CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015 GRADE: Third Grade UNIT: 2B

SOCIAL PRACTICE: Interpret and express information published in various media

LEARNING ENVIRONMENT:

Familiar and Community

SPECIFIC COMPETENCY: Share emotions and reactions caused by a T.V. program

ACHIEVEMENTS

CONTENTS

PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE

LANGUAGE

Anticipates main ideas and the information that explains or supports them.

Clarifies the meaning of some words.

Formulates and answers questions to share emotions and reactions.

Explains main ideas through an oral exchange.

Explore a TV program.

Determine genre, topic, purpose, and intended audience.

Identify speakers non-verbal language and attitudes. Identify setting(s) or place(s) where actions take

place.

Determine roles of participants.

Identify visual and sound effects.

Interpret the general meaning and some details of a TV program.

Clarify meaning of words.

Reflect on the relationship between actions, images, dialogues and sound effects.

Infer general sense.

Identify the function of pauses, rhythm, and intonation.

Interpret technical or specialized information.

Distinguish between main ideas and the information that broadens, exemplifies or explains them.

Identify strategies to rephrase, adjust volume/speed, or negotiate meaning.

Point out speech register. Share emotions and reactions caused by a TV program.

Formulate and answer questions about content and the emotions caused by it.

Write expressions to share emotions.

Include explanations of main ideas during an exchange.

Exchange emotions and reactions.

Use strategies to repair a failed conversation.

Contextual clues.

Visual resources (marquee, subtitles, etc.) and sound resources (soundtrack, sound effects, etc.).

Speech register.

Non-verbal language.

Repertoire of words necessary for this social practice of the language.

Differences and similarities between mother tongue and English.

Acoustic features.

Syntactic differences between British and American variants: modal verb, to need (e.g., You neednt do it, You dont need to do it).

Syntactic particularities of the English language: lack of gender in nouns and adjectives

Use language to transmit and disseminate information objectively.

Value the credibility of mass media.

Acknowledge the influence of media in everyday life.

ORAL PRESENTATION Stage 1 Select a TV program. Stage 2 Decide on the length of the presentation. Stage 3 Write sentences to express emotions and reactions about a program. Stage 4 Check that the sentences are understood when said and heard. Stage 5 Define turns of participation, and their length. Stage 6 Practice the enunciation of emotions and reactions. Stage 7 Make the oral presentation. Stage 8 Pay attention to the participations of others. Stage 9 Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.

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

Label a chart on the board with the following headings: reality show, cartoons, drama, sitcom, news travel, documentary, cookery and soap opera. Have Ss infer the topic of the class. Under these headings, ask Ss to write down examples they know of the different genres.

Have Ss check the inventory of emotions they made for unit 1B and elicit emotions resulted from watching those TV shows. You might ask the secretaries to draw a happy, sad or scared. face depending on the emotion produced by the show.

You might use the web site http://www.info-esl.com/index.php to create a word soup you can use to review vocabulary.

Stage 2

Divide the class into groups and have them make a chart in their notebooks with the following headings: title of the program, speech register, intended audience, subject matter, place where action occurs, visual and sound effects, and emotions produced. Add, with Ss help, any other items they consider relevant to describe a TV program.

Tell Ss they are going to watch short segments of different programs. Pause after each segment and ask SS within their teams to complete the above mentioned chart. Ask Ss to pay attention to the roles of the participants, the visual and sound effects, non-verbal communication, the speakers attitudes as well as the relationship between actions, images, dialogues and sound effects. Make sure Ss understand the meaning of each item by asking them to provide examples. In case SS are not able, provide them with examples.

Have SS discuss within their teams what program they would like to talk about for their project. Explain to them that the product to be developed is an oral presentation about a TV show they would really like to talk about. Ask SS to name a spokesperson to share the teams answers.

Determine as a class, the length of the presentation depending on the number or teams and Ss, since every Ss has to participate.

Stage 3

Recycle elements from unit 1B, so that SS remember expressions for emotions such as anger, sadness, happiness, fear, surprise. Make cards with different situations such as I got a 10 at Math class. I lost my wallet. Have Ss work in pairs, one classmate reads the card and the other tells him/her how she/he feels. Exchange cards and switch roles. If possible, allow for freer productions, having Ss themselves come up with the situations.

Place on the board flashcards or actions that show different emotions. Elicit from Ss language they use to express emotions, likes, dislikes or indifference. Have Ss write within their teams sentences to express emotions and reactions about a TV program. Another possibility is to have every team write down sentences for a specific emotion or a couple of emotions and then share with the whole class. The website http://www.eslprintables.com/cinema_and_television/tv_programmes/ might provide some useful activities/vocabulary.

Have Ss share their sentences with the whole class in order to make corrections, check pronunciation, intonation, non-verbal language, etc. Ask SS to work in pairs to talk about the emotions produced by the TV programs they watch using the previously learned expressions.

If there is no oral production. T can provide a handout with useful chunks of language for Ss to use (e.g. I enjoy watching, I'm mad about, I cant stand, I don't like, I don't mind, etc.). The web site http://acainnerpeace.ncf.ca/feelings.htm provides a long list of emotions as well. Ss can look up the unknown words in their dictionaries.

Stage 4

Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To revise if the sentences are understood when spoken and listened to, and to practice the enunciation of emotions and reactions.

Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any mistakes. Monitor and provide help when necessary. Make sure they all have their sentences corrected.

Stages 5 and 6

Have Ss determine within their teams the turns of participation as well as their length. Let them know that every student has to express their emotions about the TV program.

Have Ss practice their presentations several times. Encourage peer and self-correction whenever possible.

Stages 7 and 8

Ask Ss to give their oral presentations. If possible ask them not to read what they prepared and just use it as cues. Ask the rest of the SS to listen to other groups

and make notes on anything that is unclear or they would like to ask about.

Stage 9 After each groups presentation, ask and answer questions about each groups chosen program.

BOOKS

Publishing house Teachers

Book Activity Book

Readers

All Ready! 3 Macmillan

pp. 62-74

pp. 52-65

Fiction pp. 46-58

Brilliant! Teens 3 Santillana

pp. 74-92

pp. 66-85

Stories pp. 19-30

Crossover 3 University of Dayton

pp. 82-101

pp. 39-48

Narrative pp. 81-92

Teens Club 3 Castillo

pp. 69-81

pp. 60-71

Narrative pp. 44-47

Yes, we can! 3 Richmond

pp. 34-43

pp. 34-43

Fiction pp. 17-26

Other resources

http://www.onestopenglish.com/teenagers/skills/warmers/ http://learnenglishteens.britishcouncil.org/

http://www.learn-english-today.com/fun/fun_activities.html http://genkienglish.net/juniorhigh.htm

http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607 Media: http://www.bbc.co.uk/tv/

http://acainnerpeace.ncf.ca/feelings.htm http://www.esolcourses.com/topics/television.html

http://www.eslprintables.com/cinema_and_television/tv_programmes/