Fomento a los procesos de estudio de una segunda lengua (ingls) antes PNIEB

CYCLE 4, THIRD GRADE SCHOOL TERM 2014-2015

GRADE: Third grade UNIT: 4 A

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations

LEARNING ENVIRONMENT: Familiar and community

SPECIFIC COMPETENCY: Interpret and offer descriptions regarding unexpected situations in an oral exchange

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Determines the function of pauses, rhythm, and intonation.

Negotiates meaning.

Rephrases ideas.

Uses strategies to restore a failed conversation.

Anticipates general sense, main ideas, and some details in order to produce an oral text.

Listen to and explore descriptions of unexpected situations shared in an oral exchange.

Identify topic, purpose, and intended audience.

Observe and understand non-verbal language.

Identify attitudes and emotions.

Establish speakers profiles. Determine the place where an exchange occurs.

Interpret general sense, main ideas, and some details.

Clarify meaning of words.

Identify ways to describe an unexpected situation.

Identify main ideas and information that broadens, exemplifies or explains them.

Identify strategies used to rephrase ideas, adjust volume

0||and speed, and negotiate meaning.

Determine sequence of enunciation.

Formulate questions to understand a description.

Notice regional accents.

Describe unexpected events.

Write sentences to describe unexpected situations.

Add details to main ideas.

Change direct speech into indirect speech and vice versa.

Adjust speed, rhythm, diction, and intonation.

Rephrase ideas.

Use strategies to influence on meaning.

Use strategies to restore a failed conversation.

Produce spontaneous descriptions of unexpected situations.

Maintain an oral exchange with the support of non-verbal language.

Topic, purpose, and intended audience.

Contextual clues.

Speech register.

Direct and indirect speech.

Acoustic features.

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

Types of sentences.

Adjectives and adverbs.

Adverbs: of time and quantitative.

Language formulae (e.g. greetings, and courtesy and farewell expressions).

Syntactic particularities of English: absence of double negative (for example, they didnt go anywhere; they had no time to lose).

Show confidence in the use of English.

Promote constructive dialogues.

Appreciate credibility and objectivity in different descriptions.

TESTIMONY Stage 1 Select and unexpected situation Stage 2 Write sentences to describe an unexpected situation. Stage 3 Check that sentences are understood when said and heard. Stage 4 Organize sentences into a text to put together a testimony. Stage 5 Practice the enunciation of testimonies. Stage 6 Establish turns of participation Stage 7 Participate in an exchange of testimonies.

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

Fomento a los procesos de estudio de una segunda lengua (ingls) antes PNIEB

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Share with your Ss an unexpected situation. It could be yours or someone they may be interested in. Have your Ss remember an unexpected situation from their personal experience and share with the whole class.

Play Chain story: Have a tape recorder ready and have your Ss sit in a horse shoe arrangement. Have one student say a sentence for telling an unexpected situation

Have the whole class listen to the recording. Encourage self and peer correction.

Stage 2

Have your Ss decide if they want to write about a personal situation or about something that happened to them as a group. Depending on it, arrange teams or have SS work individually.

Have Ss take a look at Readers Digest magazine or any other source where Ss can find interesting situations or testimonies. Have them analyze the parts of it and relate them to the previous expressions or discover new ones they can use to write their own anecdote.

Have your Ss circle the connecting words and to observe how ideas are linked, organized and sequenced.

Stage 3

Check sentences are understood when said and heard by having your Ss read them aloud. Promote different types of correction and encourage the use of connectors or cohesive devices such as: Suddenly, immediately, but, so, and, fortunately, etc.

Place on the wall a word box resource for your Ss to check and add details to their anecdotes.

Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.

Stage 4

Have your Ss organize their sentences into a text to put together the testimony. Do this orally first and tackle the problems as they come up.

Emphasize the relevance of having a coherent testimony by having Ss structure their paragraphs in a way that the sentence holding the main idea is the first one, and the remaining sentences provide the complementary details.

Remind Ss that their testimonials should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check unless you are required to do so.

Ask Ss to exchange their texts, proofread them and provide feedback as far as Ss can go. Complement as necessary. Monitor Ss work all the time to avoid unnecessary mistakes.

Stages 5 and 6

Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups of four. The idea is that Ss work with different classmates..

Have Ss establish the turns to share their anecdotes in their groups.

Ask Ss to make follow up questions to get more details and get to know better their classmates through testimonies.

Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy.

Stage 7

Have Ss choose another team to exchange their testimonials. Establish the time for every group to share their testimonial and answer questions about it.

When everyone has finished sharing their testimonials have a small poll and get every pair of group to choose whose testimonial featured the most unexpected situation.

If time allows, equip Ss with an assessment instrument that should be prepared by the teacher and the Ss together to clarify those elements of the program that need to be assessed. Once prepared and written out, produce the number of copies needed for all Ss to have the chance to evaluate at least one team at a time.

Fomento a los procesos de estudio de una segunda lengua (ingls) antes PNIEB

BOOKS

Publishing house Teachers

Book Activity Book

Readers Book

All Ready! Macmillan

pp.101-111 pp.96-111 Reader pp.85-97

Brilliant! Teens Santillana

pp.131-149 pp.124-141 Facts pp.43-56

Crossover University of Dayton

pp.142-161 pp. 69-78 Informative pp.41-52

Teens Club Castillo

pp.106-118 pp.108-125 Informative pp.20-27

Yes we can! Richmond

pp.T64-T73 pp.64-73 Nonfiction pp.37-48

Other resources

http://kids.nationalgeographic.com/ www.onestopenglish.com/

http://www.bbc.co.uk/worldservice/learningenglish/ http://www.bbc.co.uk/newsround/

http://www.dogonews.com/