PLANEACIONES DE CLASE DEL PRIMER BLOQUE DE

INGLES
PROFESOR:JUAN MANUEL CABRALES
2018 - 2019 GRADO: 2º GRUPO: __”A”__
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/…
REFLECTIO STRATE
LESS
Social PERFORMA N ON GIC UNIT FOCUS
ON TEAM
Practice NCE LANGUA COMPE
S
EVIDENCE GE TENCE
1. Me Giving sudents Students Student This unit
eting your and can notice: s can recycles
a new obtainin recognise • that the use language
teacher g factual and modal some from 1st
informati understan verb cani verbal grade Unit 1,
2. This
on of a d ndicates and/or (occupations
is your
personal quotidian present non- ) and Unit 4,
schoolprin
and non- texts ability verbal (describing
cipal
personal (classified and has informa routines),
3. Wh kind advertisem a regular tion to while
at time do ents, form for ease at the same
you have 1.1. letters/em all and time
your Expressin ails, persons enrich introduces
english g magazine/ • the commu language
class? (in)ability newspaper meaning nication used to
4. Rox in the articles of What’s . describe
ane gets present and somethin – Can (in)ability,
up at six o’ Sample conversati g/someo rely on physical
clock producti ons) in ne like? gesture appearance
ons: order to when s, facial and personal
5. mi
use them used in expressi qualities. Fun
He/She is
uncle is
a purposefull the ons and ctions
stall and y (obtain context 1.1 and 1.2 s
singer/an
thin of hould be
6. Wh architect information descriptio visual treated
at does /…, /learn ns context sequentially
your he/she about • that . first, and be
teacher can sing people’s adjective – Can integrated
look like? very and s have a rely on later
well/desi animals’ fixed backgr on. Function
7. Ca
gn (in)abilities, order: size ound 1.1 should be
n you
buildings appearan + colour noise, fairly easy for
drive a
/…; Can ce and (e.g. She tone of students and
car?
you play qualities, has big voice. should take
8. Ele the habits/ browneye – Can less time for
phants guitar/sp routines). s) adjust presentation.
have big eak – Can use • that pace Function
ears and French/ knowledge some accordi 1.2heavily
black eyes …?; Yes, I of the words are ng to focuses on
9. Wh can; No, world and used to punctu presentation
ales are I can’t (, clues replace a ation of
very but I can (illustrations proper marks vocabulary
intelligent. play the ) to make noun when used for
harmoni predictions (e.g.Mari reading descriptions
10. Wh
ca/spea about the a is a aloud/si (adjectives),
ats i s your k texts. nurse Shei lently. and
mother
English/... – Can s kind Student integrates
like?
). identify the Everybod s can that with
11. I 1.2. overall y likes her recogni previous
sometimes Describin message Hercousin se knowledge
play g people and some is a when from 1st
soccer and details doctor) confuse grade (Unit
12. Ho animals ((in)abilities • that d and 4, the
w often Sample , physical some use present
do you go producti characteris linking verbal simple tense
the ons: tics, devices and/or for habits/
movies? Zebras routines/ indicate non- routines, as
are habits) addition verbal well as
13. Do beautiful and (“,”, and) langua frequency
you now . They discriminat while ge to adverbs). This
seahorses have e relevant others repair function
? black from indicate commu opens up
14. Lea and irrelevant contrast nication possibilities
rn about white information (but), or breakd for work with
koalas stripes. , in order to alternativ owns. academic
They live identify a e (or) – Can texts. Internet
15. Do
in the person or and use support is an
animals
jungle. his/ such messag excellent
have
They eat her main language e with resource in
routines?
grass.; actions/ha features gesture order to find
16. Wh Luis/Erika bits/routine appropria s. such texts for
at can is s, tely. – Can this unit.
animal medium complete/ refer to Some
do? height/th expand a diction interesting
17. Ha in/… and text and/or ary places to
ve you has big respond to entries.
