CYCLE 4, SECOND GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Second Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS

Understand and write instructions

Academic and Educational
Understand and write instructions to face an environmental emergency
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE

Clarifies the meaning of

unknown terms in order to
broaden and refine
vocabulary.
Understands and points out
the order of components,
useful information and main
ideas of an emergency
manual.

Writes and classifies

sentences in order to create
sequences of instructions.

Removes, adds and/or

changes information to edit
an instruction manual.

Select and check emergency manuals.

Identify purpose and intended audience.
Examine the distribution and use of graphic and
textual components.
Predict content.
Identify textual organization.
Read and understand instructions to face an
environmental emergency.
Identify abbreviations and clarify the meaning of
unknown terms.
Anticipate the general meaning.
Recognize steps and the descriptions that explain or
exemplify them.
Identify specific language.
Draw instructions to confirm understanding.
Write instructions to make a manual for
environmental emergencies.
Enlist words that determine the sequence of steps
(first, etc.)
Write steps in simple and complex sentences.
Broaden, explain and/or exemplify steps.
Arrange steps in a sequence.
Make instruction manuals based on the writing of
steps.
Edit instruction manuals for environmental
emergencies.
Read to check punctuation and spelling conventions.
Verify the order in sentence sequences.
Mark and solve doubts.
Remove, add and/or change information to improve a
text.
Write a final version

Topic, purpose and

intended audience.
Graphic and textual
components.
Patterns of textual
arrangement: list of
steps or instructions.
Repertoire of words
necessary for this
social practice of the
language.
Syntactic particularities
of the English
language: it (e.g., It is
raining; It is likely).
Sentence types.
Adverbs of time and
relative adverbs (how,
why, when, where).
Abbreviations (e.g.,
ASAP, S.O.S.).
Prepositions (e.g., by,
about, for, in, and into)
and prepositional
phrases (e.g., at the
end of, in front of).
Punctuation.
Suffixes and prefixes.

BEING THROUGH
THE LANGUAGE

2A

PRODUCT

Use language to
prevent and face
problems.
Take decisions to
protect and
safeguard physical
integrity.
Act in a supportive
and responsible way
with the group and
the community

INSTRUCTION MANUAL TO FACE

AN ENVIRONMENTAL
EMERGENCY
Stage 1
Read emergency instruction
manuals.
Stage 2
Choose an environmental
emergency and look for information
on how to face it.
Stage 3
Write instructions on how to face an
environmental emergency.
Stage 4
Order the sequence of instructions
and illustrate them.
Stage 5
Edit the instructions to write the final
version of the instruction manual.
Stage 6
Agree on a design to display the
instruction manuals in a bulletin
board.
Stage 7
Set up a bulletin board to
disseminate those manuals
among the school community.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Ask Ss to explore different three-sided informative flyers and to analyze the graphics and textual components (make sure they identify all the elements in the flyers,
e.g. heading, pictures, etc.). Then, ask them to discuss what flyers are used for, the intention and/or purpose (Ss might not be able to express their ideas or
answers in English, help them if necessary). Discuss different environmental emergencies they know and how they are named in English; promote peer work and
the use of any sources they have available in the classroom.
Elicit different kinds of emergencies from Ss. Equip them with the vocabulary needed upon request. Ask them for their opinions on what to do or not to do to face
the emergency they brainstormed.

Stage 2

Have Ss. check the website http://www.elcivics.com/emergencies-crossword.pdf.

Write on the board the following questions: What do you have to do in case of an emergency? Who do you call? Play a video or recording of instructions related
to what to do in case of an emergency. Have Ss answer those questions using previous information. Have them find out what emergency numbers they can use in
case of a fire, flood, earthquake, etc. within their community.
Ask Ss. to work in teams, to choose a topic of environmental emergencies, and to search for information about it from TV, magazines, newspapers, etc. After that,
(once they have the information) ask Ss to look up in a bilingual dictionary or another source the meaning of unknown terms for the information they got. Guide
them to get the most suitable meaning. Have Ss write a list of suitable words needed to write instructions to face an environmental emergency.

Stages
3 and 4

Divide the class into groups, mention an emergency or show a flashcard/image of it. Encourage Ss to suggest measures to face the emergency, and then ask them
to compare ideas with another group and write the instructions in their notebooks. Have different environmental emergencies written on the boards in order to give
each group a different environmental emergency (e.g. floods, earthquake, plague, etc.). Ask some Ss to come to the board and write measures that can be taken in
order to deal with these kinds of events.
Have Ss list their instructions in a chronological order and draw or stick a picture that confirms understanding for each instruction. Ss can look for illustrations, order
the sequence of the instructions and review the design of the three-sided flyer. Have Ss chose the cutouts or design the drawings to accompany the flyer. At all
times, ask Ss to verbalize what they are doing and promote the use of the target language to share information as well as to ask for assistance.

Stages
5 and 6

Ask Ss to edit their instructions to write the final version and to paste them on the sheet. Make sure Ss consider the purpose and intended audience of their
instructions. Have Ss adapt/or modify their graphic elements to fit their instructions and size of paper. Ask them to add the extra information such as emergency
phone numbers, e-mails, etc. to make the final version of their three-sided informative flyer.
Have Ss look at different designs and decide which one they will use. For this activity, Ss can use the ICT labs get a wide range of possibilities for inserting images
and other graphic and written components. Help Ss have some oral practice by reading their flyers out loud in their teams.
Have Ss perform drills for different emergencies. Have 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.
Finally, have Ss reflect on the importance of being aware of safety measures during and emergency and how the can be prevented from happening. Make sure
they comprehend the importance of understanding and following instructions in an environmental emergency.

Stage 7

Ask Ss to make some copies of their three-sided informative flyers and to distribute among the school community, if possible. Together with the distribution ask Ss.
to express orally what is contained in the flyer and options to make it more attractive and inviting.
Another possibility is to have Ss decide on the way they will display the flyer, e.g. they can hang them from the ceiling. Alternatively they can ask the principal to let
them exhibit their flyers in the corridors.

BOOKS
Publishing house

Teachers Book

Activity Book

Readers

All Ready! 2
Macmillan

pp. 50-61

pp. 36-51

Nonfiction
pp. 33-45

Brilliant! Teens 2
Santillana

pp. 55-73

pp. 48-65

Stories
pp. 19-30

Crossover 2
University of Dayton

pp. 63-81

pp. 29-38

Informative
pp. 15-26

Teens Club 2
Castillo

pp. 58-70

pp. 38-57

Informative
pp. 12-19

Yes, we can! 2
Richmond

pp. 24-33

pp. 24-33

Nonfiction
pp. 15-24

Other resources
http://genkienglish.net/juniorhigh.htm
http://classroom.synonym.com/activities-first-day-class-adult-esl-students-2879.html?wa_user1=tombstone
http://www.ehow.com/list_6535325_esl-games-middle-school.html
http://www.eslgamesworld.com/ClassroomGames.html
http://www.vocabulary.co.il/english-language-games/
http://www.elcivics.com/emergencies-crossword.pdf