Second Grade

Social Practice of the LanguageUnderstand and express information related to goods and services.

EnvironmentFamiliar and community.

Specific CompetencyOffer and understand suggestions in order to buy or sell a product.

Product AGood catalogue.

Unit I

Achievements

Anticipates the general meaning and main ideas by listening to familiar expressions.

Identifies main ideas in oral exchanges. Searches for confirmation in an oral exchange. Produces expressions to argue or object. Adjusts tone, rhythm, and intonation in producing oral

texts.

I. Brainstorm. What catalogs have you seen or read? Have you ordered something from a catalog?

II. What information do catalogs have to include? Complete the word map.

CATALOGS

III. Read the following dialog and underline the size, cross out the color and circle what they are looking for.Clerk: Can I help you?Customer: Yes, I´m looking for a blouse?Clerk: What size would you like?Customer: Medium, please.Clerk: And what color would you prefer?Customer: Do you have a dark blue. Clerk: Yes we do. Let me get it for you. I´m sorry we don´t have that size available at this store, would you like me to order it.

IV. Draw what the customer is looking for?

V. Write the following words in the correct category.

Categorize the following vocabulary

blue 9 red shoes green cap 12 short

s

skirt pink 2 jeans jacke

t

can Wil

l

would

sweate

r

mediu

m

larg

e

Cerulea

n

blue smal

l

7

SIZE COLOR MODAL CLOTHING

VI. Circle the words you find in this runitalltogether paragraph.

xcwhitemjioplktrmediumbndfwqaeeeextralargescksoppsmallshirt humnsbathingsuitswinmortblueytrwrgreenerplklpsocksredcaplkjio sacretytennisshoessizemnbvcxzpinkmyertdressbootswrtytrtrplkjuo suitstrfghgftrertmnbvcoubootsqwasszxcviejacketcollarsplkmnhjeip sweaterklopflipflopspurpletyrepopppytttqwertasdfghjklñzxcvbnmd

VII. Write the correct word on the line.

____________________________ _______________________

____________________________ _______________________

___________________________ _________________________

___________________________ ______________________

____________________________ ____________________

_____________________________ _____________________

__________________________ _____________________

___________________________ ________________________

VIII. Write 5 sentences using the vocabulary seen in exercise 6.a)____________________________________________________________________________

b)____________________________________________________________________________

c)____________________________________________________________________________

d)____________________________________________________________________________

e)____________________________________________________________________________

IX. Survey 10 of your classmates asking them: what their favorite color is, what their favorite piece of clothing. Then make a graph and socialize your findings.

X. In teams of 4, compose a song to sell garments to use as an advertisement in a radio program.

XI. Read about the comparatives and superlatives of adjectives. Ask your teacher if you have more questions about them.

Comparatives

Comparatives are used to compare two things. You can use

sentences with “than”, or you can use a conjunction like “but”.

Jiro is taller than Yukio.

Yukio is tall, but Jiro is taller.

Superlatives Superlatives are used to compare more than two things.

Superlative sentences usually use “the”, because there is only

one superlative.

Masami is the tallest in the class.

Yukio is tall, and Jiro is taller, but Masami is the tallest.

Taken from: http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/regcom.htm

XII. Write the comparative of the following adjectives.

cheap ___________________ expensive ___________________________

modern __________________ big _________________________________

small ____________________ pretty _______________________________

blue _____________________ nice _________________________________

beautiful __________________ new _________________________________

old ______________________ tall__________________________________

short _____________________ ugly _________________________________

white ____________________ hot __________________________________ cold ______________________ dark __________________________________

XIII. Look at the pictures and write sentences comparing them.

Cambden Nora Alice Tracya) ______________________________________________________________________________

b) ______________________________________________________________________________

c) ______________________________________________________________________________

d) ______________________________________________________________________________

XIV. Now write 5 sentences about your friends or family using the comparatives.a) ______________________________________________________________________________

b) ______________________________________________________________________________

c)______________________________________________________________________________

d) _____________________________________________________________________________

e) _____________________________________________________________________________

XV. Draw a line between the picture and the correct word.

1. elephant

2. Cheetah

3. chimpanzee

4. tiger

5. blue whale

6. giraffe

XVI. Complete the paragraph with the right superlative.

Of the animal kingdom there are some species that are quite unique. The cheetah is the ______________ mammal in the world with speeds up to 120 km / hour. The elephant is the ______________ land mammal in the world. The chimpanzee is one of the ___________ creatures. The giraffe is the _____________ animal, but the blue whale is the ___________ mammal in the Earth.

