2nd Grade

Unit 1
Block A

SCHEME OF WORK FORMAT DIRECCIN DE EDUCACIN BSICA
COORDINACIN GENERAL DEL PROGRAMA DE
INGLS PROGRESS
COORDINACIN ACADMICA
Cycle: 1
Grade: 2nd
Unit:1. Block A
Week:1-3
Day: 1-9
Teacher:______________________
Social Practice of the language: Listen to and use everyday greetings, farewell , and courtesy expressions
Specific Competency : Interpret and produce greetings, farewell , and courtesy expressions
Environment: Familiar and community
Product: List of courtesy rules
STAGE OF THE
PRODUCT
CONTENTS ACHIEVEMENTS
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS

Select expressions to
be used in the
classroom.

Complete sentences
with the expressions
selected for the list of
rules.

Check the written
form of the
sentences.

Doing with the language
*Explore short dialogues.
*Identify attitudes and non-verbal language used
by the sender and intended audience.
*Identify greetings, courtesy, and farewell
expressions with the support of non-verbal
language.
*Predict greeting, farewell and courtesy
expressions based on non verbal language..
*Exchange greetings, farewell, and
Knowing about the language
* Purpose, sender and intended audience.
*Non-verbal language.
*Graphic and textual components of lists of rules:
title, list of rules, numbers or bullets, size and
type of letters.
*Word formation and expressions.
*Repertoire of words necessary for this social
practice of the language (for example: modal
verbs: can, may, etc., personal pronouns).
Being through the language
* Respectful attitude towards others attempts to
use the foreign language.
*Comparison of expressions in the foreign
language and the mother tongue.
*Use of greeting, courtesy, and farewell
expressions to establish coexistence rules.
Use verbal and non verbal
language in dialogues.
Bimestrial
evaluation
report
3 sessions

*Participate in the writing of a list of rules to use
courtesy expressions in class
* Explore lists of rules to identify their graphic and
textual components.
*Point out words used in greetings, farewell and
Assume the roles of sender
and intended audience in
greetings, farewell, and
courtesy expressions.

Complete sentences with
Bimestrial
evaluation
report
3 sessions
Decide on the order
of sentences for the
list of rules.

Write the final version
of the sentences.
* Word formation in expressions.
* Repertoire of words necessary for this social
practice of the language (modal verbs, can, may,
etc., personal pronouns, etc.).
* Time for the exchange of expressions (morning,
afternoon or night).
words.

Read the sentences
aloud.

Suggest and add a
title for the list of
rules.

Display the list of
rules in a visible
place in the
classroom.

* Detect similarities and differences between
words.
*Complete words by writing, while listening to
sentences from a list of rules
*Graphic and textual components of lists of rules:
title, list of rules, numbers or vignettes, size and
type of letters, etc.
Detect similarities and
differences among words.

Performance
rubric (can
communicate
with
no/some/lots of
difficulties)
3 sessions
Grade: 2
nd
Unit: 1A
Product: List of courtesy rules.
Social Practice of the language: Listen to and use everyday greetings, farewell , and courtesy expressions.
Specific Competency: Interpret and produce greetings, farewell , and courtesy expressions.

Stage of the product Series of actions
development
Examples activities Step of the class Sessions
be used in the
classroom.

Complete sentences
rules.

Check the written
form of the sentences.

Doing with the
language
*Explore short
dialogues.
*Identify attitudes and
non-verbal language
used by the sender and
intended audience.
*Identify greetings,
courtesy, and farewell
expressions with the
support of non-verbal
language.
*Predict greeting,
farewell and courtesy
expressions based on
non verbal language..
*Exchange greetings,
farewell, and
Knowing about the
language
* Purpose, sender and
intended audience.
*Graphic and textual
components of lists of
rules: title, list of rules,
numbers or bullets, size
and type of letters.
*Word formation and
expressions.
*Repertoire of words
necessary for this social
practice of the language
(for example: modal
verbs: can, may, etc.,
personal pronouns).
Being through the
language
* Respectful attitude
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
foreign language and
the mother tongue.
*Use of greeting,
expressions to establish
coexistence rules.
Set the date, say today is
sunny, rainy, cloudly..etc write
my name and introduce me to
the classroom, set the rules of
the class.
Introduction

1
Write on the board the
sentences hello, my name is
Victoria, what is your name?, hi
my name is ricardo, goodbye
ricardo, bye victoria

Ill use 2 puppets to model the
short conversation to the
students and after that Ill ask
some of them to answer to the
puppet and say hello, etc.
Presentation

The ss will stand up and say to
me one by one hello my name
is.. and I will get a tag with their
name and a sheet with the
words on the vocabulary for
them tu trace, color, cut and
paste in their notebooks.
Practice

The ss will review the
vocabulary.
The ss will gave me back their
tags by saying goodbye teacher
as I go to collect them.

Application
Set the date and the weather,
check the vocabulary, review
some alphabet letters, play the
hangman game
Introduction

2
Introduce the use, of 2 new
structures in the conversation,
how are you?, Im fine thank
you.
Presentation

The ss will write the date and
the weather, and will trace,
color, cut and paste the short
extended version of the
conversation.

Practice

After the ss put their notebooks
and material away each person
at the top of the lines must stand
up and say hello, my name is .
To the ss in the back, then he
must do it with the student in the
back too.
One by one, line by line the ss
will give me back their name
tags saying, goodbye teacher.
Application

Grade: 2
nd
Unit: 1A

development
be used in the
classroom.

Complete sentences
rules.

Check the written
form of the sentences.

Doing with the
language
*Explore short
dialogues.
*Identify attitudes and
non-verbal language
used by the sender and
intended audience.
*Identify greetings,
expressions with the
support of non-verbal
language.
*Predict greeting,
farewell and courtesy
expressions based on
non verbal language..
*Exchange greetings,
farewell, and
Knowing about the
language
* Purpose, sender and
intended audience.
numbers or bullets, size
*Word formation and
expressions.
*Repertoire of words
(for example: modal
verbs: can, may, etc.,
personal pronouns).
Being through the
language
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
the mother tongue.
*Use of greeting,
coexistence rules.
sunny, rainy, cloudly..etc give
each student their name tag
while their greet me, hello
teacher. Ill write on the board
the words thank you, your
welcome and could you help me
please.
Well review the vocabulary for
school items, scissors,
notebook, book, crayon, pencil

Introduction

3

I will write on the board:
Could you lend me your ..
please?
Yes, of course
Thank you
Youre welcome.
Ill model the small dialogue with
the simpsons characters and Ill
ask some random students to
check comprehension

Presentation

Ill write on the board the 3 main
words greeting, farewell and
courtesy and Ill place them
beneath the main words they
belong. Ill take out the
expressions and ask some
students to reorganize the chart.
Practice

Well review the expressions of
each topic and some ss will go
to the front of the class and say
hello is a greeting, bye is a
farewell, thank you is a courtesy
expression

Application

Grade: 2
nd
Unit: 1A

development
Decide on the order of
sentences for the list
of rules.

of the sentences.

