English materials for
​Secondary school in México

Second Grade

Unit 8

Lesson plan

Lesson plan | Videos |Worksheets & Handouts | PowerPoint Presentations
​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (10 mins.)
T asks Ss to watch a video about culture. Then, T helps Ss to brainstorm ideas about culture.
Development (20 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.
Ss match a list of “aspects of culture” with images.  
Consolidation (15 mins.)
T elicits from Ss common practices of the culture in their community or area. In pairs, Ss discuss and make a list of them.
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 the culture. Ss have to choose an aspect of culture they like and make a creative collage with images and texts.
Introduction (10 mins.)
T helps Ss to brainstorm titles of articles or essays about the culture that they have read in the following sources: newspaper, magazines, books, and Internet.
Development (20 mins.)
T asks Ss to identify the  textual organization of database of essays from web pages. 
T asks Ss to answer the following questions:
  1. What type of information does the result page contain?
  2. Which texts are the biggest and why?
  3. How many articles does this search show?
  4. What are the audiences of those essays?
  5. What is the latest essay?
Consolidation (15 mins.)
Ss match essay titles with descriptions.
Closure (5 mins.)
T asks Ss to choose one essay from the previous activity that they like the most and give arguments to support their decision.  
Introduction (10 mins.)
T introduces the types of essays and gives Ss examples.
  1. Narrative. The writer tells a story about a real-life experience. For example: “Abigail, brave girl, decided that she would not go to work as a domestic and leave her lovely daughter to anyone else’s care.”
  2. Descriptive. The writer gives information about a topic. For example: “The iPhone 6 is thinner, and it’s smooth, rounded body is made of aluminum, stainless steel, and glass.”
  3. Expository. The writer explains or defines a topic, using facts, statistics, and examples. For example: “Here is how to make a carrot cake using only five ingredients.”
  4. Persuasive. The writer convinces the reader to accept the writer’s point of view or recommendation. For example: “Although it is expensive to host the Olympics, if done right, they can provide real jobs and economic growth.”
Development (15 mins.)
Ss classify excerpts from essays into their type.
Consolidation (15 mins.)
In pairs, T asks Ss to choose a type of essay and write five sentences that fit that type. T monitors the activity and provides support. 
Closure (10 mins.)
T draws on the board a table with 4 columns with types of essays as headings and asks Ss to read aloud their sentences and the type of essay. T writes on the board Ss' sentences. T gives Ss feedback.
Introduction (10 mins.)
T helps Ss to brainstorm a list of typical food from different countries. T writes on the board Ss' answers. 
After that, T asks Ss if there any prohibited food around the world.
Development (20 mins.)
T asks Ss to read a short essay about food and answer the following questions:
  1. What is the short essay about?
  2. What is the author’s purpose for writing about Mexico and Pakistan?
  3. What type of essay is it?
  4. Who is the intended audience of the short essay?
  5. What mammal is prohibited to eat by Islamic law?
  6. What fish do Pakistanis eat?
  7. What seafood is not allowed for eating in Pakistan?
Consolidation (15 mins.)
T invites Ss to compare the eating habits from Mexico and Pakistan.  For example:
  • Both countries allow eating beef and poultry.
  • Pakistanis do not eat shrimps, but Mexican love them.
T asks Ss to share their opinions about the prohibition of some food for people who live in Pakistan.
​Closure (5 mins.)
T asks Ss if the life in Mexico is different from life in Pakistan. T encourages Ss to share their ideas and make a summary. 
Introduction (10 mins.)
T writes on the board “China” on the left and “Japan” on the right and shows Ss flashcards. Ss identify the pictures and match them with the country. 
Development (20 mins.)
T asks Ss to classify a list of sentences into comparing and contrasting. 
After that, T asks Ss to complete a short essay to compare and contrast information about China and Japon.
Consolidation (15 mins.)
T asks Ss to write 5 sentences to compare and contrast ideas about any topic they like.
​Closure (5 mins.)
T provides feedback on Ss' writing task.
Introduction (5 mins.)
T asks Ss if they know what a Venn diagram is. T explains that it is used to compare and contrast things.
Development (10 mins.)
T and Ss choose a topic to discuss. T draws a Venn diagram on the board using two circles that overlap. T labels each circle "Differences" and the space overlapping in the middle as "Similarities." T encourages Ss to complete it. T writes Ss' answers on the board. 
Consolidation (20 mins.)
T puts Ss into small teams and asks Ss to choose a topic and make a Venn diagram.
​Closure (15 mins.)
A volunteer from each team comes to the front of the class and shares the team's work.
Ss choose a cultural aspect to discuss. 
Ss search information about the topic and write it down in their notebook.
Ss draw a Venn diagram and complete it with the information.
Ss can use illustrations to explain their ideas. 
Ss write sentences to describe similarities and differences.
Ss make notes for the presentation. 
​Ss present their comparative chart.