Second Grade

Social Practice of the LanguageRead and understand different types of literary texts from English-

speaking. countries

EnvironmentLiterary and Ludic.

Unit I

Specific CompetencyRead fantasy literature and describe characters.

Product: BComic Strip.

Achievements

Uses strategies to support the understanding of narratives.

Anticipates the general meaning and main ideas from details. Distinguishes explicit from implicit information.

Formulates and answers questions to distinguish and verify specific information.

Describes characteristics and abilities.

Comics LessonMelissa Fennell

GRADE LEVEL: SHS 1 or 2

SKILLS: Reading, Listening, Speaking

TIME: Class Period

MATERIALS: Sentence Unscramble Worksheet, Comics with dialogue erased

OBJECTIVES:

To increase student interest To encourage students to use English creatively To practice writing

PROCEDURE:

Introduction / Warm up (10 minutes) Ask SS “Which comic characters do you like the most?” It can be any character. If you know the character, you can make a comment about it (conversation). If you don’t, then you can ask the student to teach it to you.

Activity one: Sentence Unscramble (7 minutes)

Show SS a comic with the text in the speech bubbles erased. Put the comic strip below in the wrong order. SS sort out the order of the sentences. Then, they fill in the speech bubbles.

 Activity two: Make your own comic (20-30 minutes)

SS choose from a selection of different comics (or JTE/ALT could offer only one comic) and fill in the (empty) speech bubbles with their own conversation.

 Activity three: Presentation (10 minutes)

In groups, SS exchange comics and read them  

Sample exercises

First of all, it is important not to throw away the comic sections of newspapers (especially for colored comics) so that one will have an abundance of comic strips to use in class for a variety of activities, such as those described below.

Activity 1

The teacher cuts apart the individual panels of a comic strip and puts them in an envelope. The students (either individually or in groups) then are asked to arrange the pieces into the proper sequence to tell the story, either in written form or as a speaking exercise.

For more advanced learners, the task can be made more difficult by giving a different panel to each student in a group and asking students to describe to the rest of the group what is on their panels. The students should not show their pictures to each other until they have figured out the correct order for the panels.

Activity 2

In a variation of the first exercise, the teacher removes the speech or thought bubbles of the comic strips, hands out copies of both the comic strip and the text of the bubbles to the students. The students' task is to figure out the proper order of the speech or thoughts.

Activity 3

The teacher hands out a comic strip from which the last panel is cut out. Students are asked to continue the story and come up with an ending. Similar to the first activity, this can be a writing or speaking exercise and can be organized as either an individual or a group activity, depending on the needs of the students. (Naturally, the first exercise could be continued with this exercise as well; however, this way is more challenging than having to continue a story that already has a conclusion).

A follow-up for this exercise could be that the students act out their stories in class. After acting out a story, they could continue it as a role-play activity.

Role-plays are useful for providing the teacher with feedback on how well the students learnt the new language (grammar, vocabulary, etc.). Besides, this activity reduces Teacher Talking Time and facilitates the speech of the students. It is generally true that people are less inhibited to talk when they have a personality "to hide behind," so when they play a role, they tend to forget about the surrounding circumstances (i.e., the classroom or the presence of the teacher).

Activity 4

Another interesting (and slightly more complex) exercise is to organize students into groups and give them a written story with missing information. First the groups should discuss what might be missing from the text. Then the teacher gives them a comic strip version of the text. They must fill in the blanks in the written story by describing what they see in the pictures. After that, they are asked to think of speech and/or thought bubbles for the comic strip. Naturally, as a follow-up activity, they can act it out and continue the story as a role-play.

The variations of these kinds of activities are almost endless. They can be combined with other activities, or used as supplementary material.

Create a Comic StripI often use comic strips for students to retell a story.  There are many ways to do this.  First I have students fold paper in half like a hotdog and then fold it two more times like a letter.  This creates six boxes.  I always have students write at least one to two students per box.  Then they can draw pictures with the characters having think bubbles or talking bubbles.

Describe what happens in the beginning of the story.

Describe what happens in the beginning of the story.

Describe what happens in the middle of the story.

Describe what happens in the middle of the story.

Describe what happens in the end of the story.

Describe what happens in the end of the story.

Title and author and comic strip creator (student name) Characters Setting

Problem SolutionReflection on the story or have students critique and give their opinion.

Another type of comic strip is similar.  Have students fold a piece of paper like an accordion 2-3 times.  This is good practice using sequencing words when retelling a story. Have students complete the following in each box. 

Picture Write about what happens first in the story. 