Doing with the
language
*Participate in the
writing of a list of rules
to use courtesy
expressions in class
* Explore lists of rules to
identify their graphic
and textual
components.
*Point out words used in
greetings, farewell and
Knowing about the
language
* Word formation in
expressions.
* Repertoire of words
(modal verbs, can, may,
etc., personal pronouns,
etc.).
* Time for the exchange
of expressions
(morning, afternoon or
night).
Being through the
language
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
the mother tongue.
*Use of greeting,
coexistence rules.
sunny, rainy, cloudly..etc
Review the alphabet
Play the hangman with one word
of the vocabulary
Introduction

4

Ill ask 2 kids to model the short
conversation to the students
Presentation

Ill write on the board the first
letter of a word from the
vocabulary and put lines to show
the missing letters. The ss will
take turns to see the vocabulary
cards and relate the complete
word with the incomplete one till
all the words are being seen.
The ss will receive a worksheet
with incomplete words and they
must complete them by looking
at the scramble letters.
Practice

The ss will practice one more
time the model of the short
dialogue in the presentation
step.
Application
hangman game
Introduction

5
Introduce the use of rules
sentences in the classroom
Presentation

The ss will write the date and
the weather, and will copy the
rules of the classroom on their
notebooks

Practice

After the ss put their notebooks
and material away the ss will
model therules to the rest of the
class by saying them aloud
trying to do that by memory.

Application

Grade: 2
nd
Unit: 1A

development

Decide on the order of
sentences for the list
of rules.

of the sentences.

Doing with the
language
*Participate in the
writing of a list of rules
to use courtesy
expressions in class
* Explore lists of rules to
identify their graphic
and textual
components.
*Point out words used in
greetings, farewell and
Knowing about the
language
* Word formation in
expressions.
* Repertoire of words
(modal verbs, can, may,
etc., personal pronouns,
etc.).
* Time for the exchange
of expressions
(morning, afternoon or
night).
Being through the
language
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
the mother tongue.
*Use of greeting,
coexistence rules.
Introduction

6

puppet and say hello, etc.
Presentation

Practice

vocabulary.

Application

Grade: 2
nd
Unit: 1A

development

Read the sentences
aloud.

Suggest and add a
rules.

Display the list of
rules in a visible place
in the classroom.

Doing with the
language
* Detect similarities and
differences between
words.
*Complete words by
writing, while listening to
sentences from a list of
rules
Knowing about the
language
numbers or vignettes,
size and type of letters,
etc.
Being through the
language
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
the mother tongue.
*Use of greeting,
coexistence rules.
Review the alphabet and
differentiate the words by their
initial letter in a chart on the
board
Review short and long
Introduction

7
Ill write on the board all the
expressions that they already
saw, and count each letter of
each word so they can realize if
the word is long or short
Hello is a short word
Welcome is a long word
Presentation

The students will copy on their
notebook the structures and
exercises
Practice

Ill write on the board some
words as an example and make
some students express if the
word is long or short.
Application
hangman game
Introduction

8

Ill write on the board all the
expressions that they already
saw, and count each letter of
each word so they can realize if
the word is long or short
Welcome is a long word
Presentation

The students will copy on their
notebook the structures and
exercises
Practice

Ill write on the board some
words as an example and make
some students express if the
word is long or short.
Application

Grade: 2
nd
Unit: 1A

development

Read the sentences
aloud.

Suggest and add a
rules.

Display the list of
rules in a visible place
in the classroom.

Doing with the
language
* Detect similarities and
differences between
words.
*Complete words by
writing, while listening to
sentences from a list of
rules
Knowing about the
language
numbers or vignettes,
size and type of letters,
etc.
Being through the
language
towards others
attempts to use the
foreign language.
*Comparison of
expressions in the
the mother tongue.
*Use of greeting,
coexistence rules.
Introduction

9


puppet and say hello, etc
Presentation

Practice

vocabulary.

Application

LESSON PLAN FORMAT
DIRECCIN DE EDUCACIN BSICA
INGLS PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 1
Block: A

Week: 1
Date: from __________ to __________
Teacher: Victoria Eugenia Crespo Toledo

Social Practice:

Listen to and use everyday
greetings, farewell, and courtesy
expressions.
Specific Competency with the
language:
Interpret and produce greetings,
farewell, and courtesy
expressions.
Environment:

Familiar and community
Doing with the language:
language.
expressions based on non-verbal language
*Exchange greetings, farewell
Knowing about the language:
*Graphic and textual components of lists of
rules: title, list of rules, numbers or bullets, size
Being with the language:

Product:

List of courtesy rules

Stage number: ___1___
Number of sessions for this stage:___3___
Name of the stage:
Select expressions to be used in the classroom.
Complete sentences with the expressions selected for the list of rules.
Check the written form of the sentences.
Achievement(s):
Use verbal and non-verbal language in dialogues.

Vocabulary:
Hello, hi, goodbye, bye, see you, my name is, what is your name, how are you, Im fine,
greeting, farewell, courtesy, thank you, could you help me, please, could you lend me, your
welcome, give me.

Class objective(s): At the end of the class, the students will explore short dialogues by knowing the purpose, sender and intended audience in a dialogue being respectful attitude towards
others attempts to use the foreign language
Date:
Introduction

15 min
Warmer: When I go in the classroom I will write my name on the board and say hello kids, my name is Victoria and Im your English Teacher.
I will paste the pictures of the weather on the board and Ill write the date today is Monday, august 18, 2014 after that I will look outside the
classroom and say, today its sunny and Ill place the picture aside the date. For being the first day at school I will say the rules of the
classroom by pasting 2 colored circles in red and green (red means eyes on the teacher and everybody in silence; green means eyes on your
notebook and everybody working).
Revision: I will toss a ball to the students saying hello, hi and then they must answer hello, hi
Lead-in activity: I will take out 2 puppets and model a short conversation hello, my name is Roberto, what is your name?, my name is
Claudia, goodbye Claudia, goodbye Roberto.
Introduction of vocabulary: I will paste on the board the words and phrases of the conversation and make the students repeat them by
group, by line and by person. Hello, hi, my name is, what is your name?, goodbye, bye.
Material

Board,
puppets,
mimic,
Vocabulary cards.
Presentation

10 min
Key language: I will write on the board the conversation in the lead-in-activity and Ill model one more time with the puppets
-hello
-hi
-what is your name?
-my name is Roberto
-what is your name?
-my name is Claudia
-goodbye Claudia
-goodbye Roberto
Key language comprehension checking: I will ask the ss parts of the conversation using the puppet and check if they can respond a hello
with the same greeting, the what is your name question with my name is

Board
puppets
Practice

15 min
The ss will stand line by line, and walk to me to have their name tags I prepared early, they must say hello , hello, what is your name?, my
name is.. so I give them their name tag to place in their sweaters and a peace of peaper with the words, hello, hi, goodbye and bye for
them to trace, color, cut and paste in their notebooks.

