SECOND GRADE ENGLISH CLASS PLAN

School: Secundaria Presidente Lázaro Cárdenas CCT: Grupo: A, B

Teacher: María Fernanda Ríos Fernández Turn:
Period TRIMESTRE 1 School cycle 2023-2024
Social practice
Express support and solidarity in the face of a daily problem.
of the language
Communicative
Interchange associated with specific purposes
activity
Environment Familiar and community

Achievements Purpose Completion time

• Express reasons for your interest in a problem. Understand step-by-step 9 work sessions
• Contrasts effects created by prosodic resources and non- instructions for solving distributed in 3
verbal language. problems related to weeks.
• Define ways of expressing themselves according to their everyday and habitual
interlocutor. situations.

Moment Activities session 1

Students will be asked to watch the following video “Why Students Don't Like School”.
https://www.youtube.com/watch?v=YY51YbgVrNI
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the pictures and write the common problems they represent.

Look at the picture´s and discuss the questions below about Public Service Announcements.
Development

 What problems can you see in the pictures?

 What other problems do people face in your community?
 Which organizations in your community help people cope with these problems?
 How do they spread information about it?
Answer the questions. Argue your answer.
Closing  Do you feel you can express what you think about a problem in English?
 Do you think you can work with others to do something about a problem?
 Moment Activities session 2
Students will be asked to watch the following video “10 Common Relationship Problems”.
https://www.youtube.com/watch?v=MdAM1wHELQM
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the graphic organizer and discuss with your class if people in your community share these
problems or similar ones.

Reflect and answer.

Development  Which of these problems can
you contribute to solve?
 How would you do it?

Match the columns. Then, work in teams to produce sentences using them.
A. opinions and feelings that you have about something ____ heer up
B. work that you do to keep a house clean ____ elderly
Closing
C. unhappy because you keep thinking about a problem ____ household chores
D. a polite way of saying that someone is old ____ worried
E. to make someone feel less sad ____ attitude

Moment Activities session 3

Students will be asked to watch the following video “What Smartphone Addiction Does to Your
Brain”. https://www.youtube.com/watch?v=7KTKmXiKRfc
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Development Read the text and discuss the answers to the questions.
Smartphone Addiction
A smartphone can be amazing but it may also interfere with your daily life and relationships. Nowadays, there are plenty
of teenagers who spend more time on social media than interacting with real people. They can't stop themselves from
checking texts, news feeds, websites, or apps.
As any other kind of addiction, smartphone addiction causes problems. It increases
loneliness and depression, fuels stress and anxiety, and intensifies attention
disorders, decreasing the ability to concentrate.
Learn to observe signs and symptoms of smartphone addiction such as:
• trouble completing tasks
• paying more attention to messages and updates than to real conversations
• feeling anxious when being away from the smartphone
If this happens to people around you, help them evaluate their technology use and find a healthier balance in their lives.
Who is this text written for? What is its purpose? Reread the text in the previous activity and write
the reasons to support teenagers with smartphone addiction. Write key ideas in the spaces provided.
 Work in small groups. Share details or examples for each of the key ideas you wrote.
Closing Reflect and share.
How would you help a friend who suffers from smartphone addiction?

Moment Activities session 4

Students will be asked to watch the following video “Protect yourself. Bullying”.
https://www.youtube.com/watch?v=4mrE5zgEvt4&t=16s
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read the information and do what is asked.

Development
Match the two columns
A. who to talk to and trust can be difficult. ____ Discussing
B. friends can be hard. ____ Bullying
C. is something that many teenagers experience. ____ Knowing
D. the problem might be embarrassing for them. ____ Making

Mark (X) the problems which are examples of bullying.