Picture Write about what happens next. 

Picture Write about what happens then in the story. 

Picture Write about how the story ends. 

Draw a Favorite PictureI have given students a story map to retell the story.  I have used the maps from the book Catching Kids Up .  They are very simple but provide good practice for students.  When students finish the story map they can draw a picture of their favorite part of the story.  I pull out the watercolor paints or pastels and let them go.  Sometimes just the novelty of a new medium motivates kids!!!

Elements of a Narrative

Plot: the sequence of events that take place in a story.

Setting: the time and place in which the events of a story take place.

Characterization: the methods used to present the personality of a character in a narrative.

Direct--the author describes the character. Example--She was a large woman with a large purse. Indirect--the reader judges what the character is like based on what they say or do, or what other characters say about them. Example--We believe the narrator of "The Tell-Tale Heart" is crazy because he talks nervously and frequently repeats himself.

Atmosphere: the general mood or feeling established in a piece of literature. Atmosphere is created through word choice and pacing.

Word Choice--the author uses words that make the reader feel a certain way. A spooky atmosphere is created in "The Tell-Tale Heart" through the use of words like "hideous," "marrow," "chilled," and "nervous."Pacing--the author controls the speed at which we read through sentence length, punctuation, repetition of words and other techniques.

Point of View: who is narrating the story (2 main types: First Person, Third Person)

First person: the narrator uses "I" to tell the action, and is involved in the story. Third person: the story is told from a perspective outside the story. The characters are referred to by name, or as he, she or they.

Conflict: the central problem that drives the action of a story.

Internal: The conflict happens in a character's mind. A character with a guilty conscience is an example of internal conflict. External: The conflict happens between characters, or between a character and some outside force, like nature. Sherlock Holmes pursuing a criminal is an example of external conflict.

Recognizing fantasy story

I.-Read the story, as you read, use the checklist below to make notes about the realistic and fantastic details you find. Then use the chart below to analyze your observations.

What´s the main idea? _________________________________________________________

What´s the plot? _____________________________________________________________

What´s the setting? __________________________________________________________

Characters?___________________________________________________________________________________________________________________________________________________________________________________________________________________________

What´s the atmosphere?_______________________________________________________

Point of view? ________________________________________________________________

What´s the conflict? ___________________________________________________________

Question? Yes No Look back at details Confirm

(Fantasy or realistic story)

Are some of the places unlike places in the real world?

Write details about the places in the story.

Do unusual events occur?

Write details about events in the story.

Do some characters have traits or abilities that real people don´t

have?

Write details about characters in the story.

II. List three fantastic details that you could add to the story.

o

o

o

III. Write a paragraph with series of sequence events. Think about the time when you or friend you know found something that was lost. And describe orally the story´s events in order. List in time sequence the steps used to find the object.

Beginning (Introduction)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Middle (Body)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End (Resolution) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Write the brief descriptions for the characters and the events.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

V. Detect words and expressions used to describe physical features of characters, and describe physical characteristics, abilities, and actions to discover characters.

VI. Put sentences into paragraphs.

VII. Use the verbs in past perfect.

Choose topical comics and cartoons to use as a base for introducing a class discussion on current news of the day/week

VIII. Write a short realistic description of something you did. Then rewrite the description so that it becomes in fantasy.

| _________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Expressions

Oh!No way!Wow!Bravo!Help!Zaz!Boom!Yippee!By the way..FinallyLater onAs soon as possible

Physical characteristics

FatThinPlumpChubbyTallShortBody partsMedium highBlond hairBrown hairBlack hairWhite hairShortLong BigSmallEyesNoseMouthEarsHeadLegsArmsColorsCurly hairWavy hairStraight hair

Abilities and actionsCharacter

curiousbossygentlelovingwild

messyneatjoyfulsmartcalmmeanrudepolitequiet

honestbravefunnysad

givingcaringselfishfriendly

shyproudbusylazy

responsiblehelpful

IX. Making inferences (reading between lines).Determine the episode/s to be included in the comic strip.

Main idea from details.

Think about the title, the illustrations, and what you have read so far.

This story takes place _________________________________________________.

The main character of the story is ____________________________________ who

___________________________________________________________________.

  The problem in the story is when _______________________________________. 

The problem is solved when ____________________________________________.

Tell what you think will happen next or what you will learn.

This story takes place _________________________________________________.

The main character of the story is ____________________________________ who

___________________________________________________________________.

  The problem in the story is when _______________________________________. 

The problem is solved when ____________________________________________.

Tell what you think will happen next or what you will learn.