Name tags
worksheets
Application

10 min
The ss will put their notebooks away and repeat the greeting and farewell vocabulary, well play the missing word game, where I place the
vocabulary words on the board and then I take one away and the kids must say in English what word is missing till we have covered the entire
words by memorization.
At the end of the class I will go line by line taking the name tags away by saying goodbye to the kids and they must say goodbye to me too.
Some students will take the vocabulary leaves to the English vocabulary tree and paste them.
When theyre sit in their chairs Ill ask them to hugh themselves really hard and say chorally goodbye teacher Victoria

.

Name tags
Vocabulary cards

Personal Aim:

Comments:

Class objective(s): At the end of the class the students will identify attitudes and non-verbal language used by the sender and intended audience by knowing the graphic and textual
components of lists of rules: title, list of rules, numbers or bullets, size and type of letters for the use of greeting, courtesy, and farewell expressions to establish coexistence rules.
Date:
Introduction

15 min
Warmer: I will set the date of the day and the weather by asking a student how is the day?, is rainy, is sunny, etc.
Revision: I will paste on the board the letters needed to form all the words in the short dialogue and we will repeat them
Lead-in activity: I will ask the students with the help of 1 puppet their names by establishing the short dialogue we saw last class
Introduction of vocabulary: after we repeat the vocabulary Ill throw a ball to a student so they say a word from the vocabulary and I will
paste on the board with the vocabulary cards. Hello, hi, my name is, what is your name?, goodbye, bye. How are you?, Im fine thank
you.
Well play the hangman by using the letters of the alphabet, the ss will come and choose a letter when they hear their names, Ill say the
sound of that letter and see if it is on the word.
Material

Board
Puppets
Picture cards
Vocabulary cards
Presentation

10 min
Key language: I will write on the board the short dialogue and show some simpsons characters to illustrate that are 2 people having that
conversation
-hello
-hi
-what is your name?
-my name is Roberto
-what is your name?
-my name is Claudia
-How are you Roberto?
-Im fine thank you
-How are you Claudia?
-Im fine thank you
-goodbye Claudia
-goodbye Roberto
Key language comprehension checking: I will ask with the puppet some expressions from the dialogue to random students to check
comprehension.

Board
Picture cards
Vocabulary
Practice

15 min
The students will copy the date and weather picture and sentence.
The ss will have a worksheet to trace, color blue the sentences of bart and color pink the sentences of lisa, cut and paste on their notebooks.
Worksheet
notebook
Application

10 min
After the ss put their notebooks and material away each person at the top of the lines must stand up and say hello, my name is . to the ss in
the back, then he must do it with the student in the back too.
One by one, line by line the ss will give me back their name tags saying, goodbye teacher.
Some students will take the vocabulary leaves and paste them in the vocabulary tree

Board.

Personal Aim:

Comments:

Class objective(s): At the end of the class the students will identify greetings, courtesy, and farewell expressions with the support of non-verbal language by knowing a repertoire of words
necessary for this social practice of the language (for example: modal verbs: can, may, etc., personal pronouns) for the use of greeting, courtesy, and farewell expressions to establish
coexistence rules
Date:
Introduction

15 min
Warmer: Set the date, say today is sunny, rainy, cloudly..etc give each student their name tag while their greet me, hello teacher.
Revision: Well review the vocabulary for school items, scissors, notebook, book, crayon, pencil. Well play the missing word game to
remember those vocabulary words.
Lead-in activity: by using mimics the ss will say hello and bye accordingly to my non-verbal language.
Introduction of vocabulary: Ill introduce them the expressions, thank you, please, youre welcome, can you lend me your please?, Yes
I can.
Material

Board
Picture cards,
vocabulary cards

Presentation

10 min
Key language: Ill paste on the board two characters from the simpsons tv show and model the following conversation:
-can you lend me your . Please?
-yes I can
-thank you
-your welcome
Key language comprehension checking: Ill use the puppet to ask some things from the students making sure they use the key language

Board
Picture cards
Vocabulary cards
puppets
Practice

10 min

Ill write on the board the 3 main words greeting, farewell and courtesy to make a chart and Ill place the expressions for each.
The students will repeat the vocabulary.
Ill take out the expressions and ask some students to reorganize the chart.
The students will trace, color in red, blue and yellow the 3 sections, cut and paste the vocabulary chart they just saw in their notebook

Board
Vocabulary cards
Worksheet
notebook
Application

Well review the expressions of each topic and some students will go to the front of the class and say
hello is a greeting,
bye is a farewell,
thank you is a courtesy expression

The students will give me back their name tags saying goodbye teacher


.
Board
Name tags
Vocabulary leaves

Personal Aim:

Comments:

LESSON PLAN FORMAT
INGLS PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 1
Block: A

Week: 2
Date: from __________ to __________

Social Practice:

expressions.
language:
expressions.
Environment:


language.
expressions based on non-verbal language..
*Exchange greetings, farewell.
rules: title, list of rules, numbers or bullets, size

Product:


Name of the stage:
Decide on the order of sentences for the list of rules.
Write the final version of the sentences.
Achievement(s):
Assume the roles of sender and intended audience in greetings, farewell, and courtesy
expressions.

Complete sentences with words.

Vocabulary:
welcome, give me.

Class objective(s): At the end of the class the students will predict greeting, farewell and courtesy expressions based on non-verbal language by knowing the graphic and textual components
of lists of rules: title, list of rules, numbers or bullets, size and type of letters for the use of greeting, courtesy, and farewell expressions to establish coexistence rules.
Date:
Introduction

15 min
Lead-in activity: by using mimics the ss will say hello and bye accordingly to my non-verbal language. The students will review their previous
knowledge about the phrases that are greetings and farewells by completing a chart on the board writing the correct word on each category.
Introduction of vocabulary: Ill introduce them the expressions, thank you, please, youre welcome, can you lend me your please?, Yes
I can.
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language: Ill write on the board and model the following conversation:
-can you lend me your . Please?
-yes I can
-thank you
-your welcome
Key language comprehension checking: Ill use the puppet to ask some things from the students making sure they use the key language

Board
Picture cards
Vocabulary cards
puppets
Practice

10 min

Ill write on the board the 3 main words greeting, farewell and courtesy to make a chart and Ill place the expressions for each.
The students will repeat the vocabulary.
Ill take out the expressions and ask some students to reorganize the chart.
The students will trace, color in red, blue and yellow the 3 sections, cut and paste the vocabulary chart they just saw in their notebook

Board
Vocabulary cards
Worksheet
notebook
Application

10 min
Well review the expressions of each topic and some students will go to the front of the class and say
hello is a greeting,
bye is a farewell,
thank you is a courtesy expression

The students will give me back their name tags saying goodbye teacher


.
Board
Name tags
Vocabulary leaves

Personal Aim:

Comments:

Class objective(s): At the end of the class, the students will identify greetings, courtesy, and farewell expressions with the support of non-verbal language, knowing the graphic and textual
components of lists of rules: title, list of rules, numbers or bullets, size and type of letters to make a comparison of expressions in the foreign language and the mother tongue.
Date:

Introduction

15 min
Introduction of vocabulary: well review the previous vocabulary of greetings, farewells, courtesy expressions
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language. Ill write on the board the following structures:
Give me your pencil, please
Thank you
Youre welcome

Key language comprehension checking:
The students will pass in front of the classroom by pairs and practice the dialogue identifying the use of the polite phrase of please, thank you,
youre welcome
Ill play with them using sometimes de word please, and the others not, if I say please, the students will give me the pencil, if not, then dont.

