O GENERAL

Bienvenido a Bimestre 1 - Big English

Grado: 2° GradoÁrea: InglésBimestre: 1
Semana 2►
Semana 1
o

o DESCRIPCIÓN GENERAL DE LA UNIDAD

DATOS INFORMATIVOS

Nº DE UNIDAD TEMÁTICA

Nº DE SEMANAS

Nº DE SESIONES GROUP

DESCRIPCIÓN DE LA SEMANA

CONTENIDOS

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ORGANIZADORES DEL ÁREA

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RESULTADOS

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EVALUACIÓN Y EVIDENCIA DE LOGROS DE LA SEMANA

INSTRUMENTOS

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CRITERIOS DE EVALUACIÓN

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 AUTOR

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NOTAS DEL AUTOR

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o Sesión Grupal N° 1
o Sesión Grupal N° 2
o Sesión Grupal N° 3
o Sesión Grupal N° 4
o Sesión Grupal N° 5
o Sesión Grupal N° 6
o Sesión Grupal N° 7
o Sesión Grupal N° 8
o Sesión Grupal N° 9

DISEÑO DE LA SESIÓN GRUPAL N° 1

RESULTADOS DE APRENDIZAJE
Students can refer to classroom activities using the Present Continuous Tense. They can
also enjoy a song which introduces classroom activities. (S2) ( W4)

ACTIVACIÓN

TIEMPO
05 min

DESCRIPCIÓN DE LAS ACTIVIDADES

. Demonstrate "curtting paper" by cutting out some paper with a pair of scissors. First,
you perform the action and then , ask the children to mime the action while you say " you
are cutting paper" and you mime with them.
- Demonstrate "readiing a book" and "coloring pictures" in the same way. (Whole class
activity)

MATERIALES
- A pair of scissors, sheets of paper
- Color pencils, a big drawing (top color it)
- a book (to simulate "reading" )

CONSTRUCCIÓN

TIEMPO
30 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Unit 1. PAGE 2. SONG
. Play the song "In my Classtoom" (Audio Track A3) and have Ss listen to it for pleasure,
without singing first (just to familiarize with the song)

. Project the song lyrics on the board for the Ss to read the lyrics and stimulate them to
sing.

. Model pronunciation of every single line of the song and have Ss read the song
silently.Now, focus on Student’s Book page 3 exercise 1 and read the directions aloud. Play
Audio Track A3 and have students read the song silently.
. Now, play the song and sing along. You start singing as to make them feel confident for
singing. Every time " cutting paper", "reading a book", "coloring pictures" are mentioned,
you mime these actions expecting the Ss to mime them with you.
. If they want to sing again, tell them that at the end of the lesson they will sing it again if
they behave well.

. Guide Ss to Page 3, Ex. 2 and ask them to focus on the pictures.

. Tell them that every child is doing an activity that they also do at school every day, and
you write these activites on the board after asking the whole class: "Picture 1 : (point to
Picture 1) "What´s she doing?" Teacher writes : "Coloring a picture" and you prompt this
answer from the Ss by writing the phrase on the board.

. Do the same with the other seven pictures.

MATERIALES
. Student´s Book, Pages 2 and 3 .

CIERRE

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

. Guide Ss to page 3, Ex. 3, SPEAKING.

. Students get in pairs to ask each other questions about what the children in the pictures
above are doing.

. WORKBOOK, Page 2 : Listen and sing. Then match and write

. Students first focus on the four pictures (a, b, c, and d), read the song lyrics and try to
match the -ing actions in red, to the pictures.
. Then, they listen to the song and strart listening to the song. .

TAREA PARA LA CASA

WORKBOOK, Unit 1,Page 2 : Drawyour classroom.

In this activity, children should feel free to draw their classroom setting. Then, teacher is
supposed to encourage children to color it.

MATERIALES

DISEÑO DE LA SESIÓN GRUPAL N° 2

RESULTADOS DE APRENDIZAJE
Students can identify and name classroom activities referring to people using subject
pronouns. (S2) (W7)

ACTIVACIÓN

TIEMPO
05 min

DESCRIPCIÓN DE LAS ACTIVIDADES

. Play "My Classroom Song" and sing along with the class. For auditory learners , you may
wish to play the karaoke version of the song first. (Audio Track B58). . . Recognizing the
tune and song anstructure can help prepare these students to sing the words when you
play the complete song.

