English materials for
​Secondary school in México

Second Grade

Unit 6

Lesson plan

Lesson plan | Videos |Worksheets & Handouts | PowerPoint presentations
​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (10 mins.)
In pairs, T asks Ss to write on their notebooks a list of machines or devices they use every day. Then, Ss have to classify them according to the place where they use them, for example at home, school, kitchen, living room, etc.
 T invites Ss to share their lists with others.
 Development (20 mins.)
Now, Ss label 9 home appliances. Then, T asks Ss if they know how those appliances work. Ss have a class discussion about the topic.
T asks Ss:
1. Where can they get information about those appliances?
  • Internet, manuals, infographics, etc.
2. What do you know about toasters?
  • It’s used to toast bread.
  • The practice of toasting became popular in the Roman Empire.
  • The first electric toaster was invented in 1893 by Alan MacMasters.
  • The modern timed pop-up toaster was created in 1919.
3. How do you think the toaster works?
  • It uses heating element to toast. Electrical energy flows into the toaster from a wire plugged into it.
T shows Ss an infographic about how a toaster work and asks them:
  1. Who is the intended audience of the infographic?
  2. Why do you think there are pictures on the infographic?
  3. Which picture in the infographic is the biggest and why?
  4. Why are the infographic used?
  • Provide a quick overview of a topic.
  • Explain a complex process.
  • Display research findings or survey data.
  • Summarize a long blog post or report.
  • Compare and contrast multiple options.
  • Raise awareness about an issue or cause.
Consolidation (15 mins.)
T asks Ss to identify/label the elements in the infographic.
  1. Title.
  2. Subtitles.
  3. Instructions.
  4. Pictures.
  5. Arrows.
  6. Numbers to indicate the order of steps.
  7. Author.
  8. Letters to indicate the elements or parts.
Then, Ss discuss what the function of the elements they identified is.
Closure (5 mins.)
T asks Ss what they have learned today.
Then, 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.
Introduction (10 mins.)
T draws on the board elements of an infographic such as pie charts, bar graphs, mind charts, maps, Venn diagrams, tables, etc. Then, in pairs Ss label them. Ss take notes.
Development (20 mins.)
Ss watched a video of the types of infographics. Then, T asks Ss:
  1. To list the types of infographics.
  2. To list the characteristics of infographics.
  3. To list which infographics are better to convey how a machine or device  works.
Consolidation (15 mins.)
T hands out a worksheet for each S and asks them to label the types of infographics.
Then, T asks Ss to list the elements that they see in each type.  
Closure (5 mins.)
T asks Ss the benefits of using infographics.
These could be some benefits:
  • They’re persuasive and eye-catching.
  • They combine written words with visual elements.
  • They summarize information about a topic.
  • They’re easily read, understood and remembered. 
Introduction (10 mins.)
Ss match a list of 9 verbs with images.
Development (20 mins.)
T draws on the board a table with the following 5 headings: turn on/off, press the button, download, place the cd and open. Then, T encourages Ss to brainstorm machines and devices that fit each category. For example:
  • Turn on/off: TV, lamp, radio, speakers, printer, computer, etc.
  • Press the button: Remote control, photocopier, printer, ATM, calculator, Xbox controller, etc.  
Consolidation (10 mins.)
T asks Ss to choose only one device or machine from each category and illustrate the verbs.
Closure (10 mins.)
Ss solve a word search puzzle about action verbs. 
Introduction (10 mins.)
T asks Ss if they know what a technical term is. T explains what it is to Ss.
Technical term: A word that has a specific meaning within a specific field of expertise.
T encourages Ss to give examples of them. For example:
  • Medical field: Biopsy and BMI (Body mass index).
  • Electrical field: Circuit and watt.
  • Computer field: User and bit.
T writes a list of words on the board and asks Ss to identify which ones are technical terms.
Here’s a list of words: receiver, food, user, amplifier, box, electron, pen, magnetron, water, microwave, transmitter, heat, diode, antenna, table, bottle, volt, and byte.
The bold ones are technical terms.
