English materials for
​Secondary school in México

Second Grade

Unit 3

Lesson plan

Lesson plan | Games & Ideas | Worksheets & Handouts | PowerPoint presentations
​Exercises for students | Project Ideas | Pop Quizzes & Exams
Introduction (15 mins.)
Ss watch a video about environmental emergencies.
T writes a few discussion points on the board:
  • Have you ever experienced, or heard of, or read about a natural disaster in your area?
  • Do you know what to do in case of an emergency?
Ss do a matching activity about environmental emergencies (pictures and definitions).
Development (15 mins.)
T shows Ss a manual about instructions to face an environmental emergency.
T ask Ss to discuss what manuals are used for, the intention and purpose.
Consolidation (15 mins.)
T asks Ss for their opinions on what to do or not to do to face an emergency, they brainstorm.
Closure (10 mins.)
T let Ss know they will be writing an instructions manual to face an environmental emergency as a product.
Homework: Ss choose an environmental emergency and look for information on how to face it.
Introduction (5 mins.)
T shows images from a manual and Ss infer the meaning.
Development (20 mins.)
Ss do a True / False and matching activity about instructions in case of an earthquake. Ss look up in a bilingual dictionary or another source the meaning of unknown terms.
Consolidation (15 mins.)
Ss illustrate 2 instructions on their notebooks.
Closure (10 mins.)
Ss write a list of suitable words needed to write instructions to face an environmental emergency.
Introduction (5 mins.)
T mentions an emergency or shows a flashcard or image of it. T encourages Ss to suggest measures to face the emergency.
Development (20 mins.)
Ss do a matching and gap-filling activity using imperative sentences in affirmative and negative form.
Consolidation (15 mins.)
T put Ss into small groups and asks them to write 4-6 instructions to face an emergency.
Closure (10 mins.)
Ss compare ideas with another group and rewrite the instructions.
Introduction (10 mins.)
T writes a list of instructions on the board and asks Ss to come to the front of the class and put the instructions in chronological order.
T encourages Ss to discuss if the order is correct or not.
Development (15 mins.)
Ss do a gap-filling activity using sequence words (first, next, then and finally). Ss can look for illustrations.
Consolidation (15 mins.)
Ss add sequence words to the instructions that they wrote the last class in order to put them in chorological order. Ss illustrate their instructions.
Closure (10 mins.)
Ss compare their instructions with another group and share ideas as well as to ask for assistance.
Introduction (10 mins.)
T asks Ss to write a list of characteristics of a well-structured manual.
Development (20 mins.)
T asks Ss to edit their instructions to write the final version of the manual. T makes sure Ss consider the purpose and intended audience of their instructions.
Ss adapt / modify their graphic elements to fit their instructions and size of the paper. Ss can add extra information such as emergency phone numbers, shelter location in your area, graphic components, maps, etc.
Consolidation (10 mins.)
Each team evaluates their manual.
Closure (10 mins.)
Ss exchange their manuals for peer correction.
T asks Ss to verify that instructions are clear and logical.
Introduction (10 mins.)
T writes a few discussion points on the board:
•          Who do you call in case of an emergency?
•          Do you know the emergency phone numbers?
Development (10 mins.)
T helps Ss have some oral practice by reading their manuals aloud. Ss perform drills for different emergencies.
Consolidation (25 mins.)
Ss play roles such as the victims of the disaster, the person in charge of calling an emergency number, the operator that answers the emergency phone call, etc.
Closure (10 mins.)
Ss reflect on the importance of being aware of safety measures during and emergency and how they can face it.
Ss set up a bulletin board to display their manuals.
Also, Ss can create flyers and distribute among the school community, if possible.
T asks Ss to express orally what is contained in the manual and options to make it more attractive and inviting.
Ss can ask the principal to let them exhibit their manuals in the corridors.