CONSTRUCCIÓN

TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 3

Ex. 2 Remind SS that we use "She " when referring to females, and "He" when referring to
males, and "They" when referring to more than one person.
Read the directions aloud. Play Track A4 and have SS listen, point to each sentence and
then repeat the sentence. Say one of the sentences, and have SS raise the number of
fingers corresponding to that item. SS find the image on the page, see that it is number 2
and raise 2 fingers.
EX. 3 Read the directions aloud. Play Track A5. Have SS repeat the dialogue. Choose a pair
of volunteers to model the question and answer. Then they swap roles.
Have the rest of the SS work in pairs to ask and answer the questions in Activity 2.
Remind SS to think about when to use the pronouns "She", "He" and "They" and the verb
"Are" as in "What are they doing?"
Listen for correct pronunciation and intonation, paying special attention to the difference
between the first sound in the words "He"and "She", and the special sound that begins the
word "They".
Assign Workbook pages 2-3 and direct SS to digital activities.

CIERRE

TIEMPO
10 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Play Charades. (See Game Bank page T 134, for details)

TAREA PARA LA CASA

WORKBOOK, UNIT 1, PAGE 4 : READ AND WRITE

. In the classroom, teacher nominates students A y B to act out the dialog. Then, teacher
encourages them to personalize the activities.
. Finally, Teacher assigns homework questions 1,2, and 3.

MATERIALES
 DISEÑO DE LA SESIÓN GRUPAL N° 3

RESULTADOS DE APRENDIZAJE
SS can understand and enjoy whay they read through frames or comics strips. (R11)

ACTIVACIÓN
TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

. Show students the comic strips stories and tell them that the children in the story can
speak and talk in English.
. Model verbs : Cutting, gluing, writing, using the computer, and prompt these words form
the students by miming the actions.

MATERIALES
- Scissors for demonstrating "cutting"
- Some glue for demonstrating "gluing"

CONSTRUCCIÓN
TIEMPO
30

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book pages 4-5

Display several different comic books and/or newspaper comic strips.
Point out the fact that the story is told in frames and hat speech bubbles show who is
talking and what each character is saying.
Let SS browse through the comic books and comic strips. Ask them to tell you which ones
interest them the most and why.
Tell SS they will be reading a story that is told in comic-strip style.

Read the story title aloud. Have SS repeat it. Ask: Who is the story about? (Maria).
Read the directions aloud. Play Track A6. Have SS listen and read along silently.
Point to each frame and ask comprehension questions. Example: What is Maria doing?
Continue with the other frames. Then point to frame 6 and ask SS to point to the girls
named María.
Replay the audio if necessary. Make gestures to explain meaning of unfamiliar words.

CIERRE

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS if there are 2 girls or 2 boys with the same name in the classroom.
Encourage SS to answer.
Homework : Workbook. Page 5., Act. 6: Find the words. Circle.

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 4

RESULTADOS DE APRENDIZAJE
SS can read and draw conclusions. (R7)

ACTIVACIÓN

TIEMPO
05 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask a volunteer to step out of the classroom for one minute (the student waits behind the
door) while the rest of the class agree on what action to demonstrate (writing, gluing,
using the computer, cutting) for the student to guess. After all of the class have decided
on which of the three actions to demonstrate, the teacher makes the student step in the
classroom to guess : the class asks him/her : "What are we doing" (by demonstrating the
action), and the student tries to guess "Are you using the computer?" , and if the guessing
is correct, the class answers : "Yes, we are " , and if the guessing is wrong, they answer :
"No , we aren´t".
 CONSTRUCCIÓN

TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book pages 4-5

Ex. 5 Read the directions aloud. Then read each buble aloud. Have SS repeat and act out
each action. Next, read item 1 aloud: She’s cutting paper. Tell SS to look at the girl in
Frame 1 who is cutting paper. Say: Draw a line to this girl. Make sure SS have followed the
instruction.
Have SS complete the activity independently, assisting as needed.
Review the answers as a class.
Have SS look at the story frames again. Ask questions such as: Who is gluing pictures?
Have SS match the child with the picture in activity. Pair work.

CIERRE

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Guide Ss to Ex. 6, Page 5. Have 3 volunteers read through the three questions. Then,
encourage them to talk about them one by one after giving them some necessary
vocabulary (verbs and nouns, like collocations)

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 5

RESULTADOS DE APRENDIZAJE
SS can read for understanding and enjoyment. (R11)

ACTIVACIÓN
TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Show Ss a person out of the classroom (through the window or door). Ask them : "What´s
he/she doing?" and prompt the action verb.

