SECOND GRADE (SEGUNDO GRADO)

COMPETENCIA: Se comunica oralmente en inglés como lengua extranjera

DESEMPEÑO: Recupera información explícita y relevante seleccionando datos específicos del

video: Plastic Ocean integrando la información de forma coherente y cohesionada en
variados momentos de la oralidad acorde al contexto comunicativo. (LISTENING)

Expresa sus ideas y emociones respondiendo a la pregunta: What do you think we can do
do, as individuals, to help the problem of having too much plastic in our oceans?
(SPEAKING)

CRITERIOS DE EVALUACIÓN:

 Seleccionando de tres opciones la respuesta correcta a las interrogantes planteadas.

 Respondiendo a la pregunta: What do you think we can do do, as individuals, to
help the problem of having too much plastic in our oceans?
 Empleando estrtegicamente gestos, emociones para enfatizar lo que dice.

(SPEAKING) LINK DEL VIDEO: https://www.youtube.com/watch?v=gd9ZFVgoQ68

WORKSHEET (HOJA DE TRABAJO)

IMPROVE LISTENING SKILLS: A PLASTIC OCEAN

Plastic everywhere Blue whale Pristine ocean (unpolluted)

Sea animals are forced to endure (tolerate) Change is possible

 SPEAKING: Do you use a lot of plastic? What do you think we can do do, as individuals, to help
the problem of having too much plastic in our oceans?
Respuesta:
Yes, some ways in which we can reduce plastic consumption are: not using plastic unnecessarily, reusing
and recycling, among others.

COMPETENCIA: Se comunica oralmente en inglés como lengua extranjera.

DESEMPEÑO: Recupera información explícita y relevante seleccionando datos específicos del

video: “How to recycle at home”, integrando la información de forma coherente y
cohesionada en variados momentos de la oralidad acorde al contexto comunicativo.
(LISTENING)
Expresa sus ideas y emociones a cerca de sus hábitos de reciclaje que ejecuta en casa.
(SPEAKING)

CRITERIOS DE EVALUACIÓN:
 Seleccionado ítems en tres categorías: Blue Cart, Green Cart, Black Cart
 Empleando estratégicamente gestos, emociones y contacto visul para enfatizar lo
que dice.
LINK DEL VIDEO: https://www.youtube.com/watch?v=Lp3mB_SNlEc
My Recycling Habits at Home
In my home, I have the habit of separating waste into three main categories: Blue Cart, Green Cart and
Black Cart.
Blue Cart: In the Blue Cart, I mainly place materials such as paper, cardboard, aluminum cans and plastic
containers. I feel satisfied knowing that these materials can be reused in the manufacture of new
products, thus avoiding the generation of more waste.
Green Cart: In the Green Cart, I deposit organic waste such as food scraps, fruit and vegetable peels, as
well as other biodegradable waste. Recycling organic waste in the Green Cart makes me feel that I am
contributing to closing the natural cycle of nutrients and reducing the amount of waste that ends up in
landfills.
Black Cart: In the Black Cart, I place non-recyclable waste such as disposable diapers, packaging
contaminated with food or chemicals, and other items that cannot be processed again.
 WORKSHEET (HOJA DE
TRABAJO) MASTER
LISTENING SKILLS
PURPOSE: EXTRACT EXPLICIT AND SPECIFIC INFORMATION SINCE A VIDEO: HOW TO RECYCLE AT
HOME BY LEANING IN THE CONTEXT AND INTEGRATING IT IN THE DIFFERENT PARTS OF THE ORAL
TEXT.

Before the video

Do the preparation task first: Check the new vocabulary.

Branch

Diaper Filter Paper Tissue Fish bone

Aluminum Tray Coffee grounds spray can Tea bag chip bag Q -Tips

1.LISTEN CAREFULLY, THEN PUT THE ITEMS IN THE CORRECT COLUMN

BLUE CART (BIN) GREEN CART (BIN) BLACK CART (BIN)

Paper/Metal/Plastic Organic Garbage
Plastic bottles, plastic jars, Fruits, vegetables, grass, Diapers, finish your tissues,
plastic food trays, milk jugs, flowers, leaves, small branches, broken glass, candy wrappers,
cartons, newspapers, magazines, cooking oil, tea bags, coffee Q-Tip, chip bags.
ice cream containers, cans, grounds, paper filter, dirty pizza
spray cans, aluminum foil, boxes, dirty paper plates,
aluminum tray. seafoods, chicken bones, fish
bones.
SPEAKING Make a short oral text by answering the following questions(Elaborar un texto
corto respondiendo las siguientes preguntas) What is the name of the item? Can you recycle
it? Where does it go? Why is it important to recycle ítems?
Watch the video as reference (Ver el video como referencia)

What is the name of the item?

