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Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
CYCLE 4, FIRST GRADE SCHOOL TERM 2014-2015
GRADE: First Grade UNIT: 1A
SOCIAL PRACTICE: Understand and use Information about goods and
services LEARNING ENVIRONMENT: Familiar and Community SPECIFIC
COMPETENCY: Give and receive information for performing community
service
ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE BEING THROUGH THE LANGUAGE
Identifies topic, purpose and intended audience.
Predicts the general meaning from words and expressions similar
to those of the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral exchanges.
Produces expressions to provide information
Adjusts volume and speed.
Listen and check a dialogue about the performance of community
service.
Recognize topic and purpose.
Discriminate environment sounds and background noise.
Identify form of communication.
Distinguish between intonation and attitude.
Establish the relationship between participants. Understand the
general meaning and main ideas.
Activate previous knowledge.
Find out the meaning of words.
Predict the general meaning.
Distinguish composition of expressions.
Identify words used to link ideas.
Find key words.
Recognize the behavior of speakers and listeners that support
the meaning construction.
Determine sequence of statements (for example: description,
instruction, etc.).
Exchange information about the performance of community
service
Choose a suitable word repertoire.
Use an appropriate speech register based on the addressee.
Write sentences
Read sentences to practice pronunciation
Organize sentences to establish turns of participation.
Include relevant details and interesting information.
Establish tone and intonation of sentences.
Formulate and answer questions to give and request
information.
Start a dialogue with the help of written guidelines.
Adjust volume and speed.
Topic, purpose and
intended audience.
Context clues: environment sounds, background noise,
relationship between participants, attitudes, etc.
Form of communication on-site, distance.
Structure of dialogue opening, body, closure.
Speech register
Repertoire of words necessary for this social practice of the
language.
Composition of expressions.
Similarities and differences between the mother tongue and
English language
Acoustic features: tone, intonation and pronunciation.
Sentences types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
Participate
appropriately during oral exchanges.
Foster confidence within interpersonal relationships
ACTING-OUT A
DIALOGUE
Stage 1 Choose a classmate to act out a dialogue about providing
services Stage 2 Choose the community service about which
information is to be exchanged. Stage 3 Decide roles and turns of
participation. Stage 4 Write sentences to give and receive
information. Stage 5 Check that sentences are understood when
spoken and listened to. Stage 6 Practice sentences. Stage 7 Perform
the dialogue.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda
Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de
expansin. Mxico, 2011
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Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
PRODUCT STAGES
SUGGESTED ACTIVITIES
Stage 1
Elicit from Ss the problems or the community services that need
to be attended to at school. Brainstorm ideas about why those
problems need to be attended and what could be done to solve the
problems or improve the services.
Ss may cast a vote and register the information on the most
pressing needs about community service on a grid or graph. Once
they democratically decided, they express possible actions that
could be taken in order to meet that need.
Ss get together in order to form pairs and decide what they are
going to express to give and receive information on the task
assigned. In the same pairs, Ss identify topic, purpose and the
audience they intend to present the dialogue to. Ss identify key
words and two types of register language.
Stage 2
Once Ss have chosen the topic and identified the vocabulary they
need, expose them to the language needed to communicate when giving
and receiving information for performing community service. Ask
them to work in groups and analyze the different characteristics
that community services have.
Group Ss and provide them with an application format to analyze
and fill out, and then ask them to explain to the rest of the class
in the form of a short presentation. In this way, Ss will have the
chance to explore different application formats to be filled out
with relevant information.
Stage 3
Ss decide what they want to include in their dialogue and they
attempt the construction of their dialogue.
Expose Ss to dialogues pre-selected to suit the purpose of
giving and receiving information. Ss do note-taking to discover the
functional language needed for this task. Back in a plenary
session, Ss provide the phrases, functions, and structures needed
for the dialogue. Through monitoring, promote self and peer
correction, and if necessary use direct correction.
Monitor the activity to make sure Ss are actually attempting the
dialogue with a good repertoire of words, relevant structures, and
appropriate functio
Stage 4
Ask Ss to bring along posters, flyers and different types of
texts from which they can extract information for their own
projects, and ask them to discuss the kind of information they
would like to include in their project.
Having decided on the contents, Ss proceed to make their
dialogue. Encourage Ss to use the language, do not spoon-feed.
Ss may write their dialogue interventions on pieces of paper to
be shown to the teacher for correction and enrichment before
presenting them to the other couples; they can even exchange
dialogues with other teams and act them out.
Stage 5
Expose Ss to models of the type of exchange they have to
participate in. Having analyzed this information, Ss make notes of
the type of language they want to add to their own productions. Ask
them to work in teams and exchange sentences for peer correction.
Choose a spokesperson to read the sentences aloud for the rest of
team, and in teams give the sentences a final revision.
Direct Ss attention to the key elements of the product to make
sure the contents from the doing, knowing and being are properly
covered. Ss may decide the types of sounds, noises and special
effects they would like to insert while producing their
dialogue.
Stage 6
Having identified the type of exchange they need to produce, Ss
proceed to sit down and rewrite or edit their own dialogues.
Monitor as necessary and promote peer correction. As a last
resource, use direct correction.
In their same pairs, Ss practice the dialogue in a low voice so
that the rest of the group still keeps the element of surprise when
the pairs come to front to act it out.
Ss may want to exchange their dialogues so that the different
pairs have the chance to produce the others and having experienced
a dialogue that is not theirs; they can be given the chance to
enrich it with the right intonation, tone and pronunciation.
Offer Ss an assortment of connectors so that Ss want to try them
out for the final reading of their dialogues.
Stage 7
Ask Ss to take turns and perform the dialogue in front of the
class, the rest of the Ss can also participate by adding ideas to
solve the problem or improve the service.
Ss take turns to come to the front and act out the dialogue. The
rest of the group may express their opinion and suggestions for
further improvement.
The group is asked to identify the opening, body and closure of
these dialogues, and the speech register they have used depending
on the audience they are to present this to. Ss attention should be
concentrated on stress and intonation.
If the school logistics allows it, ask for permission to
reproduce the dialogues in other groups and other grades. Prepare
the presentation with noises and sounds.
Ss may select a panel to invigilate the appropriate
participation, and the right attitude when pairs are at the front
or when they become the audience to guarantee respect and
acceptance all along.
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Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
BOOKS
Publishing house Teachers
Book Activity Book
Readers
All Ready! 1 Macmillan
pp. 23-35 pp. 6-21 Reader pp. 7-19
"Brilliant! Teens 1"
Santillana pp. 17-29 pp. 12-24
Fact
pp. 73-86
Crossover 1 University of Dayton
pp. 23-42 pp. 8-18 Informative
pp. 4-16
Teens Club 1 Castillo
pp. 32-36 pp. 7-13 Informative
pp. 6-14
"Yes, we can! 1"
Richmond pp. 4-13 pp. 4-13
Fiction pp. 5-15
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¤tSubjectID=2325607
http://a4esl.org