Board
Vocabulary cards

Practice

10 min

The students will write the date and the weather
Then, theyll copy the key language structures

Board
Vocabulary cards
notebook
Application

10 min

After the students put their notebooks and material away the students will model the key language structure to the rest of the class by saying
them aloud trying to do that by memory.

.

Board
Vocabulary leaves

Personal Aim:

Comments:

Class objective(s): At the end of the class the students will predict greeting, farewell and courtesy expressions based on non-verbal language by knowing the word formation and expressions
For the use of greeting, courtesy, and farewell expressions to establish coexistence rules.
Date:
Introduction

15 min
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language. Ill write on the board the following structures:
Give me your pencil, please
Thank you
Youre welcome

The students will pass in front of the classroom by pairs and practice the dialogue identifying the use of the polite phrase of please, thank you,
youre welcome
Ill play with them using sometimes de word please, and the others not, if I say please, the students will give me the pencil, if not, then dont.

Board
Vocabulary cards

Practice

10 min

The students will write the date and the weather
Then, theyll copy the key language structures

Board
Vocabulary cards
notebook
Application

10 min

After the students put their notebooks and material away the students will model the key language structure to the rest of the class by saying
them aloud trying to do that by memory.

.

Board
Vocabulary leaves

Personal Aim:

Comments:

LESSON PLAN FORMAT
INGLS PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 1
Block: A

Week: 3
Date: from __________ to __________

Social Practice:

expressions.

language:
expressions.
Environment:



* Detect similarities and differences between
words.
*Complete words by writing, while listening to
sentences from a list of rules


rules: title, list of rules, numbers or vignettes,
size and type of letters, etc.


Product:


Name of the stage:
Read the sentences aloud.
Suggest and add a title for the list of rules.
Display the list of rules in a visible place in the classroom.

Achievement(s):
Detect similarities and differences among words.

Vocabulary:
welcome, give me. Short, long

Class objective(s): At the end of the class the students will detect similarities and differences between words by knowing the graphic and textual components of lists of rules: title, list of rules,
numbers or vignettes, size and type of letters, etc. for a respectful attitude towards others attempts to use the foreign language.
Date:
Introduction

15 min
Revision: Well review the vocabulary for long and short. And well organize the words by their initial letter
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language:
Ill write on the board the words of the vocabulary of greetings, farewells and courtesy expressions and make the students count the letters in
each one. After they compare the number of letters in each word they must classify the words in long or short.

hi I a short word
please is a long word

Key language comprehension checking:.
Ill write on the board all the expressions that they already saw, and count each letter of each word so they can realize if the word is long or
short

Board
Vocabulary cards

Practice

10 min
Welcome is a long wordThe students will copy on their notebook the structures and exercises
Ill write on the board some words as an example and make some students express if the word is long or short.

Board
Vocabulary cards
notebook
Application

10 min

The students will put away their materials and say goodbye to the teacher

.

Board
Vocabulary leaves

Personal Aim:

Comments:

Class objective(s): Date:
Introduction

15 min
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language:

hi I a short word

short

Board
Vocabulary cards

Practice

10 min

Board
Vocabulary cards
notebook
Application

10 min


.

Board
Vocabulary leaves

Personal Aim:

Comments:

Introduction

15 min
Material

Board
Picture cards,
vocabulary cards

Presentation

15 min
Key language:

hi I a short word

short

Board
Vocabulary cards

Practice

10 min

Board
Vocabulary cards
notebook
Application

10 min


.

Board
Vocabulary leaves

Personal Aim:

Comments:

Unit 1

Block B

INGLS PROGRESS
Cycle: 1
Grade: 2nd
Unit: 1. Block B
Weeks: 5-8
Days: 11
Teacher:______________________
Social Practice of the language: Participate in the reading and writing of rhymes and stories in verse
Specific Activity with the language: Read rhymes and stories in verse
Environment: Literary and ludic.
Product: Recording or performance of rhymes or stories in verse
STAGE OF
THE PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-
IDEAS

Practice the
reading aloud of
the texts to be
recorded or
presented in
public.

*Explore illustrated rhymes and stories in verse.
*Predict topic, purpose, and intended audience based on graphics.
*Distinguish textual components.
*Listen to and participate in the reading aloud of rhymes and stories in verse.
*Find out the meaning of words.
*Identify words that rhyme.
*Match images to stanzas and verses.
*Identify changes in intonation.
*Practice the pronunciation of verses.
*Find differences and similarities in the written form of verses, number of words,
words that rhyme, etc.).
*Topic, purpose and intended audience.
* Acoustic characteristics: pauses and rhythm.
* Characteristics of rhymes and stories: rhyme, verse, and stanza.
*Textual and graphic components.
*Repertoire of words necessary for this social practice of the language.
*Word formation.
* Conventional letter-sound correspondence.
* Differences and similarities between written and oral language.
*Use poems as a means of expressing emotions.
*Show confidence in the use of the target language.
*Appreciate and enjoy literary expressions in the English language.

* Follow rhythm while
listening to the
reading aloud of
rhymes and stories in
verse.

*Recognize topic in
rhymes and stories.

Bimestrial
evaluation report

Retells

Comprehension
questions

5
sessions

Make graphics
or produce
sound effects
for the
recording or
* Find out the meaning of words.
* Identify words that rhyme.
* Match images to stanzas and verses.
* Compare the written form of words that rhyme and words that do not.
*Complete words by writing their missing parts (beginning, ending, etc.).

*Identify stanzas and
verses.

Bimestrial
evaluation report

3
sessions

STAGE OF
THE PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-
IDEAS
performance of
the rhymes or
stories in verse.

* Find differences and similarities in the written form of verses, number of words,
* Participate in the writing of verses.
*Compare the written form of words that rhyme and words that do not.
*Acoustic characteristics: pauses, rhythm.
*Characteristics of rhymes and stories: rhyme, verse, stanza.
*Conventional letter-sound correspondence.

*Read aloud rhymes
and stories.

Role plays

Oral presentations

Show the
recording or
performance
inside or
outside the
classroom.

* Find differences and similarities in the written form of verses, number of words,
* Complete words by writing their missing part.
* Check legibility and writing conventions.
*Acoustic characteristics: pauses, rhythm.
*Characteristics of rhymes and stories: rhyme, verse, stanza.
*Conventional letter-sound correspondence.
*Identify stanzas and
verses.