Development (20 mins.)
Ss watch a video “How radio broadcast works” and list technical terms what they hear.
T asks Ss to complete a text about how a radio works.
Consolidation (10 mins.)
In pairs, Ss make a diagram to represent how a radio works.
Closure (10 mins.)
Ss match the parts of a radio with their definitions/descriptions:
  • FM Antenna: It extends to about 30 cm to catch a good range of FM broadcasts.
  • Battery compartment: It used to place the batteries.
  • Loudspeakers: Reproduce the sounds.
  • Volume control: Increase or decrease the electric current flowing to the loudspeaker.
  • Tuning control: Tune the radio in to a specific station.
T asks Ss to illustrate the main parts of a radio. Ss have to label its parts. 
Introduction (10 mins.)
Ss watch a video about “heating effects of electric current”.
T asks Ss to answer the following questions:
  1. What home appliances use electric current for heating effects?
  2. What applications of heating effect of electric current were mentioned?
Development (15 mins.)
First, T draws a chart with 2 columns labeled with the following headings: electrical energy and heat energy. Then, T writes on the board a list of household devices and appliances. After that, T asks Ss to classify them.
Here’s a list: 1) television 2) alarm clock 3) oven 4) blender 5) coffee maker 6) computer 7) toaster 8) heater 9) printer 10) microwave oven 11) clothes iron 12) fridge.
Answers:
  • Electrical energy: 1, 2, 4, 6, 9 & 12.
  • Heat energy: 3, 5, 7, 8, 10 & 11.
Consolidation (20 mins.)
First, Ss label the parts of a clothes iron. Then, Ss put in order the steps of how it works. And finally, match some phrasal verbs with their meanings.
Closure (5 mins.)
T invites Ss to think about other appliances or devices that use electric current for heating.
Possible answers: incandescent lamps, electric oven, hair dryer, electric water heater, electric blanket, electric frypans, etc.
Introduction (10 mins.)
T randomly picks Ss and asks them to answer the following questions:
  1. What is the most expensive smartphone?
  2. What is the fastest car in the world?
  3. What was the worst video game in 2019?
  4. What is the biggest tablet on the market?
  5. Which home appliance brands are the best?
Answers:
  1. Falcon Supernova iPhone 6 Pink Diamond: $48.5 million USD
  2. Bugatti Chiron Super Sport: 304 mph
  3. The answers may vary.
  4. Ocado with 42”
  5. The answers may vary.
T invites Ss to have a class discussion with the topics above.
Development (20 mins.)
Ss label images to illustrate adjectives that are used for making comparisons.
First, T introduces making comparisons using adjectives. T explains to Ss that there are rules for forming comparative and superlative adjectives. T gives Ss examples.
Consolidation (15 mins.)
T asks Ss to fill in the following sentences:
  1. A toaster is ___________ (cheap) than an electric oven.
  2. These watches are ___________ (small) than the others.
  3. iPhone is ___________ (good) than android.
  4. The LG toaster are ___________ (expensive) than the Hamilton Beach classic.
  5. MacBook Pro is the ___________ (good) Apple laptop you can buy.
  6. Xbox One X is the ___________ (expensive) video games console in the store.
T asks Ss to make 5 comparisons between devices or home appliances.
Closure (5 mins.)
T asks Ss to summarize the rules for forming comparative and superlative adjectives. 
T puts Ss into small teams.
T asks Ss to choose a machine or device to design an infographic in which they will explain the operation of it. Ss have to describe what it is used for.
Ss discuss possible sources to search for information about the machine’s functioning. Ss decide which information they are going to use and discard the rest.
Ss make a list of statements describing how the machine or device works.
Ss draft a template for the infographic and add lines and arrows to link ideas.
Ss write the final version of the infographic. Ss paraphrase the information they use. Ss list the steps to explain how the machine or device works.
They add drawings, diagrams, and additional graphic information.  
Ss write additional notes.
Ss take some minutes to practice reading the information in the infographic and complement it.
Ss display the infographic in a visible place of the classroom and take it turns to present and explain how the machine or device works.