____ Losing friends ____ Failing subjects
____ People laughing at you ____ Teachers treating you badly
____ Not studying ____ People talking about you

Discuss the different ways that bullying makes people feel and write down some examples.
Work in groups and discuss the questions.
 What other similar problems are there in your community?
Closing  How do people cope with these types of problems?
 How do organizations in your community help people deal with them?
 Where can you get information about these problems?
 Moment Activities session 5
Students will be asked to watch the following video “Why Students Don't Like School”.
https://www.youtube.com/watch?v=YY51YbgVrNI
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Label the pictures of different problems with the words in the box.
academic pressure body image anxiety bullying obesity parental pressure

Development
Read the responses of a student and mark (X) which ones you might apply to the problems in the
pictures.
____ You should not stop doing something you love.
____ Why don't you set some boundaries with your friends?
____ You should tell them what jokes you don't like.
____ Try talking to a personal trainer.
Write a piece of advice or suggestion for every picture.
A. ____________________________________________________________________________
B. ____________________________________________________________________________
Closing C. ____________________________________________________________________________
D. ____________________________________________________________________________
E. ____________________________________________________________________________

Moment Activities session 6

Students will be asked to watch the following video “PSA Recycling Ad”.
https://www.youtube.com/watch?v=amfQKNw83Kk
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the following information.
Answer the following questions in your group.
Take notes and then share ideas with your
classmates.
Development  Why is it important to place a PSA?
 When, do you think, is the best time to place
it? Why?
 What are the main elements of a PSA?
 Who may participate in a PSA campaign?
Closing You will analyze some examples of PSA scripts. Before starting, look up the phrases in the box in a
dictionary or the web, and match them to the corresponding description.
 1. Classifieds 2. Media list 3. Community affairs 4. Community calendar listing 5. Spot 6. Tracking
____ Collecting information to monitor the use of a PSA.
____ A database of the public service professionals who you should contact to pitch a PSA.
____ Activities that media outlets conduct to benefit the community. Also known as public service.
____ Taped television or radio advertisement.
____ Scripts that radio announcers read live on the air or record for broadcast.
____ The section of the newspaper listing ads for employment, items for sale and situations desired.
____ Announcements in a newspaper or on a radio or television station promoting community
events or services.

Moment Activities session 7

Students will be asked to watch the following video “Public Service Announcement Tutorial”.
https://www.youtube.com/watch?v=V9F1_b_OcDI
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Analyze different PSA scripts (I. and II.) Identify and write the following elements in the
correct place.
Period of broadcasting Purpose Title Type of PSA Audio resources/features
Client Main body Length Author
Author

_____________________________: WMCO Foundation I

_____________________________: single-voice spot
_____________________________: Distracted driving PSA
_____________________________: 07/11/17 - 09/11/17
_____________________________: Ashley Glazer
_____________________________: 30”
_____________________________: to inform the listeners of the dangers of distracted driving.
_____________________________: Fast motorcycle engine sound for 3"; then sustains.
Development _____________________________: In one day, more than nine people lose their lives. More than
_____________________________: Fast motorcycle engine sound sneaks in for 2"; then vanishes.

_____________________________: Surgeon General Office II

_____________________________: single-voice radio ad
_____________________________: Did you know?
_____________________________: at least 18 weeks of announcements
_____________________________: Zach Vinski
_____________________________: 20"
_____________________________: to get people aware of the benefits of physical exercise.
_____________________________: somber or depressing music for 2"; then sustains.
_____________________________: Exercise is Medicine! The nation's health physicians want you
started, visit the Exercise is Medicine web site at:
_____________________________: somber or depressing music for 2".
.
Closing Fill in the table to compare the information and characteristics of both scripts.
 Item Script I Script II