*Read aloud rhymes
and stories.
3
sessions

Grade: 2
nd
. Unit: 1B
Product: Recording or performance of rhymes or stories in verse.
Social Practice of the language: Participate in the reading and writing of rhymes and stories in verse.
Specific Competency: Listen to rhymes and stories in verse.

Stage of the
product
Series of actions development Examples activities Step of the class Sessions
Practice the
reading aloud of
the texts to be
recorded or
presented in
public.

*Explore illustrated rhymes and
stories in verse.
*Predict topic, purpose, and
intended audience based on
graphics.
*Listen to and participate in the
reading aloud of rhymes and
stories in verse.
*Match images to stanzas and
verses.
*Practice the pronunciation of
verses.
*Find differences and similarities in
the written form of verses,
number of words, words that
rhyme, etc.).
*Topic, purpose and intended
audience.
* Acoustic characteristics: pauses
and rhythm.
* Characteristics of rhymes and
stories: rhyme, verse, and stanza.
*Repertoire of words necessary for
this social practice of the
language.
*Word formation.
* Conventional letter-sound
correspondence.
* Differences and similarities
between written and oral
language.
*Use poems as a means of
expressing emotions.
*Show confidence in the use of the
target language.
*Appreciate and enjoy literary
expressions in the English
language.
Set the date, say today is sunny, rainy,
cloudly..etc I will introduce new
vocabulary by drawing some pictures on
the board, I will show them how is made
a rhyme by 2 words that end with the
same letters.
Introduction

1
I will write on the board the names of the
drawings I made and ask the students to
tell me which ones rhyme and which ones
doesnt. After that I will set the key
language by telling box rhymes with box
and made some students tell me that on
the board
Presentation

The students will copy the examples on
their notebooks and color their pages.
Practice

The students will try to express the key
language structure in front of the class

Application
the board, I will show them how is made
a rhyme by 2 words that end with the
same letters.
Introduction

2
the board, I will write on the board some
words and ask the students to match the
ones that end with the same letters.
Presentation

I will practice the structure dog rhymes
with frog, asking the students to go to
the front of the class and practice the
structure
Practice

The students will copy an example and
an exercise where they must match the
words that rhyme accordingly to the
letters with the words end
Application

Grade: 2
nd
. Unit: 1B
Product: Recording or performance of rhymes or stories in verse.
Social Practice of the language: Participate in the reading and writing of rhymes and stories in verse.
Specific Competency: Listen to rhymes and stories in verse.

Stage of the
product
Series of actions-
development
Examples Activities Step of
the class
Sessions

LESSON PLAN FORMAT
COORDINACIN GENERAL DEL PROGRAMA DE INGLS
PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 1
Block: B

Week: 1
Date: from __________ to __________

Social Practice:

Participate in the reading and writing of
rhymes and stories in verse

language:

Read rhymes and stories in verse

Environment:

Literary and ludic.
*Explore illustrated rhymes and stories in verse.
*Predict topic, purpose, and intended audience based on
graphics.
*Listen to and participate in the reading aloud of rhymes
and stories in verse.
*Match images to stanzas and verses.
*Practice the pronunciation of verses.
*Find differences and similarities in the written form of
verses, number of words, words that rhyme, etc.).

*Topic, purpose and intended audience.
* Acoustic characteristics: pauses and rhythm.
* Characteristics of rhymes and stories: rhyme, verse,
and stanza.
*Repertoire of words necessary for this social practice of
the language.
*Word formation.
* Conventional letter-sound correspondence.
* Differences and similarities between written and oral
language.

*Appreciate and enjoy literary expressions in the

Product:
Recording or performance of rhymes or stories in verse
Name of the stage:
Practice the reading aloud of the texts to be recorded or presented in public.

Achievement(s):
*Follow rhythm while listening to the reading aloud of rhymes and stories in verse.
*Recognize topic in rhymes and stories.
Vocabulary:
Words suitable for the practice of rhymes, topic, intended audience, verse, intonation,
differences and similarities

Class objective(s): At the end of the class the students will identify words that rhyme, by knowing the repertoire of words necessary for this social practice of the language to express
appreciation of the literary expressions in the English language
Date:

Introduction

15 min
Revision: I will draw on the board 8 pictures of isolated words and tell the kids their names
Lead-in activity: I will write on the board 4 words that illustrate a peer that rhymes and the other that doesnt
Introduction of vocabulary: I will write the names under the drawings and practice the vocabulary
Some students will unscramble the words to rewrite the names of the drawings.
Material
Board
Pictures
Presentation

10 min
Key language:
I will write on the board a chart were the students with my help write in couples the words that rhyme
moon rhymes with spoon

Key language comprehension checking: I will ask the students to tell me the words that rhyme.. moon rhymes with spoon

Board
Vocabulary
Practice

15 min
The students will copy on their notebook the structure of the key language and the vocabulary words (Spanish/English)
notebook
Application

10 min
The students will go to the board and with the use of the chart on the board they must express the key language sentence star rhymes with
car by pointing to each drawing to illustrate the word-drawing matching.

Board.

Personal Aim:

Comments:

Class objective(s): At the end of the class the students will find out the meaning of words by using textual and graphic components to show confidence in the use of the target language.
Date:

Introduction

15 min
Revision: I will write on the board 8 words and ask the students to tell me which ones rhyme
Lead-in activity: I will write on the board 4 words that illustrate a peer that rhymes and the other that doesnt
Introduction of vocabulary: I will draw some pictures to the words and practice the vocabulary with them
Some students will unscramble the words to rewrite the names of the drawings.
Material
Board
Pictures
Presentation

10 min
Key language:

The students will see the structure of dog rhymes with dog and repeat after me the same structure in the other pairs of words they just see at
the introduction stage.

The students will try to express the key language structure by themselves by coming to the front of the class and express it by heart.

Board
Vocabulary
Practice

15 min

The students will copy an example and the exercise where they must match the words that rhyme accordingly to the letters with the words end.

notebook
Application

10 min

The students with the best grades in their exercise will go to the front of the classroom and match correctly the words that rhymed in the
exercise on the board.

Board.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:

Introduction of vocabulary:

Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:

Specific Competency with the language:

Environment:




Product:

Stage number: ______ Number of sessions for this stage:______
Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 2

Block A

< SCHEME OF WORK FORMAT DIRECCIN DE EDUCACIN BSICA
INGLS PROGRESS
Cycle: 1
Grade: 2
nd
.
Unit: 2. Block A
Weeks:
Days:
Teacher:______________________
Social Practice of the language: Follow steps in a set of instructions in order to make a product.
Specific Competency: Follow instructions to carry out a simple science-related experiment.
Environment: Educational and academic.
Product: Illustrated sequence of an experiment.
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Choose a simple
experiment (example:
germinate a seed)

Make or cut out cards
* Explore simple illustrated texts on experiments.
* Identify parts of the text and their distribution.
* Distinguish instructions from lists of materials.
* Identify graphic and textual components.
* Purpose and topic.
* Textual and graphic components.
* Word and sentence formation.
* Use language as a means of sharing knowledge.
* Show confidence in the use of the foreign
language.
* Pay attention to the audience.