CONSTRUCCIÓN

TIEMPO
30

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 5

EX. 6 Pair SS up and have them ask each other the questions.
Have volunteers answer the questions.
Work with the application and practice activity (See Teacher’s Book page T5)

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Perform some activities. Ex. Write on the board, dance, etc. Ask the class: What am I
doing?
Encourage SS to answer.
Assign Workbook page 4 and direct SS to digital activities.

TAREA PARA LA CASA

 DISEÑO DE LA SESIÓN GRUPAL N° 6

RESULTADOS DE APRENDIZAJE
SS can act out a dialogue with a partner. (W4)

ACTIVACIÓN
TIEMPO
05 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Walk around the classroom and ask: What do we do here? Elicit activities that are done in
different places in the classroom, such as: We use the computer or We listen to the story.
Help SS with unknown words as needed.

CONSTRUCCIÓN
TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 6

EX. 7 Read the directions aloud and explain that SS will listen to a dialogue. Play Audio
Track A 7 twice. The first time have SS listen and read silently. The second time, pause the
audio from time to time so that SS can repeat what they hear.
Ask questions to check understanding.
Replay the audio as necessary. Use simple language and gestures to explain unfamiliar
words.
Ex. 8 Read the directions and have SS practice the dialogue in pairs.
Assign Workbook page 5 and direct SS to digital activities.

CIERRE

TIEMPO
10min

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS to look round the classroom and tell you what they can see. Let them describe the
room. There are two tables. There are five pictures.
 TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 7

RESULTADOS DE APRENDIZAJE
SS can practice language in context. ( R10)

ACTIVACIÓN

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Write the following on the board:

r-a-d-w
rwtie
edar

Tell SS to re-arrange the letters to form 3 things we do in the classroom.

Give them a couple of minutes and elicit answers: draw- write- read

CONSTRUCCIÓN
TIEMPO
30

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 6.

EX. 9 Help SS find the Unit 1 stickers at the back of their books.
Read the directions aloud. Tell SS they will listen to the audio and place stickers in the
correct places on the picture. Play Audio Track A8 and place the first sticker with the class.
Have SS complete the activity independently.
Ex. 10 Tell SS to use the picture in exercise 9 to complete the sentences.
SS work individually. Check answers with the class.

Work with the Application and Practice Activity.(Teacher’s Book T6)

 CIERRE

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

SS present their activities to the class.

Homework : WKB pages 5 and 6.

TAREA PARA LA CASA

DISEÑO DE LA SESIÓN GRUPAL N° 8

RESULTADOS DE APRENDIZAJE
SS can use the present continuous tense (W4)

ACTIVACIÓN

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

Display magazine photos of children doing different things. Point to each picture and ask:
What’s he/she doing? Prompt SS to answer using the sentence frame: He’s /she’s
________. Repeat which pictures show more than one person. Model: What are they
doing? They’re ________

CONSTRUCCIÓN

TIEMPO
30

DESCRIPCIÓN DE LAS ACTIVIDADES

Student’s Book page 7

EX. 11 Hold up a picture card and ask what the child in the picture is doing: "What’s he
doing?" Answer with SS: He’s coloring a picture. Repeat with all the Picture Cards. Then
read the text in the grammar box aloud. Point out that the words he’s, she’s, and there are
contractions, made up of the word pairs he is, she is and they are respectively.
Read the directions aloud. Tell SS that they will hear questions and answers. They should
write the missing words from the answer in the blank. Explain that the missing words are
also shown in the box.
Review the answers as a class.
Ex. 12 Explain that IS is used when talking about one person and ARE is used when talking
about more than one.
Have each SS write There is on one index card and There are on another. Then hold up one
classroom object such as a pen and ask: How many pens are there? Have SS hold up the
sign that shows how they would begin an answer to the question (There is). Repeat with
both singular and plural classroom objects.
Read the directions aloud. Play Track A10 and have SS complete the sentences. Check
with the class.
Assign workbook pages 6-7 and direct SS to digital activities

MATERIALES
Picture cards 71-76

CIERRE

TIEMPO
2

DESCRIPCIÓN DE LAS ACTIVIDADES

Point to different classroom objects and have SS make sentences using There is or There
are.
Teacher points to the board.
SS: There is a board.

TAREA PARA LA CASA