Moment Activities session 8

Students will be asked to watch the following video “Why Am I Not Losing Weight? 8 Reasons Why,
Losing Weight tips”. https://www.youtube.com/watch?v=uoA3efpzatk
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the picture and predict what the text will talk about.
Read the tips and answer the questions.
10 ways to exercise easily
1. Ditch the TV remote control. Getting up and changing the channel
manually ten times per day with the TV two meters from the sofa will
burn calories. That’s enough to burn one pound of body fat per year.
2. Go through regular doors, not automatic ones. Pushing the door uses
the triceps, shoulders, and chest muscles.
3. Take the stairs. Avoid the elevator and take the stairs whenever you
can. Even if just for a floor a two, your heart rate will increase.
4. Towel dry your hair. This provides a gentle workout for the biceps and shoulder muscles, and also a great
stretch for the neck.
5. When sitting, occasionally lift your feet from the floor, then hold. This works the abdominal muscles and
the hip flexors.
6. Don’t wait for the bus. walk to the next bus stop. Six calories are burned for every minute walked. Plus,
Development there is a gentle workout for the core stability muscles when you twist around to see where the bus is.
7. Carry objects at arm’s length. Keeping the arms fully extended requires powerful static contraction of the
shoulders and chest muscles.
8. Relax. Not relaxing causes release of the hormone cortisol, which takes precious, hard-earned muscle and
burns it as fuel, leaving fat cells in its place.
9. Fidget. People who don’t exercise can maintain a low bodyweight simply by constant, non-intensive
moving around.
10. Wear lace-up shoes, not slip-ons. Tying laces works the thumb and finger flexor muscles. And when they
need retying, the leg muscles are recruited.
 Which activities do you do already?
 Which activities would be easy for you to incorporate into your daily life?
 Which activities would you rather not do? Why not?
Review the tips provided and provide a partner with other helpful tips on different ways to
exercise. Use hints and pay attention to the use of prosodic functions.
Make notes. Keep a record of the suggestions in your Evidence Portfolio.
Closing Look at the pictures and discuss the questions.
What is the person in each photograph worried about?
 Why do people often want to
change their bodies?

Moment Activities session 9

Work in pairs. Mark (X) the important elements to include in a PSA.
___ Call-to-action ___ Personal examples
___ Memorable expressions ___ Statistics
___ Location ___ Prices

Label the categories of the rubric with the names of the important elements.
Elements Excellent 8-10 points Good 5-7 points Poor 1-4 points
Start Accurate, informative, and
Accurate and informative Inaccurate or confusing
appropriate for the audience
Demonstrate the emotion of Inappropriate for the
Appropriate for audience
the situation audience
The perfect thing to do in the
The right thing to do Not a good thing to do
situation
An expression that is An easy expression to A very long or difficult
impossible to forget remember expression to remember
Now it’s time to present your public service announcement. Get together with your team and do the
following activities:
Check the format of your PSA script.
Did you specify the length of your script?
Did you specify if the scene is outdoors or indoors?
Did you include sound effects in caps and underlined?
Did you write the names of the characters centered and in caps?
Did you write clear action lines?
Check your dialogues.
Development Did you select appropriate language for your purpose and audience? Did you follow a logical
sequence?
Did you include expressions to influence your audience?
Did you check spelling and punctuation?
Rehearse your dialogues.
Choose an adequate volume, tone, and rhythm to convey emotions related to your message.
Rehearse your pronunciation to attain a perfect diction.
Rehearse non-verbal language.
Try different facial expressions and experiment with different body movements and gestures. Don't
forget the importance of eye contact!
Closing Answer Yes or No.
____ I can express reasons of interest in a problem.
 ____ I can contrast the effects caused by prosodic resources and non-verbal language.
____ I can define ways of expressing according to the interlocutor.
____ I distributed tasks and collected all the necessary materials.
____ I used structures, vocabulary and ideas from the unit.
____ I wrote the script following the steps and according to the required format.
____ I corrected pronunciation, intonation and pitch.
____ I checked the final presentations together and discuss possible improvements.

RUBRIC LI L II L III L IV
Examina consecuencias de ofrecer apoyo y solidaridad a otros en
momentos adecuados.
Decide la forma de expresar sus opiniones, reconociendo efectos
de los recursos prosódicos.
Propone y sugiere alternativas y planes de acción, ajustando
repertorios de palabras y expresiones.
Demuestra cómo reconocer puntos de vista distintos al analizar
textos orales.

PERFORMANCE SCALE:

Demuestra cómo reconocer puntos de vista

acción, ajustando repertorios de palabras y
Decide la forma de expresar sus opiniones,
Examina consecuencias de ofrecer apoyo y

Propone y sugiere alternativas y planes de

 Level IV: Indicates outstanding mastery of the expected learning.

reconociendo efectos de los recursos

 Level III: Indicates satisfactory mastery of the expected learning.

distintos al analizar textos orales.

solidaridad a otros en momentos

 Level II: Indicates basic mastery of the expected learning.

 Level I: Indicates insufficient mastery of the expected learning.

STUDENTS expresiones.
prosódicos.
adecuados.