Distinguish
instructions from a
list of materials

Bimestrial
evaluation report

Projects

2 sessions

Write the list of
materials for the
experiment on the
cards

* Participate in the reading aloud of texts on
experiments.
* Predict the content based on previous knowledge,
title, and illustrations.
practice of the language.
* Upper and lower-case letters.
* Punctuation.
* Show confidence in the use of the English
language.

Distinguish instructions
from a list of
materials

Bimestrial
evaluation report

Show and tell
activity

2
sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Collect the materials
and start the
experiment under
teachers supervision

Observe the different
stages of the
experiment

* Identify questions about an experiment.
* Identify words that form questions.
* Order words to form questions.
* Select options to answer questions.
* Practice the pronunciation of questions and
answers about an experiment.
* Identify and follow instructions to carry out an
experiment.
* Purpose and topic of experiment instructions.
* Textual and graphic components.
* Show confidence in the use of the English
language.

Interpret and follow
instructions.

Order words to form
questions.

Bimestrial
evaluation report

Projects

Surveys

List of materials

Steps to follow

4
sessions

Write sentences
(previously written by
the teacher) that
describe every
observed stage.

Check that the
written form of
sentences and
materials is complete
and legible

Display the illustrated
sequence of the
experiment inside or
outside the
classroom
* Participate in the writing of texts on experiments
with the support of visual aids and the teachers
help.
* Identify and complete by writing names of
materials.
* Compare similarities and differences in
instructions.
* Identify the logical order of instructions in a
sequence.
* Rewrite names of materials.
* Complete instructions using one or more words.
* Repertoire of words suitable for this practice of the
language.
* Graphics: bullets, graphs and images.
* Use of language as a means of sharing
knowledge.
* Feedback and exchange of ideas and
experiences.
* Confidence in the use of language.
Identify the order of
instructions in a
sequence.

List of materials
Steps to follow

Projects

Explanation of the
experiment

3 sessions

Grade: 2
nd
Unit: 2A
Specific Competency: Follow instructions to carry out a simple science related experiment.

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2A

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2A

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2A

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 2

Block B

COORDINACIN GENERAL DEL PROGRAMA
DE INGLS PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 2 Block B
Weeks: 1-4
Days: 1-12
Teacher:______________________
Social Practice of the language: Follow and give instructions in everyday settings.
Specific Competency: Follow and give instructions that regulate everyday school activities.
Environment: Familiar and community.
Product: Posters or ads with school instructions.
STAGE OF
THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Choose from a
set of cards -
previously
made by the
teacher -
instructions
that regulate
activities, instill
habits or
promote a
healthy form of
coexistence in
the school.
* Explore school instructions.
* Identify purpose and intended audience.
* Identify instructions.
* Find out the meaning of words or instructions.
* Purpose and intended audience.
* Non-verbal language.
* Sentence formation.
* Upper and lower case letters.
* Punctuation.
*Use of instructions to regulate activities, instill
habits, and promote a healthy coexistence in the
school.
* Promote a healthy coexistence through posters or
ads.

Identify purpose and
intended audience.

Identify new words.

Use a picture dictionary
to find out the
meaning of words.

Bimestrial
evaluation report

Projects

3 sessions

Complete or
write the
chosen
instructions on
a poster or ad,
based on a
model.
* Participate in the writing of instructions.
*Identify non-regulated activities or situations in the
classroom.
* Complete the writing of specific instructions.
* Compare the written form of words.
* Follow instructions.
* Point out specific words.
* Text and image correspondence.

Give and follow simple
instructions.

Bimestrial
evaluation report

2
sessions

Check the
writing of
instructions.

Write the final
version of
instructions on
a poster or ad
Being with the language.
school.
ads.
Illustrate each
instruction in
the poster or
ad

Check that
instructions
can be carried
out.

* Identify non-regulated activities or situations in the
classroom.
* Identify intonation in instructions.
*Check upper and lowercase letters, and periods in
sentences.
* Repertoire of words suitable for this practice of the
language.
school.
ads.

Identify new words.

Complete the writing of
instructions using one or
more words.

Bimestrial
evaluation report

Projects

List of classroom
activities

3
sessions

Find places in
the school to
display

Ask for
permission to
display the
poster or ad in
the school.
* Point out specific words.
*Check upper and lowercase letters, and periods in
sentences.
* Knowledge of the writing system and basic
mechanics of writing.
school.
ads.

Give and follow simple
instructions.

Talk about habits and
promote healthy
coexistence in the
school.

Projects

3 sessions

Grade: 2
nd
Unit: 2B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 2B

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 3

Block A

PROGRESS
Cycle: 1
Grade: 2
nd
.
Unit: 3. Block A
Weeks:
Days:
Teacher:______________________
Social Practice of the language: Participate in language games with expressive and aesthetic purposes.
Specific Competency: Change verses in a childrens poem.
Environment: Literary and ludic.
Product: Verse roulette.
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Select a poem.

Choose a stanza to
make roulette with its
verses.

Make roulette big
enough to write the
verses of the stanza
on it.
* Explore illustrated childrens poems.
* Activate previous knowledge to predict topic and
purpose.
* Topic and purpose of poems.
* Acoustic characteristics: rhyme.
* Textual components
* Structure of poems: verses and stanzas.
* Pay attention to aesthetic purposes of poems.
* Use language as a means of creation.

Distinguish verses from
stanzas.

Bimestrial
evaluation report

List of words that
rhyme.

3 sessions

Write the verses on
the roulette based on
a model.

Check that the written
form of the verses is
correct and verify the
stanza is complete.
* Participate in the reading aloud of childrens
poems.
* Identify stanzas and verses.
* Identify changes in intonation.
* Practice the spelling and pronunciation of words
than rhyme.
* Complete verses orally based on the written form
of their beginning and ending.
* Textual components.
* Correspondence between written and oral
language.

Distinguish words that
rhyme.

Complete verses orally
based on their
beginning and ending.

Bimestrial
evaluation report

Show and tell
activity

4
sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Illustrate the roulette.

* Complete written verses.
* Identify words that form verses.
* Compare the written form of verses based on a
number of indicators: words, rhyme, etc.
* Select a word to complete written verses.
* Correspondence between written and oral
language.
* Repertoire of words suitable for this practice of
the language.

based on their beginning
and ending.

Rewrite words in verses
and stanzas.

Bimestrial
evaluation report

Verses and
stanzas

3
sessions

Test the roulette and
play by making poems
with verses of the
stanza.

Display the roulette in
a visible place in the
classroom
* Check writing legibility.
* Identify stanzas and verses.
* Identify changes in intonation.
* Practice the spelling and pronunciation of words
than rhyme.
practice of the language. * Acoustic characteristics:
rhyme.
Distinguish words that
rhyme.

based on their beginning
and ending.