The item is called “batteries.”
Can you recycle it?
Yes, batteries can be recycled.
Why is it important to recycle ítems?
It is important to recycle items, such as batteries, for several reasons such as: environmental
protection, resource conservation and pollution prevention.
COMPETENCIA: Se comunica oralmente en inglés como lengua extranjera.
DESEMPEÑO: Recupera información explícita y relevante seleccionando datos específicos del
video: David Attenborough: A Life on our Planet integrando la información de forma
coherente y cohesionada en variados momentos de la oralidad acorde al contexto
comunicativo.
Expresa sus ideas y emociones a cerca del trabajo realizado por el broadcaster, biólogo y
naturalista David Attenborough
CRITERIOS DE EVALUACIÓN:
 Seleccionando la opción correcta a partir de tres alternativas propuestas.
 Empleando estratégicamente gestos, emociones y contacto visual para enfatizar
lo que dice.

LINK DEL VIDEO: https://www.youtube.com/watch?v=SbvtzLAZSeY

WORKSHEET (HOJA DE TRABAJO)

IMPROVING LISTENING SKILLS

Video zone: David Attenborough A Life on our Planet – exercise

DECLINE TAME DISASTER

 MARVEL WITNESS STAMENT OVERRUN

UNIQUE VISION
unique

marvel
decline

overrun

tame

Witness stament

vision

disaster

While you watch the video

 Be am
have
sending

overrun
Are replacing
act
needed

Be telling

SPEAKING: Make a short oral text about David’s work for biodiversity and his vision for the
future of the planet.

COMPETENCIA: Lee diversos tipos de textos en inglés como lengua extranjera.

DESEMPEÑO: °Identifica información explícita, relevante y complementaria distinguiendo

detalles dispersos en el texto: “Diwali” y deduciendo diversas relaciones lógicas y jerárquicas
de manera pertinente.

CRITERIOS DE EVALUACIÓN

 Apareando vocabulario con su apropiada definición.

 Eligiendo la verdad o falsedad de las oraciones
 Completando espacios en blanco a partir de un listado de palabras registrados en
un Word Bank.
 Seleccionando de tres preposiciones dadas la correcta para completar oraciones.
READING TEXT (TEXTO DE LECTURA)
 WORKSHEET (HOJA DE TRABAJO)

READING SKILLS

PURPOSE: Identifica información explícita, relevante y complementaria distinguiendo

detalles dispersos en el texto: “DIWALI, LIGHT CELEBRATION”
y deduciendo diversas relaciones lógicas y jerárquicas de manera pertinente

d
a
b
e
c

firework
patterns
lamps
moon
tattos
Trafalgar Square

shops

electric
COMPETENCIA: Lee diversos tipos de textos en inglés como lengua extranjera.

DESEMPEÑO: Identifica información explícita, relevante y complementaria distinguiendo

detalles dispersos en el texto: “Welcome to Peru” y deduciendo diversas relaciones lógicas y
jerárquicas de manera pertinente.

CRITERIOS DE EVALUACIÓN

 Apareando vocabulario con su correspondiente definición.

 Seleccionando la verdad o falsedad de las oraciones según el contenido del
texto escrito.
 Completando espacios en blanco acorde al texto escrito presentado.
.

