Documente Academic
Documente Profesional
Documente Cultură
UNIT:
Second Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Anticipates the general
meaning and main ideas by
listening to familiar
expressions.
Identifies main ideas in oral
exchanges.
Searches for confirmation in
an oral exchange.
Produces expressions to
argue or object.
Adjusts tone, rhythm and
intonation in producing oral
texts.
BEING THROUGH
THE LANGUAGE
Show
assertiveness
when making
decisions.
Foster courtesy in
interpersonal
relationships
PRODUCT
GOODS CATALOGUE
Stage 1
Select the goods to be
included in the
catalogue.
Stage 2
Design the catalogue
format and illustrate its
products.
Stage 3
Write suggestions about
the products included in
the catalogue.
Stage 4
Check that the
suggestions comply
with grammar, spelling
and punctuation
conventions.
Stage 5
Practice the enunciation
of suggestions, using
the catalogue as a
guide.
Stage 6
Present the catalogue
to a previously selected
audience.
1A
PRODUCT
STAGES
Stage 1
Stages
2 and 3
Stage 4
Stage 5
Stage 6
SUGGESTED ACTIVITIES
Encourage Ss to brainstorm suggestions for purchasing and selling goods and products. In order for the Ss to do this properly, expose them to real catalogues
published in newspapers, magazines, supermarkets and department stores. Ask ss to work in teams so that they can analyze what the selling of a good or service
involves, e.g. cost, image, service flexibility publicity, online publicity, etc. In case they lack the appropriate vocabulary, encourage them to use bilingual
dictionaries, but always promote the use of the target language when asking for support.
Ask Ss to work in teams and discuss about the kind of products or services they would like to include in their catalogue.
In the same teams, Ss bring along different types of catalogues found in supermarkets, shopping centers, newspapers and magazines (different from those
already provided by the teacher). Ask them to analyse the format in general, paying special attention to the distribution of goods, the size of letters and numbers
as well as the colors used to advertise the products. In a plenary session, highlight the most relevant aspects that Ss mention.
Taking one of the catalogues as a model, or deriving new ideas from the existing ones, ask Ss to design the format of their catalogues and illustrate the products
by drawing them, pasting cut outs or adding photographs taken by Ss themselves. Also, ask them to include the information needed to sell the product. Promote
the use of the target language as they work on their catalogue, and let them use any resource available in the classroom. In case they need more support,
encourage them to ask for it in English.
The teams may come to the front to present their catalogues, and as a whole group discuss about the different catalogues. Encourage Ss to suggest ideas about
how to improve the catalogues visually or linguistically.
Ask Ss to use their dictionaries or the ICT lab to find phrases that express suggestion or advice. Encourage them to use more descriptive vocabulary to enrich
their catalogue as well as to make it catchier, such as should, ought to, may, can, could, or phrases (If I were you I would I/ Id. Why dont you? Lets----How about.? And likely responses: Excellent idea!).
Ss are asked to define the type of catalogue they are to use. Let Ss rehearse the dialogue in close pair work (only the two in the pair), and monitor as necessary in
order to get ready for the presentation to the rest of the group.
In their corresponding groups, and using their own catalogue as a guide, Ss practice making suggestions and responding to them.
Monitor this oral practice to concentrate on rhythm, intonation, volume, speed, and even non-verbal responses.
Towards the end of the social practice, make space for all catalogues to be exhibited and presented by the different teams. Take this opportunity to evaluate Ss in
different respects. Let them know beforehand what you are looking for in their presentations.
If time allows, choose the best catalogues taking into account different categories. Create the number of categories needed to credit all teams for the work done:
best text, best visuals, more relevant suggestions, more convincing arguments, more attractive presentations, best catchy language, most professional
presentation, etc. If time allows, make arrangements to have the catalogues presented in other groups of the school community
BOOKS
Publishing house
Teachers
Book
Activity
Book
Readers
All Ready! 2
Macmillan
pp.29-38
pp. 6-21
Chapter 1
pp. 7-19
Brilliant! Teens 2
Santillana
pp.17-31
pp.12-23
Fact
pp.7-18
Crossover 2
University of Dayton
pp. 23-41
pp. 9-18
Informative text
pp. 5-14
Teens Club 2
Castillo
pp. 32-46
pp. 7-23
Informative
pp. 6-11
Yes, we can! 2
Richmond
pp.4-13
pp.4-13
Nonfiction
pp.5-14
WEBSITE 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/
N.B. Website resources enclosed in this file are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every
particular classroom reality and students needs and preferences.