Performance of a
stanza

Choral
performance of
stanzas

2 sessions

Grade: 2
nd
Unit: 3 A

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 3 A

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 3 A

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 3

Block B

INGLS PROGRESS
Cycle: 1
Grade: 2nd
Unit: 3. Block B
Weeks: 5-8
Days: 12
Teacher:______________________
Social Practice of the language: Formulate questions about a specific topic.
Specific Competency: Write questions to obtain information about natural products from the countryside.
Environment: Educational and Academic.
Product: Survey of natural products from the countryside.
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS

Suggest natural
products from the
countryside and find
information about
them.

Formulate or write
questions in a
notebook to obtain
information.

* Browse to illustrated childrens books about
natural products.
*Predict the content based on previous knowledge
and illustrations.
*Identify cover, title, table of contents, and back
cover.
*Recognize purpose and intended audience.
* Graphic and textual components.
* Relation between graphics and writing.
* Question marks.
*Use language to reach agreements.
* Take care of and protect sources to obtain
information.

Complete questions.

Identify some
characteristics of
natural products while
listening.

Bimestrial
evaluation report

Observation

Think aloud

3
sessions

Complete or respond
to the questions in the
notebook.

Check questions and
verify the answers.

* Participate in the reading aloud.
* Reread words and parts of a text.
* Find out the meaning of words with the support of
a picture dictionary.
* Listen and respond to questions about
characteristics of natural products (What is its
size? What color is it? Does it taste ok? etc.)
* Question marks.
* Punctuation.

Identify some
characteristics of
natural products when
listening.

Understand some
questions about
characteristics of
natural products.

Bimestrial
evaluation report

Question and
answer

3
sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
information.

*Rewrite answers to
questions.

Order questions and
answers on a list to
make the survey.

Add illustrations that
support the
information.
* Explore the written form of questions to obtain
information.
* Identify the written form of questions and
questions marks.
* Select words to form questions.
* Complete questions to obtain information.
* Respond to short questions on a model.
* Question marks.
* Punctuation.
information.

Identify some
characteristics of
natural products when
listening.

Understand some
questions about
characteristics of
natural products.

Bimestrial
evaluation report

Quiz

3
sessions

Display the survey in
the classroom.

* Identify the written form of questions and
questions marks.
* Select words to form questions.
* Complete questions to obtain information.
* Respond to short questions on a model
* Question marks.
* Punctuation.
information.

Reread words and parts
of a text.

Bimestrial
evaluation report

Role-plays

3
sessions

Grade: 2
nd
Unit: 3 B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 3 B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 3 B

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 4

Block A

INGLS PROGRESS
Cycle: 1
Grade: 2
nd

Unit: 4. Block A
Weeks:1-4
Days: 11
Teacher:______________________
Social Practice of the language: Give and receive information about oneself and others
Specific Competency: Understand and record ones own and others personal information and hobbies
Environment: Familiar and community
Product: Illustrated bar graph of hobbies
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS

Complete the writing
of questions or write
questions to obtain
information about
classmates hobbies,
based on a model.

Formulate questions
for classmates.

Write answers to the
questions, based on a
model.

Write a list of each
classmates hobbies.

* Explore the writing of peoples personal
information and hobbies.
*Identify new vocabulary and find out the meaning
of words with the support of a picture dictionary.
*Identify peoples names, last names and ages.
* Identify the name of hobbies.
* Distinguish peoples names from last names and
ages.
*Purpose, topic, and intended audience.
*Graphics: bar graphs.
* Names and figures that represent ordinal
numbers.
*Behave ethically in the use of ones own and
others personal information.
*Appreciate differences between hobbies of ones
own and hobbies of other cultures.

Identify ones own and
other peoples
personal information
and hobbies.

Bimestrial
evaluation report

Interviews

Questionnaires

Researches

3
sessions

Find out how many
students have each of
the hobbies and write
the number on the list.

Draw bar graphs and
use different colors for
each hobby.

Add to each bar graph
* Listen to and understand questions and answers
related to personal data and hobbies.
*Distinguish differences between questions and
answers.
*Identify differences and similarities between
questions and answers.
* Complete questions about personal information
using one or more words.
Answer questions using one word (yes, no) or
personal information (name, last name, age).
Complete questions
using one or more
words.

Write personal
information to answer
questions.
Bimestrial
evaluation report

Interviews

Questionnaires

3
sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
as many happy faces
as there are students
with that hobby.

* Compare questions and identify the words that
form
* Identify names of hobbies.
numbers.

Display the bar graph
in a visible place in
the classroom and ask
for permission to
display it in the
school.

* Participate in the writing of questions and
personal information.
* Complete questions based on a set of words.
* Compare questions and identify the hobbies
words that form them.
* Identify question words.
* Point out personal information.
* Select and rewrite name of hobbies to answer
questions.
numbers.

Complete questions
using one or more
words.

Write personal
information to answer
questions.

Bimestrial
evaluation report

Comprehension
questions (orally)

Short
conversations

3
sessions

Grade: 2
nd
Unit: 4 A
Product: Illustrated bar graph of hobbies.
Social Practice of the language: Give and receive information about oneself and others.
Specific Competency: Understand and record ones own and others personal information and hobbies.

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 4 A
Product: Illustrated bar graph of hobbies.
Social Practice of the language: Give and receive information about oneself and others.
Specific Competency: Understand and record ones own and others personal information and hobbies.

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 4

Block B

INGLS PROGRESS
Cycle: 1
Grade: 2nd
Unit: 4. Block B
Weeks:5-8
Days: 11
Teacher:______________________
Social Practice of the language: Participate in the reading of literary narratives and share personal experiences
Specific Competency: Read stories and narrations and associate them with personal experiences
Environment: Literary and ludic environment
Product: Hanging mural
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS

Select a story.

Select characters
actions that are similar
to ones own.
* Explore illustrated childrens story books.
* Activate previous knowledge to predict topic,
purpose, and intended audience.
* Identify cover, title, table of contents, and back
cover.
* Follow the reading aloud of a story.
*Find out the meaning of words with the support of
a picture dictionary.
* Identify beginning and end.
* Identify names of characters.
* Perform or make mimics of actions: to sleep, to
cry, to walk, etc.
*Topic, purpose, and intended audience of stories.
*Parts of a book.
*Structure of text: beginning, body, and ending.
*Acknowledge the social use of stories.
*Respect and appreciate peoples emotions.
*Show appreciation to ones own cultural
expressions and those of other countries.

Identify topic, purpose,
and intended
audience.

Identify beginning and
ending in a story.

Bimestrial
evaluation report

Class
participation

Brainstorming
2 sessions
Write or complete the
writing of sentences
that describe the
chosen actions.

* Find differences and similarities between actions
performed by characters and ones own actions.
* Participate in the writing of sentences.
*Identify words in sentences.
*Identify words written with an upper-case letter.
*Complete sentences that refer to ones own and

Complete the writing of
sentences using one
or more words, about
ones own and the
characters actions.

Bimestrial
evaluation report

Class

4
sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
of the sentences on a
poster.

