Ingles 2 Secundaria
Enviado por LEALEXANDRO • 23 de Noviembre de 2013 • 6.416 Palabras (26 Páginas) • 961 Visitas
PROYECTOS DE TELESECUNDARIA 2°
Los trabajos que se realizarán durante el ciclo 2011 y 2012
sábado, 26 de noviembre de 2011
PLANEACIÓN INGLÉS II SECUNDARIA BLOQUES 1,2,3,4,5 2011-2012
ZONA ESCOLAR O43, SECTOR O6, TEHUACÁN.
ESCUELA: ISAAC OCHOTERENA CICLO ESCOLAR: 2011 - 2012 GRADO: 2º GRUPO: __”C”__
PROFESOR: INGLES II FECHA: _________________
Unit 1: People and Animals
Propósito: 1.1. Expressing (in)ability in the present Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the harmonica/speak English/...). 1.2. Describing people and animals
Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/…
LESSONS
TEAM
Social Practice
PERFORMANCE EVIDENCE
REFLECTION ON LANGUAGE
STRATEGIC COMPETENCE
UNIT FOCUS
Meeting your a new teacher
This is your schoolprincipal
What time do you have your english class?
Roxane gets up at six o’ clock
mi uncle is stall and thin
What does your teacher look like?
Can you drive a car?
Elephants have big ears and black eyes
Whales are very intelligent.
Whats i s your mother like?
I sometimes play soccer
How often do you go the movies?
Do you now seahorses?
Learn about koalas
Do animals have routines?
What can animal do?
Have you heard about white lions?
Animals that live in your community
My favorite athlete is Ana Guevara
What animals do you like?
Create a gallery of famous people
Come to visit our gallery
Who is it?
Autoevaluación
Giving and obtaining factual information of a personal
and non-personal kind
1.1. Expressing (in)ability in the present
Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design
buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the
harmonica/speak English/...).
1.2. Describing people and animals
Sample productions: Zebras are beautiful. They have black and white stripes. They live in the
jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is
very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long
ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is
tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her
homework/arrives on time/…); What’s your dog like? It’s fat/lazy/
sudents can recognise and understand quotidian texts (classified advertisements, letters/emails,
magazine/newspaper articles and conversations) in order to use them purposefully (obtain
information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/
routines).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details ((in)abilities, physical characteristics, routines/
habits) and discriminate relevant from irrelevant information, in order to identify a person or his/
her main actions/habits/routines, complete/expand a text and/or respond to a conversation.
• – Can infer age, sex, feelings, attitudes, location and situation of others.
– Can infer the meaning of some adjectives used for describing people from the context within which
they are presented, and/or by recognising synonyms (e.g. thin–slim) and antonyms (e.g. tall–short),
based on content as well as on knowledge of the world and/or L1.
– Can discriminate final consonant sounds used in can (/kæn/ or /k n/) and can’t (/kænt/).
Students can recognise and understand academic texts (articles about the routines of animals or groups
of people) in order to compare with the rest of the class their own interpretation and judgement of such
texts.
– Can relate main ideas to examples, descriptions and explanations about the routine of an animal or
group of people.
– Can use maps, photographs and charts in texts to increase their knowledge about the animal or
group of people described.
Students can recognise and understand short literary texts (tales, fragments of poems and stories) in
order to comment on the feelings generated by them.
– Can identify characters and main events.
Students can use language creatively and appropriately by selecting lexis, phrases and grammatical
resources in order to produce short, relevant texts (classified advertisement, letter/e-mail, article,
conversation) regarding peoples’ and/or animals’ (in)abilities, physical characteristics, and habits/
routines.
– Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when describing people and their routines.
– Can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can /kæn//
k n/).
– Can identify the purpose for writing a description of people and/or animals, intended audience and
type of text required (classified advertisement, letter/e-mail, article); and generate and organise ideas
coherently with the help of peers, the teacher or by consulting different sources of information.
– Can produce a skeleton of the text to be written, identifying and establishing the basic organisation
of components (classified advertisement: heading, body; letter/e-mail, article: introduction, body,
conclusions), with the help of peers, the teacher or a similar text.
– Can produce individual sentences in preparation to write a classified
...