heard brown a – Can look for texts
about eyes. conversati ask are
white He/She is on. for/give http://www.k
lions? very • – Can exampl idsplanet.org
18. Ani nice; Is infer age, es to ,
mals that he/she sex, illustrate http://www.
live in your curious/s feelings, messag animaland.o
communit hort/…?; attitudes, e. rg, etc.
y Yes, location – Can Writing may
he/she is; and paraphr be
19. My No, situation of ase. evaluated
favorite he/she others. – Can by asking
athlete is isn’t; Do – Can infer self- students to
Ana elephant the correct write an
Guevara s have meaning pronun article
20. Wh long of some ciation. regarding
at animals ears/bla adjectives – Can (in)abilities,
do you ck used for re-read. physical
like? eyes/…?; describing Student characteristi
Yes, they people s can cs, and
21. Cre
do; No, from the give/ta habits/routin
ate a
they context ke the es of an
gallery of
don’t; within floor animal or a
famous
What which sensitive group of
people
does they are ly in people.
22. Co Luis/Erika presented, verbal Evaluation
me to visit look and/or by and/or should
our gallery like?; recognisin non- concentrate
23. Wh He/She is g verbal primarily on
o is it? tall and synonyms ways. content and
plump; (e.g. thin– – Can its
24. Aut
What’s slim) and choose organisation,
oevaluaci
Luis/Erika antonyms the as well as on
ón
like?; (e.g. tall– most the use of
He/She’s short), appropr the modal
tall/respo based on iate verb can,
nsible/…( content as momen adjectives,
. He/She well as on t to linkers
always knowledge interven and
does her of the e. prepositions.
homewo world – Can Devote some
rk/arrives and/or L1. show time for
on – Can sensitivit students to
time/…); discriminat y create their
What’s e final towards portfolios. If
your dog consonant others. they are not
like? It’s sounds Student familiar with
fat/lazy/ used s can these,
in can(/kæ make introduce
n/ or /k n/) sense of them and
and can’t the explain their
(/kænt/). use. The
Students organis article
can ation of students
recognise referen produced
and ce can be
understan books included in
d (diction their
academic aries, portfolios.
texts encyclo To evaluate
(articles paedias speaking,
about the , the teacher
routines of textboo may ask
animals or ks) in students to
groups order to prepare a
of people) look for presentation
in order to help. where they
compare – Can describe a
with the check famous
rest of the the person and
class their spelling his/her
own of (in)abilities.
interpretati unfamili Oral
on and ar evaluation
judgement words. should focus
of such – Can on specific
texts. look up areas, such
– Can unfamili as the
relate ar appropriate
main ideas words use of
to to find adjectives,
examples, their the
description meanin pronunciatio
s and g. n of final
explanatio consonant
ns about sound used
the routine in canand c
of an an’t, fluency,
animal or accuracy,
group of etc.
people.
– Can use
maps,
photograp
hs and
charts in
texts to
increase
their
knowledge
about the
animal or
group of
people
described.
Students
can
recognise
and
understan
d 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
appropriat
ely by
selecting
lexis,
phrases
and
grammatic
al
resources
in order to
produce
short,
relevant
texts
(classified
advertisem
ent,
letter/e-
mail,
article,
conversati
on)
regarding
peoples’
and/or
animals’
(in)abilities,
physical
characteris
tics, 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
advertisem
ent,
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
establishin
g the basic
organisatio
n
of
componen
ts
(classified
advertisem
ent:
heading,
body;
letter/e-
mail,
article:
introductio
n, body,
conclusion
s), with the
help of
peers, the
teacher or
a similar
text.
– Can
produce
individual
sentences
in
preparatio
n to write a
classified
advertisem
ent,
letter/e-
mail,
article,
and join
them later
using some
linking
devices
(“,”, and,
but, or) in
order to
make the
text
coherent.
– Can
concentrat
e
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
appropriat
ely the
classified
advertisem
ent or
article
produced.