the pulley in a icycle
chain a machine?
Patterns of text
arrangements.
Comparative and
superlatives.
Modal verbs.
Connectors
Phrasal verbs.
Adverbs.
Why do we use a
machines?
Why do we use simple
machines?
How do machines help us?
How do simple machines
work?
What does pulley mean?
What kind of machine is a
clothes pin?
Why does it work?
Is a broom a machine?
VOCABULARY
INITIAL
Machine
Mechanism
Tolos
Force
Effort
Work
DEVELOPMENT
Lever
Screw
Pulley
Wheel and axle
Inclined plane
Wedge
Clothes pinlever
Bolt screw
Tape dispenser pulley
Door knob Wheel and axle
Inclined plane hndicap ramp
Pocket knife wedge
Simple machines.
END
SUGGESTED
ACTIVITIES
Present Ss with various
machines or devices, ex
bicycle, door knob,
stapler, etc.
Brainstorm for ideas of
how these machines
work.
Encourage Ss to use
dictionaries to understand
technical terms.
Have Ss make notes on
the topic of investigation.
Have Ss make
comparisons of various
machines to understand
the use of force and
effort.
Focus on comparatives
and superlatives and the
ways they are used.

BIMONTHLY PLAN
2015-2016
SESSION 11-12
Write the final versin of a poster.

Ask for permission to display the
posters in different places of the
school.
Read to check spelling and

punctuations conventions.
Verify the sequence of
sentences.
Add, remove and change
information.
Adjust language according
to intended audience and
purpose.
Write a final versin
Display Ss work.
Syntactics features of
English: Split infinitive.
Differences between British
and American variants.
Punctuation.
Achivements: (tick when reached):

___ selects and paraphrases sentences.
___ organizes and links main ideas and the information explaining them, in a diagram.
___ rewrites sentences in roder to give explanations.
Do you have to charge

anything in your poster?
Can you verify the spelling
and punctuation?
Presentation
SEIEM
Have Ss check their work
so they can display and
present their posters.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: understand and produce oral exchanges related to leisure situations
ENVIROMENT: familiar and community
SPECIFIC COMPETENCE: share personal experience in a conversation
PRODUCT (PROJECT): autobiographical anecdote
CYCLE: 4
GRADE: 2
UNIT: 4-A
SESSION
S
DOING

audience.
Contextual tools.
SESSION 3-10
Language formula
(Greetings, courtesy and
fareweel expressions)
Direct and indirect speech.
Syntactic differences
between British and
American varients: used of
prepositions.
Verbs: modals and
causitives.
Connectors.
BEING
Show empathy in oral interactions. Collaborate and communicate succesfully with the speaker.
Value language as a means for sharing common experiences.
SESSION 1-2
INITIAL
Observe and understand
nonverbal language.
Identify form of
communication.
Detect rhythm, speed and
intonation.
Clarify meaning of words.
meaning and main ideas.
Identify words used to link
ideas together.
Identify the composition of
expressions.
Determine the sequence of
enunciation.
DEVELOPMENT
Write sentences to express the
Write sentences to share
personal experiences.
personal experiences.
Check the sentences are
Organize sentences into a
understood when said and Heard.
sequence.
Organize sentences into a text to
Incorprate details to main
put together the autobiographical
ideas.
anecdote.
Formulate questions to clear
out doubts, broaden
autobiographical anecdotes.
information and confirm
understanding.
Use expressions and
linguistic resources to
restore communication.
Express personal
experiences using direct
and indirect speech.
END
Select some personal
experiences.
Share with classmates this
experiences.
Wirte sentences to write the
experiences.
KNOWING
SUGGESTED LANGUAGE
STRUCTURES
What happened was very
funny, scary, etc.
What does that mena?
I think it means
Can you write more details

in your sentences?
What is the main idea in this
paragraph?
Can you understand the
main idea?
How can you use gestures
to restore communication?
Can you expando n that
idea?
VOCABULARY
INITIAL
Autobiography
Anecdote
Leisure
Activities
Situations
Experiences
Share
Meaning
DEVELOPMENT
Personal
Organize
Sentences
Sequence
Ideas
Detail
Understand
Communication
Language
Questions
Express
END
SUGGESTED
ACTIVITIES
Have Ss brainstorm for
anecdotes related to
leisure activities.
Have Ss classify them by
genre, funny, scary, sad,
etc.
Have Ss write thwir ideas

in sentences and
paragraphs.
Have them check the
sequence for it to make
sense.
Check for understanding.
Have Ss ask each other
questions to confirm their
understanding.
Have Ss share their
experiences orally.

