English materials for
​Secondary school in México

Second Grade

Unit 1

Lesson plan

Lesson plans | Videos | Worksheets & Handouts | Audios | PowerPoint presentations
​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Picture
Introduction (15 mins.)
T sticks some flashcards about everyday problems on the board and asks Ss to describe them. T draws a graphic organizer (mind map) on the board using the Ss’ ideas and thoughts. Ss take notes.
Development (15 mins.)
Ss match a list of “Everyday problems” with images.  
Consolidation (15 mins.)
T draws a graphic organizer and asks Ss to classify a list of everyday problems into personal, familiar, school, society and environment.
T elicits from Ss the more common everyday problems in their community or area. In pairs, Ss discuss why they are concerned about these problems. 
Conclusion (5 mins.)
T reads the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit. 
 Homework: Ss research information about everyday problems. Ss have to choose a problem they are concerned and write the following information required: name of the problem, causes, people involved and repercussions. They may include illustrations.   
Introduction (10 mins.)
T introduces the idea of the words “cause” and “effect” by giving Ss an interesting cause-and-effect relationship. For example: if you eat a lot of candies… you will get a stomachache. T writes a list of half-sentences on the board and asks Ss to complete them.
  1. If you study hard you will…
  2. If you have any problem, you must…
  3. If they invite you to use drugs, you should…
Development (25 mins.)
T invites Ss to classify a list of words related to 4 everyday problems.
Then, T tells Ss that they are going to listen to 4 testimonies. T shows 4 pictures of everyday problems and asks Ss to put them in order they hear them.
Next, T asks Ss to listen again and asks them to identify who is/are involved and how they feel in each testimony.
T checks answers with the entire class, explaining where necessary. 
Consolidation (10 mins.)
In pairs, Ss match a list of causes, problems and effects. For example:
  • Cause: Boring relationship
  • Problem: Break-up
  • Effect: Depression and low self-esteem
Then, T asks volunteer to come to front of the class and share their answers. 
Closure (5 mins.)
T encourage Ss to explain the relevance of taking actions to prevent problems. T explains to Ss that some bad decision can change their life or hurt people they love.
Introduction (5 mins.)
T asks Ss about the most stressful situation they ever lived through. Ss describe and justify their answers.
Development (25 mins.)
T asks Ss to read a text of an everyday problem and answer the following questions:
  • What is the best title for the text?
  • Who is the text written for?
  • What is its purpose?
  • What are the reasons to help people with this problem?
Then, T tells Ss how to use the following conjunctions: because, because of, since and as to give reasons.
T asks Ss to match main clauses and subordinate clauses to make sentences that give reasons.
Finally, Ss complete sentences to give reasons.
Consolidation (15 mins.)
In pairs, Ss discuss how they would help a friend who suffers an everyday problem and they give reasons to support him/her.
Closure (5 mins.)
T encourage Ss to explain the relevance of giving reasons or arguments to support an idea.
Time filler: “Clauses of reason 2” – Ss complete sentences using because, because of, since and as.
Introduction (5 mins.)
T writes the word “Suggestion” on the board and asks Ss what this word mean to them. T asks Ss to give some examples.
Development (25 mins.)
T explains to Ss expressions that are used to make suggestions.
  • You should talk to her.
  • Let’s talk to her.
  • How about talking to her?
  • Why don’t you talk to her?
Ss match a list of situations with the offers, for example:
You see someone bullying a friend. You should tell the teacher.
Then, Ss complete seven suggestions.
And finally, make 2 suggestions using prompts.
Consolidation (15 mins.)
In pairs, Ss choose an everyday problem and make 3 suggestions to solve that problem. T invites volunteers to come to the front of the class and share their suggestions.
Closure (5 mins.)
T asks Ss to summarize the grammar rules for each form of suggestion:
  • You should + verb
  • Let’s + verb
  • How about + verb +ing
  • Why don´t you/we + verb
Time filler: “Making suggestions 2” – Ss use different phrases to give the same suggestions.  
Introduction (5 mins.)
T asks Ss to list the characteristics of a good video to raise awareness of an everyday problem.  
List of characteristics:
  • A good script.
  • It has a purpose.
  • Creativity.
  • Know the audience.
  • Use the right music.
  • Correct voice and tone.
  • Include a call to action.
Development (20 mins.)
T shows Ss three or four PSA videos and encourages Ss to identify for each video the following information:
  1. Name of the problem.
  2. People involved.
  3. Main character’s emotions and feeling.
  4. Causes.
  5. Effects.
Consolidation (20 mins.)
T asks Ss to vote for their favorite video they watched. Then, T put Ss into teams of 3 or 4 Ss. T asks Ss to make suggestions to resolve that problem. They may use expressions using “should”, “could”, “let’s”, “why don’t” and “How about”.
A volunteer from each team shares their suggestions in front of the class.
Closure (5 mins.)
Ss summarize the suggestions that Ss have made and discuss the feasibility of each one.
Introduction (5 mins.)
T asks Ss if they have ever seen in a car accident. T encourages Ss to list the most common causes of car accidents.
Development (30 mins.)
Ss listen to an audio (part 1) and answer the following questions:
  1. What is the problem that the PSA wants us to be aware of?
  2. Who is the target audience?
  3. What is the message for the public?
  4. What sound effect was used in the audio?
Ss listen again and complete the following sentences:
  1. _________________________ is any activity that diverts attention from driving.
  2. More than ___________________ people die in automobile crashes in the U.S.
  3. __________________ of teenagers understand the consequences.
  4. These accidents lead to severe injuries, like _____________________, dislocations, lacerations, burns or permanent ____________________ of use of a body part.
Ss listen to the second part of the PSA and tick the tips they hear.
  1. Do not eat while you are driving. ___
  2. Be careful of the oncoming cars.  ___
  3. Use your cellphone for emergencies only. ___
  4. Turn your cellphone off. ___
  5. Do not text family members if they are driving. ___
  6. Do not exceed the speed limit. ___
  7. Tell your parents to stop using the phone when they are driving. ___
T explains Ss the 3 parts of a PSA script: Introduction, Body and Conclusion.
T asks Ss to identify the 3 parts of the PSA they heard.
Consolidation (10 mins.)
T asks Ss to give ideas to write sentences for each part of a PSA.
Closure (5 mins.)
T asks Ss what they have learned.
T explains that Ss are going to act-out a PSA script as their first product. First, Ss have to choose one of the everyday problems.
T put Ss into teams. T provides Ss with the phrases, and structures needed for the project. Ss structure the script by classifying the sentences they have now, for: opening, body, and conclusion, in a written way.
T encourages Ss to use what they have learned. Ss write their script of the announcement. Ss include a few relevant statistics on the topic, appropriate prosodic features and non-verbal language to the announcement. SS decide the types of sounds, noises and special effects they would like to insert while producing their script. T encourages Ss to show support and solidarity in their script.
If possible, record the announcement with a cell phone to make it more real.
T decides the place and time of the presentations. Together, T and Ss, decide which PSA was the best.