UNIT THREE: SHOPPING AND CLOTHES.

ESCUELA SECUNDARIA OFICIAL NEMERO 86 “LIC, Abel C. Salazar” turno vespertino Planeación del tercer bloque correspondiente a los meses de Noviembre a Enero. Segundo grado. SEGUNDA LENGIA INGLES

UNIT THREE: SHOPPING AND CLOTHES.

PURPOSE: The purpose of this unit is to enable students to participate in conversations in which they compare, buy or sell a variety of items. PERFORMANCE EVIDENCE:

Students can recognise and understand quotidian texts (advertisements, catalogues and conversations)

in order to use them purposefully (make comparisons, buy, sell, select, obtain information about

products).

– Can use knowledge of the world and clues (illustrations, realia) to make predictions about the

texts.

– Can identify the overall message and some details (prices/features of an object) and discriminate

relevant from irrelevant information, in order to make comparisons between two or more items,

identify prices, complete/expand a text and/or respond to a conversation.

– Can infer intentions and attitudes of others.

– Can infer from data provided by the text, knowledge of the world and/or L1, some implicit

information (location, target customers, price scale, quality and characteristics of product).

– Can infer the meaning of unfamiliar words related to shopping and clothes from the context within

which they are presented, and/or by recognising synonyms (e.g. big – large) and antonyms (e.g.

cheap – expensive), based on content as well as on knowledge of the world and/or L1.

– Can discriminate the particular sounds used in this /IS/ and these /i:z/, and –ty /tI/ and –teen

/ti:n/.

– Can express own judgement and make recommendations about the information contained in texts

regarding items for sale.

Students can use language creatively and appropriately by selecting lexis, phrases and grammatical

resources in order to produce short, relevant texts (advertisement, catalogue, conversation) regarding

comparisons and buying/selling things.

– Can follow structured models of spoken/written language to give information about items for sale.

– Can use knowledge of the world to anticipate type of information required, expected ways of

interaction and possible language needed when comparing, and when buying/selling things.

– Can produce some fi xed expressions with appropriate stress, rhythm and intonation when making

comparisons and purchases.

– Can pronounce intelligibly short and long vowel sounds that make a difference in meaning when

using demonstrative pronouns (this /IS/ and these /i:z/).

– Can identify the purpose for writing a description of items for sale, intended audience and type of

text required (advertisement, catalogue); and generate and organise ideas coherently with the help

of peers, the teacher or by consulting different sources of information.

– Can produce individual sentences in preparation to write an advertisement, catalogue, and join them

later using some linking devices (because, or) in order to make the text coherent.

– Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to

make adequate corrections on a fi rst draft and produce a fi nal version of the text.

– Can illustrate appropriately the advertisement or catalogue produced

ACTIVITIES:

-Los Alumnos realizaran la comparación de objetos, principalmente ropa, hablando de sus características, como precio, calidad, o sus gustos o disgustos.

-Realizaran ejercicios de compra y venta de ropa.

-Aprenderán las distintas tallas de ropa y como comprar ropa en inglés.

-Llevaran a cabo diálogos entre los alumnos representando la compre y venta de ropa.

Diálogos escritos sobre la compre, venta y comparación de ropa.

-Análisis de audios con nativos de la lengua sobre la compra, venta y comparación de ropa.

REFLECCTION ON LANGUAJE: Students notice:

• the implication of physical proximity or distance

when using singular (this – that) and plural

demonstrative pronouns (these – those)

• that the forms adjective + -er (...than) and more +

adjective (... than) indicate inequality

• that the forms the + adjective + -est and the most +

adjective indicate that one of a group is outstanding

in a particular way

• changes in spelling at the end of adjectives when

using their comparative and superlative forms

(e.g. big bigger biggest, pretty prettier

prettiest, large larger largest, cheap

cheaper cheapest, etc.)

• that some adjectives have irregular comparative

and superlative forms (e.g. good better best,

bad worse worst)

• the different meanings that a single term may

have depending on the context of use (dress, tie,

coat, glasses, watch, ring)

• that some linking devices indicate cause (because)

while others indicate alternative (or)

and use such language features appropriately

SOCIAL PRACTICE

3.1Giving and obtaining factual information of a personal and non-personal kind.

Making comparisons/expressing degrees of difference

Sample productions: The red/This sweater is nicer/warmer… than the pink one/that one; It/

That black jacket is more fashionable/original/… than the beige one; Are these jeans/shorts/…

cheaper than those ones?; Are these jeans/shorts/…more expensive/comfortable/… than those

ones?; Yes, they are; No, they aren’t; Which are the best/cheapest/… shoes?; Which (ones) are the

most expensive/colourful/… jeans?; These/The green ones; Which (one) is nicer/larger/…?; The

red/This one; Which is more formal/fashionable/…? The grey/That one. STRATEGIC COMPETENCE:

Students can use some verbal and/or non-verbal

information to ease and enrich communication.

– Can rely on gestures, facial expressions and

visual context.

– Can rely on background noise, tone of voice.

Students can recognise when confused and

cope with not being able to understand parts of

written/oral texts.

– Can tolerate ambiguity.

Students can recognise when confused and use

verbal and/or non-verbal language to repair

communication breakdowns.

– Can repeat/ask for repetition.

– Can support message

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