English materials for
​Secondary school in México

Second Grade

Unit 1

Lesson plan

Lesson plan | Games & Lead-ins | Worksheets & Handouts | Audios | PowerPoint presentations | 
​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (15 mins.)
T reviews clothes vocabulary with flashcards or a PowerPoint presentation.
T writes a few discussion points about go shopping  on the board:
  • Do you like shopping? Why?/Why not?
  • Where do you go shopping? Why do you shop there?
  • When do you usually go shopping?
  • Do you buy your clothes from a catalogue or store?
  • What are the characteristics of a good catalogue?
 Ss share their ideas or have a class discussion.
Development (15 mins.)
Ss complete a conversation about shopping by listening an audio.
T encourages Ss to identify: 
  1. What was the conversation about?        
  2. Is the conversation formal or informal?     
  3. What is the relationship between the speakers?     
  4. What was the purpose of the conversation?
Consolidation (15 mins.)
Ss discuss in class:
  1. What was the last item of clothing you bought?
  2. Where and when did you buy it?
  3. How much did you spend on it?
  4. Are you happy with it? Why?
Conclusion (5 mins.)
T asks Ss to discuss the kind of products they would like to include in their catalogues (project).
​T reads aloud to the class 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. 
​Time filler: T gives Ss a list of words related to the topic and asks them to classify the words into items of clothing, adjectives, colors and accessories.
 Homework: Bring different types of catalogues found in supermarkets, shopping centers, malls, etc. Make a list of vocabulary in English and Spanish from the catalogues.
Introduction (10 mins.)
First, T elicits Ss to name different shops or stores that they already know. Then, T makes a list on the board. Next, one by one T asks Ss to write as many words as possible on their notebooks in 20 seconds. The winner read out the list and win a prize. 
Development (15 mins.)
First, T shows some images from a catalogue and Ss try to list some adjectives to describe each image. Then T asks Ss to make some sentences like: “The red T-shirt is small”, “That engagement ring is very expensive”, etc.
Consolidation (20 mins.)
In pairs, Ss make a short description of their favorite clothes on their notebooks.
Volunteers share their descriptions with the class.
Closure (5 mins.)
T gives feedback on Ss’ performance.
Time filler: Ss do a matching activity about adjectives.
Homework: Ss complete a worksheet.
Introduction (10 mins.)
First, T sticks some images about some items for buying on the board. Next, T asks Ss 'What is this? / What is that? / What are these? What are those?' pointing to the images. Finally, T elicits Ss to reflect on the use of the demonstrative pronouns (this, that, these and those). T explains when to use each one. Ss take notes.
Development (20 mins.)
First, T asks Ss to draw their 4 favorite clothes on their notebooks. Then, in pairs, Ss practice demonstrative pronouns forms: student (A) asks a question using this/these or that/those, student (B) answers the question, and vice versa.
Consolidation (10 mins.)
Ss do a fill-in activity about demonstrative pronouns.
Closure (10 mins.)
T emphasizes the use of demonstrative pronouns to show where an object, event, or person is in relation to the speaker.
Time filler: Ss do a pop quiz to assess what they have learned.
Introduction (10 mins.)
First, T points 2 pictures of different types of furniture and introduces the comparative form: “This brown sofa is nice, but the black one is nicer than the brown one”. Next, T places two "expensive" pictures on the board and writes "expensive" under one and then asks what should be written under the other. Ss will probably get the answer "expensiver" - here T teaches the other form for these adjectives (more expensive).
Development (15 mins.)
T gives Ss a handout about how to form comparatives adjectives.
Ss discuss how to use comparatives.
T gives Ss more examples and explains some common errors.
Consolidation (15 mins.)
Ss do a fill-in activity about comparatives adjectives.
Closure (10 mins.)
Ss give feedback and make contributions to improve Ss’ writing skills.
Introduction (10 mins.)
First, T draws an apple and elicits the word “apple”. Then T draws a bigger apple next to the first apple. Under the first apple write “big” and say “This apple is big”.
Then, T points at the 2nd apple and says “But this apple is …” and elicit “bigger”. Write “bigger” under the second apple.
Then, T draws a 3rd apple, bigger than the other two. Say “This apple is big. This apple is bigger. This apple is the biggest!”. Then T writes “the biggest” under the 3rd apple.
Development (15 mins.)
T gives Ss a handout about how to form superlatives adjectives.
T gives Ss more examples, a quick conclusion and explains some common errors. T teaches the rules to form superlatives adjectives.
Consolidation (15 mins.)
Ss do a fill-in activity about comparisons using superlatives adjectives.
Closure (10 mins.)
T gives feedback on using comparative and superlatives adjectives.
Time filler: Ss do a pop quiz to assess what they have learned.
Introduction (10 mins.)
T shows Ss a flashcard of a fashion show and discuss the following questions:
  1. Which one is a better dress than (point to another dress)?
  2. Which one is the best dress?
  3. Which one is the worst dress?
T writes the answers on the board. 
Development (10 mins.)
 T explains that some adjectives change completely in the comparative and superlative forms:
  • good-better-the best
  • bad-worse-the worst
etc.
T gives Ss more examples of irregular forms in comparative and superlative adjectives. Ss take notes.
Consolidation (25 mins.)
T asks Ss to write 5 sentences using irregular forms.
Closure (5 mins.)
Ss give feedback and make contributions to improve Ss’ writing skills.
First, T puts Ss into teams and gives them a catalogue,
Then, T encourages Ss to practice what they have learned by writing:
  • 5 sentences describing items.
  • 5 sentences using comparative adjectives.
  • 5 sentences using superlative adjectives.
  • 2 sentences using irregular forms of comparative and superlative adjectives.
Finally, T asks Ss to come to the front of the class and share their sentences.
​T gives feedback on Ss’ performance.
T puts Ss into teams to start their project (Good catalogue).
T asks Ss to consider the cover, illustrations, prices, sizes, descriptions, comparisons. 
​The teams come to the front to present their catalogues, and as a whole group discuss the different catalogues.  T encourages Ss to suggest ideas about how to improve the catalogues visually or linguistically.  Ss edit and correct mistakes in order to prepare the final version of their catalogues.
​
T asks Ss to make some dialogues about giving suggestions in order to get ready for the presentation to the rest of the group.
 Ss practice making suggestions and responding to them.
 Ss can write some notes about their suggestions or comparisons on their notebooks.

​Ss exhibit their project to the rest of the class.
 T chooses the best catalogues taking into account different categories: best text, best visuals, more relevant suggestions, more convincing arguments, more attractive presentations, most professional presentation, etc. T makes arrangements to have the catalogues presented in other groups of the school community.