BIMONTHLY PLAN
2015-2016
SESSION 11-12
Establish turns or participations.

Have a conversation about
autobiographical anecdotes.
Enunciate personal
experiences spontaneously.
Use expressions to offer
turns of participation.
Use strategies to emphasize
meaning.
Start conversation.

___ seeks information
___ enunciates personal experiences
___ organizes sentences in q sequence
___ adapts verbal and non verbal patterns of behavior for a specific audience
___ anticipates the general meaning and main ideas to keep a conversation going
___ use direct and indirect speech to share personal experiences
Form of communitacion.
Acoustic features.
Share your anecdote.

Be spontaneous.
Use mimes and gestures.
Spontaneous
Particpation
Emphasize
Conversation
SEIEM
Have Ss share their
experiences orally and
spontaneously.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: understand and express differences between cultural aspects from Mexico and English speaking countries
ENVIROMENT: literally and ludic
SPECIFIC COMPETENCE: read short literary essays in order to compare cultural aspects from English speakings and Mexico
PRODUCT (PROJECT): comparative chart
CYCLE: 4
GRADE: 2
UNIT: 4-B
DOING
SESSION 1-2
SESSION 3-10
SESSION
11-12
INITIAL
Select texts based in their
index
Identify textual organization.
Identify publishing data.
Determine the topic,
purpose and intended
audience.
Establish link between
familiar and foreign cultural
aspects.
DEVELOPMENT
Choose information about the
Read short literary essays
selected cultural aspect of both
about cultural aspects.
countries.
Use different
Compare differences and
comprehension strategies.
similarities about the cultural
Formulate and answer
aspect from the selected
questions.
information.
Identify sentences used to
Rewrite the selected information
describe a cultural aspect.
to complete the comparative chart Distinguish between
and include the information.
examples and explanations
frommain ideas.
Compare cultural aspects.
Enlist characteristics foa
cultural aspects.
Propose titles for a
description.
Wirte sentences to describe
cultural aspects.
Arrange sentences in
paragraphs.
END
Check taht writing is complete and Propose titles for a
complies with grammar, spelling
description.
and puncutation conventions.
Edit and write a final
Display the comparative chart in
versin.
an exhibition.
Select a cultural aspect to
compare between an English
speaking country and Mexico.
Consult different literary essays
and other sources to get
information about the selected
cultural aspect.
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES
Topic, purpose and

audience.
Textual and graphic
component
Patterns of textual
arrangement.
Acknowledge and respect differences between cultures. Appreciate cultural expressions particular to different
countries. Develoe flexibility and value differences among people and cultures.
SESSION
S
What do you think the

prpduct will be about?
How do you want to get
organized?
What are the graphic
components?

Key words
Sentence type
Antonyms
Verb tenses: preogressive,
past and present.
Adjectives, adverbs and
nouns
Punctuation
Homophones
Upper and lower case letters.
Acoustic features.
What is culture?
Underline the sentences
that describe the various
aspects of the culture.
Are the differences/
similarities between our
culture and another?
Write about these
differences and similarities.
VOCABULARY
INITIAL
Comparative
Chart
Graphic
Essay
Differences
Similarities
Foreing
DEVELOPMENT
Culture
Aspects
Literary
Explanations
Descriptions
Information
Tolerance
Characteristics
Holidays
History
Events
Culture shock
Taboos
SUGGESTED
ACTIVITIES
Present the product they
will be working with
throughtout the month.
Model the final product
for Ss to understand what
will be expected of them.
Brainstorm for ideas on
the stages of the product.
Once Ss have selected

the literary essay, have
them read and analyze.
See examples.
Identify similarities and
differences.
Have Ss write notes.
Elaborate the charts
according to their notes.
Illustrate their charts.
END
Explain what you have
discovered.
Can you explain a bit
further?
Edit
Versions
Exhibition
Display
Have Ss edit and make

adjustments to their
charts.
Present their charts and
explain their work.