WORKSHEET (HOJA DETRABAJO)

READING SKILLS

PURPOSE: °Identifica información explícita, relevante y complementaria distinguiendo

detalles dispersos en el texto: “Welcome to Peru” y deduciendo diversas relaciones lógicas y
jerárquicas de manera pertinente.
PREPARATION: MATCH THE VOCABULARY WITH THE DEFINITIONS
1. BORDER a. collect several things, often from different places or people
2. CURRENCY b. a forest in a tropical area that receives a lot of rain
3. COASTLINE c. a line that has been agreed to divide one country from another
4. RAINFOREST d. the shape of the land next to the sea, esp. when seen from the
air or shown on a map.
5. GATHERER e. money that is used in a particular country at a particular time
READING TEXT

Currency: NUEVO SOL

1. CIRCLE TRUE OR FALSE. If it is false correct the stament.

1.Most populated peruvian city is Trujillo TRUE FALSE

2.Peru is divided into departments TRUE FALSE
3. The activities of the early native peruvians were fishers TRUE FALSE
4. Machu Picchu means new mountain TRUE FALSE
5. The quechuas and the aymaras live in the peruvian andes TRUE FALSE

2. FILL IN THE GAPS ACCORDING TO READING TEXT

1. The climate in the andes mountains is quite cold

2.Cuy meat is often used in traditional Peruvian cuisine
3. Machu Picchu means old mountain in the native language of the Incas

COMPETENCIA: Lee diversos tipos de textos en inglés como lengua extranjera.

DESEMPEÑO: Identifica información explícita, relevante y complementaria distinguiendo
detalles dispersos en el texto: “Greta Thunberg “ y deduciendo diversas relaciones lógicas
y jerárquicas de manera pertinente.
CRITERIOS DE EVALUACIÓN
 Respondiendo preguntas acordes al contenido del texto.
 Completando un crossword según el texto biográfico de Gretta Thumberg.

WORKSHEET (HOJA DE

TRABAJO) IMPROVING

READING SKILLS

PURPOSE: Identify explicit, relevant and complementary information of the text: Biography
of Greta Thunberg

Before the READING

Preparation for the reading

PARIS AGREEMENT SWEDISH PARLIAMENT FIGHT CLIMATE CHANGE

During the Reading

Read in silence the written text
Climate activist

20 years old

Swedish

Goverments are doing too Little to fight climate change

Swedish parlament
 C

G L

P A R L I A M E N T

S E

S T U D E N T S

R H C

I U H

K N A

E B N

E G

P R E S I E
D N T S

strike

COMPETENCIA: Escribe diversos tipos de textos en inglés como lengua extranjera

DESEMPEÑO: Produce textos escritos en inglés entorno al día de la semana que considera
especial, sustentando por qué lo considera mejor, tomando de referente el texto: A letter to a
Friend, con coherencia, cohesión y fluidez estableciendo relaciones lógicas y ampliando
información de forma pertinente con vocabulario apropiado.

CRITERIOS DE EVALUACIÓN

 Seleccionando frases en el grupo correcto.

 Eligiendo la verdad o falsedad de las oraciones.
 Apareando las preguntas con sus respectivas respuestas.
 Corrigiendo los errores de puntuación (letras mayúsculas, puntuación y sgnos
de interrogación)
 Respondiendo a la pregunta: What’s your favourite day of the week?
 WORKSHEET (HOJA DE

TRABAJO) MASTERING

WRITING SKILLS

PURPOSE: Produce textos escritos en inglés entorno al día de la semana que considera
especial sustentando las ideas con coherencia, cohesión y fluidez.

Preparation: Write the phrases in the correct group.

How’s everything going? Hope to hear from you soon. Take

care. Thanks for your letter and telling me all your news. Say hello to your family andfriends.
Sorry I haven’t written sooner. I’ve been away on holiday Please write back soon.
It was great to hear from you the other day.

To begin a letter To end a letter

How’s everything going? Thanks for your letter and telling me all your
Sorry I haven’t written sooner. I’ve been away on news.
holiday. Hope to hear from you soon. Take care.
It was great to hear from you the other day. Say hello to your family and friends.
Please write back soon.
b

a
 You asked about my favourite day of the week. Well, it's definitely Thursday.

On Thursday we study french, english and chemistry.

After school we often go to David's house.

At the weekend, I visit my grandparent's house.

What's your favourite day of the week?

Hope to hear from your son.

WRITING. What´s your favourite day of the week and Why?

Monday, because I go to play basquetball.

What’s your least favourite day of the week and Why?

Sunday, because I have too much homework or I'm busines