Check that the
sentences are legible,
complete, and that
they comply with
writing conventions.
characters actions with one or more words.
*Complete lists of actions.
*Compare words of sentences.
*Check writing conventions.
*Word division.
*Upper and lower-case letters.

participation

Add images,
drawings, cut outs,
photographs, etc.

Display the hanging
mural in the classroom
and ask for permission
to display it outside.

*Identify beginning and end.
* Identify names of characters.
* Identify words written with an upper case letter.
* Find differences and similarities between actions
performed by characters and ones own actions.
*Repertoire of words suitable for this social

Find differences and
similarities between
actions performed by
characters and ones
own.

Bimestrial
evaluation report

Retells

Role-plays

3
sessions

Grade: 2
nd
Unit: 4 B
Product: Hanging mural.
Social Practice of the language: Participate in the reading of literary narratives and share personal experiences.
Specific Competency: Read stories and narrations and associate them with personal experiences.

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 4 B
Product: Hanging mural.
Social Practice of the language: Participate in the reading of literary narratives and share personal experiences.
Specific Competency: Read stories and narrations and associate them with personal experiences.

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 5

Block A

INGLS PROGRESS
Cycle: 1
Grade: 2nd
Unit: 5. Block A
Week:1-3
Day: 1-9
Teacher:______________________
Social Practice of the language: Share information through graphic resources.
Specific Competency: Record basic information about a geography topic with the support of graphical resources.
Product: A puzzle of the Americas.
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Get or copy a map of
the Americas.

Draw and color North
America, Central
America, and South
America.

Look for specific
information of the
three regions and their
countries such as:
language, currency,
flag, etc.
Explore illustrated maps with specific
information about the Americas (i.e. languages,
currency, flag, etc.).
*Identify graphic and textual components.
*Locate North America, Central America, and
South America.
*Point out data or information about countries.
*Identify topic based on information.
*Topic, purpose, and intended audience.
*Textual graphic components.
*Use language as a means of appreciating
other languages and cultures.
*Know and appreciate linguistic diversity.
*Identify purpose and topic
based on illustrations and
information.

*Identify words that are
similar to ones own mother
tongue.
Bimestrial
evaluation report
3
sessions

Add information about
the countries on the
back of the map.

Cut out each country
to make the pieces of
the puzzle.
Identify information following its reading aloud.
*Point out and identify words and phrases when
listening.
*Point out American countries on a map when
listening to their name.
*Identify words that are similar to the mother
tongue.
*Say names of countries to practice their
pronunciation.
Participate in the writing of information
*Write names of regions and countries of the
Americas based on a model.
*Complete sentences based on a set of words.
*Check and verify information.
*Rewrite information about
a country on a chart.
Bimestrial
evaluation report

Observation
checklist
3 sessions
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
*Know and appreciate linguistic diversity.
Play with the puzzle
and choose a place to
keep it in the
classroom.
*Point out data or information about countries.
*Point out American countries on a map when
listening to their name.
*Say names of countries to practice their
pronunciation.
*Check and verify information.
*Knowledge and appreciation of linguistic
diversity.
*Rewrite information about
a country on a chart.

*Name countries and locate
them on a map.

Performance
rubric (can
communicate with
no/some/lots of
difficulties)
3 sessions
Grade: 2
nd
Unit: 5 A
Specific Competency: Share information through graphic resources.

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 5 A
Specific Competency: Share information through graphic resources.
Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Unit 5

Block B

INGLS PROGRESS
Cycle: 1
Grade: 2nd
Unit: 5. Block B
Weeks: _____
Days: ______
Teacher:______________________
Social Practice of the language: Describe and share information about the place where one lives.
Specific Competency: Understand and record information about locations in the place where one lives.
Product: Map of a location.
STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
Observe the empty
spaces on the map or
diagram, previously
made by the teacher of
the place where one
lives.

Decide which man-
made constructions or
natural features are
missing.
Explore illustrated diagrams or maps for children.
* Identify uses and purposes of maps or diagrams.
* Distinguish graphics from textual components.
* Identify the name of locations (country, ranch,
neighborhood, etc.).
* Identify natural features (river, sea, woods, etc.) and
man-made constructions (hospital, school, office,
etc.).
* Identify signs of places and relate them to the name
they represent.
* Purpose.
*Graphic and textual components.
Sentence formation.
* Value and preserve natural features of the place
where one lives.
* Appreciate cooperative work.
Identify the names of
locations.

Identify natural features
and distinguish them
from man-made
constructions.
Bimestrial
evaluation report.

Show and tell.

2
sessions

Draw on the map or
diagram the natural
features and man-
made constructions of
the location that are
missing.

Include the
corresponding signs.
Participate in the reading aloud.
* Find out the meaning of words using a picture
dictionary.
* Point out names while they are read aloud.
* Complete questions.
* Answer questions to offer information about
locations, based on a model.
* Differences between English and the mother
tongue.
Answer questions about
the characteristics of
natural features and man-
made constructions
.
Teachers
observation
checklist
2 sessions

STAGE OF THE
PRODUCT
SUGGESTED
ASSESSMENT
SUGGESTED
TIMING
ACTIVITIES-IDEAS
where one lives.
Write the name of the
location based on a
model.

Write the name of the
constructions and
features included,
based on a model.
Explore the written form of words.
* Classify names in semantic fields.
* Compare the written form of names.
* Find differences and similarities between words in
English and the mother tongue.
* Locate names of places on maps or diagrams.
Check writing conventions.
tongue.
where one lives.
* Answer questions about
natural features and
man-made
constructions.

*Find differences and
similarities between
words in English and
the mother tongue.
Bimestrial
evaluation report

Comprehension
questions
3 sessions

Check that the writing
is complete and legible.

Display in the
classroom the map of a
public place.
* Identify the name of locations (country, ranch,
neighborhood, etc.).
* Identify natural features (river, sea, woods, etc.) and
man-made constructions (hospital, school, office,
etc.).
* Identify signs of places and relate them to the name
they represent.
* Answer questions to offer information about
locations, based on a model.
Check writing conventions.
* Purpose.
*Graphic and textual components.
tongue.
where one lives.
* Identify the names of
locations.

* Identify natural features
and distinguish them
from man-made
constructions.

* Answer questions about
natural features and
man-made
constructions.

Bimestrial
evaluation report

Writing-spelling
rubric

Performance
Rubric
3 sessions

Grade: 2
nd
Unit: 5B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 5B

Stage of the
product
Series of actions-
development
the class
Sessions

Grade: 2
nd
Unit: 5B

Stage of the
product
Series of actions-
development
the class
Sessions

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

LESSON PLAN FORMAT
PROGRESS
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:________________________

Social Practice:


Environment:




Product:

Name of the stage:

Achievement(s):.

Vocabulary:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

Introduction

Warmer:

Revision:

Lead-in activity:


Material

Presentation

Key language:


Practice

Application

.

Personal Aim:

Comments:

2nd Grade

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