BIMONTHLY PLAN
2015-2016
___ distinguishes between exmaples and explanatiosn from main ideas.
___ formulates and answer questions about literary essays.
___ compares information using antonyms.
___ writes sentences to describe cultural aspects.
SEIEM
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: produce texts to participate in academic events
ENVIROMENT: academic and educational
SPECIFIC COMPETENCE: write points of view to participate in a round table
PRODUCT (PROJECT): round table discussion
CYCLE: 4
GRADE: 2
UNIT: 5-A
SESSION
S
INITIAL
Select texts about a topic of
civics and ethic from various
sources.
Identify purpose and
intended audience.
Predict topic.
meaning.
Identify textual components.
DEVELOPMENT
KNOWING
Topic, purpose and intende
audience.
Textual and graphic
components.
Patters of textual
arragement.
BEING
Learn to live in a community. Promote
respect towards others opinions.
Foster cooperation when working in
teams.
SESSION 1-2
Chose a civic and ethical topic to

participate in a round table.
Read texts from various sources.
DOING
SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY
SUGGESTED
ACTIVITIES
INITIAL
The function of sitting
around a circular table to
have a discussion implies
that everyone is an equal.
What topic do you want to
discus?
Lets investigate that topic.
Who will be te audience?
What is the context of the
text?
Discuss
Opinions
Strategies
Tactics
Outcomes
Creation
Open
Honest
Respect
Direct
DEVELOPMENT
Give an introduction of
what constitutes a round
table.
What are posible
subjects / themes and
how its carried out.
Provide Ss wth a topic
which they can
investigate and draw thier
own conclusin.
SEIEM

BIMONTHLY PLAN
2015-2016
SESSION 3-10
Read texts from various sources.

Contrast different personal points
of view with information fron the
text.
Write personal points of view.
Edit personal points of view and
make a clean versin in a
notebook card.
Organize turns and times of
participation.
SESSION
11-12
Decide the place and date the

round table of each team will take
place.
Read the points of view to
participate in the round table.
Anticpate the gegral

meaning.
Select information that
supports a personal point of
view.
Contrast personal views
with main ideas of the text.
Identify synonyms used by
the author to express the
same ideas.
Recognize sentences used
to write opinions.
Establish connections
between personal opinions
and information that
broadens, exemplifies and
explains them.
Use strategies to point out
information in accordance
with personal opinions.
Organize main ideas of a
text on a graph and contrast
them with personal
opinions.
Rewrite main ideas using
synonyms.
Complete sentences to
write personal opinions.
Write simple and complex
sentences base don
personal opinions.
Broaden or emphasize
ideas using linguistic
resources.
Wirte a paragraph taht
express points of view.
END
Read to check punctuation
and spelling conventions.
Solve doubts and provide
feedback.
Wirte a final versin.
Achievements: (tick when reached)

___ use various strategies to point out information.
___ selects and organizes information to write sentences with personal opinions.

Synonyms
Connectors
Conditionals
Punctuation
Sufixes and prefixes
Digraphs
Can you explain your idea a

bit more?
Your time is up.
Can you reformulate your
question?
In my opinin
I think
We should reconsider
Organize
Ideas
Compare
Round
Table
Discuss
Opinions
Strategies
Tactics
Outcomes
Creation
Open
Honest
Respect
Direct
I didnt understand.
Can you repeat your
suggestionss?
Thats great idea.
Open
Honest
Respect
Direct
Have Ss select the

information that reflects
their personal view.
Compare the authors
views with Ss own.
Organize Ss ideas in the
right sequence.
Have Ss wirte their
opinions in sentences.
Have Ss use those
sentences to write
paragraphs.
Have Ss read each
others paragraphs to
understand others views
on the same topic.
END
Organize Ss in groups so
they can have their round
table discussions.
SEIEM

BIMONTHLY PLAN
2015-2016
SOCIAL PRACTICE OF THE LANGUAGUE: interpret and express everyday life situations
ENVIROMENT: familiar and community
SPECIFIC COMPETENCE: understand and give instructions to perform everyday life activities.
PRODUCT (PROJECT): poster with instructions to perform a day activity
CYCLE: 4
GRADE: 2
UNIT: 5-B
SESSION
S
SESSION 1-2
Select and veryday activity.

Prepare instructions for the
selected activity.
SESSION 3-10
Prepare instructions for the

selected activity.
Wirte the instructions.
Check that instructions are
understood when Heard.
instructions.
DOING
INITIAL
Identify topic, purpose and
intended audience.
Recognize modos from
nonverbal language.
Distinguish speakers
attitudes and turns of
participation.
Detect volume, tone,
rhythm, speed and
intonation.
Anticpate meaning.
DEVELOPMENT
Recognize wods that link
ideas together.
Dtermine sequence of
enunciation.
Identify words and
expressions that express
orders.
Identify words taht convey
undefined quantities.
Recognize strategies used
to rephrase ideas, adjust
volume and speed and
negotiate meaning.
Write sentences to give
instructions.
Organize sentences in to a
sequence.
Formulate questions to
clarify doubts and broaden
information.
Use nonverbal language.
Use strategies to
emphasize. Modify and
nehotiate meaning.
END
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES

audience.
Contextual clues.
Acoustic features.
Think of everyday activities

Why are instructions
important?
Is attitude important when
giving instructions.

Determiners: quantifiers
(some, many, any, few)
Articles (a, an, the)
Nouns: countables and
uncountables.
Modal verbs and adverbs of
manner.
Verb forms: imperative.
Connectors.
Prepositions.
Lexical differences between
British and American
variants.
Name everyday activities.

Choose one and tell the
sequence to complete it.
What goes first?
What comes next?
What comes in between?
Is that a countable or
uncountable noun?
Is there a way of saying that
in a different maner?
VOCABULARY
INITIAL
Cooking
Playing
Studying
Washing teeth
Washing clothes
Getting dressed
DEVELOPMENT
Ingedients
Mix
Stir
Pour
First
Then
Next
After taht
Finally
Sift
Quantities
Instructions
Organize
END
SUGGESTED
ACTIVITIES
Have Ss brainstorm for
everyday activities.
Classify them.
After Ss have chosen

their activities, have them
write the instructions.
Make sure its written in
the correct sequence.

BIMONTHLY PLAN
2015-2016
SESSION 1112
Display the poster in a visible

place to use it whenever it is
neccesary to give or receive
instructions.
Ask for instructions to carry

out activities.
Give instructions
spontaneously.
Paraphrase instructions to
confirm understanding.

___ adjust volume, intonation and tone to emphasize or alter instructions.
___ understands and requests instructions to perform an activity.
___ writes sequences of enunciation to give instructions.
___ use linguistic respurces to ensure the understandin of instructions
___ produces instructions spontaneously.
Start with your presentation.

Can you say taht again?
Can you repea your
instructions?
Poster
Give instructions.
Carry out instructions.
Paraphrase.
Understand
SEIEM
Have Ss display their
posters in a visible place
in the school.

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DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

ESCUELA SECUNDARIA TCNICA N 192 CARMEN SERDN

Design the catalogue format

Contextual clues Topic,

Structure odf dialogues.

Listen to a short dialog where

Excuse me. Can you help me?

How much does it cost?

Have Ss listen to a recording

Have Ss listen again to the

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Practice the enunciation of

Detect rhythm, tone, speed and

Achievements (Tick when reached):

Best buy ever!

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Select, read and explore a

Design the format for the

Rehearse the dramatized

Topic, purpose, and

STAGE OF THE PRODUCT

The narrator explainswhat

Who are the characters?

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Read emergency instructions

List of suitable words.

Use language to prevent and

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Write istructions on how to face an

Set up a bulletin board to

Identify the purpose and

Topic, purpose and intended

Who would read this

Achievements (tick when reached)

This ir our manual.

Give Ss time to present

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

STAGE OF THE PRODUCT

Genre, topic, purpose, and

List of suitable words.

What do you think should

Have Ss watch an old

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Practice the Reading aloud of the

Read dialogues aloud in

Achivements: (tick when reached)

Its my turn next

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

STAGE OF THE PRODUCT

Topic, purpose and intended

How many words should we

Give various examples of

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

Achivements: (tick when reached):

Can you guess the Word?

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO

STAGE OF THE PRODUCT

Choose a machine or device.

Write explanations about its

Topic, purpose and intended

How does the stapler work?

DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICO