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: 1B

SOCIAL PRACTICE: Read and understand different types of literary texts of English-speaking countries

LEARNING ENVIRONMENT: Literary and ludic

SPECIFIC COMPETENCY: Read classic tales and write a short story based on them ACHIEVEMENTS

CONTENTS

PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Uses known comprehension

strategies.

Recognizes the general meaning from some details.

Formulat3es and answers questions in order to locate specific information.

Expresses personal reactions to literary texts, using known oral expressions.

Retells events using images.

Organizes sentences into a sequence of actions.

Select and check classic tales.

Recognize graphic and text arrangement.

Identify the author(s).

Activate previous knowledge.

Determine topic, purpose and intended audience.

Read and understand the general meaning and main ideas of a classic tale.

Predict contents based on graphic and text components.

Use different comprehension strategies (e.g. skimming, scanning, adjusting speed and rhythm.

Detect sounds represented by different letters or their combination.

Establish forms that express continuous and past actions.

Identify key events.

Recognize the general meaning

Determine number and order of key events.

Speak about and rewrite key events of a classic tale.

Speak about personal reactions and opinions of an event.

Retell events from illustrations.

Rewrite sentences of key events.

Complete sentences that express continuous and past actions.

Re-write key events.

Arrange events in a sequence.

Purpose and intended

audience.

Graphic components.

Textual components.

Narrative elements.

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

Verb tenses: past.

Verb forms: progressive.

Adverbs of time and pronouns.

Non-frequent or absent letter groups found in mother tongue. (e.g., ee, gh)

Differences between British and American variants (e.g., -our/-or, -re/-er)

Acknowledge

reading as a recreational activity.

Understand and appropriately contribute in discussions.

Foster respect towards others

BIG BOOK Stage 1 Select and read a classic story. Stage 2 Determine which the key events are. Stage 3 Write and arrange the sentences based on key events. Stage 4 Check that the sentences comply with grammar, spelling and punctuation conventions. Stage 5 Put together and illustrate the Big Book Stage 6 Rehearse the oral reading out loud of the text and practice pronunciation. Stage 7 Read the book out loud and donate it to students from basic education lower grades.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

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

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Have Ss. bring different classic stories they know, have heard or read or that they have access to. In trios have them choose one, the one they like best.

Have Ss. analyze the graphic and the text arrangement of the story, have them identify the author, the publisher and some other features worth pointing out; for example: the main characters, the plot, the climax, the conflict and/or the resolution, and if there is a message for Ss to analyze . From the book cover illustrations, ask Ss to predict what the story may be about. Ss may be given question prompts to ask and answer questions about the different elements of a story; in case they have difficulties with vocabulary, promote the use of bilingual dictionaries. In case Ss need extra support, they should ask for it in English.

Ask Ss to work in teams. Each team is provided with a different part of a story. Ask them to put it in order, try not to spoon-feed Ss during this activity; promote collaborative work and the use of the different sources they count on in the classroom, such as dictionaries, pictures dictionaries, multimedia, etc.

Monitor Ss choices so that not a single story is repeated and there is greater variety of literary genres: narrative, descriptive, myth, legend, fairy tale, science-fiction books, scientific topics, readers, etc. Ask questions to make sure Ss have grasped the general idea of the story chosen.

Stage 2

In the same teams have Ss identify the main characters or events and the main ideas. Use the texts from the previous class, and ask Ss to identify the main idea in the part of the text they were assigned and share it with their teams. Then, ask them to label each part according to their function in the text (main characters, plot, climax, conclusion, etc.). They may be asked to write short sentences or even isolated expression to support their ideas.

Divide teams in two and provide them with information-gap activities. Provide question prompts so that Ss are able to ask and answer questions to get information about the texts they have read and analyzed. If necessary, analyze the meaning of question words through the use of previous elaborated models.

Stage 3

Ask Ss to work in pairs or four person teams and provide them with gapped paragraphs of a story to put in order. Then, ask them to analyze the events in chronological order (which happened first, which after and or which was in progress). After that, ask them to retell the story to the rest of group to reach an agreement about what the correct order of the story is (different options are accepted).

As an alternative activity, Ss can be asked to use cutouts to create a short story. Then, they give it to another team so that they write what they thing the story is about. While doing this activity monitor what teams are doing in case they need support to express their ideas; promote peer support and, if necessary, provide them with a model sentence in which you use expressions to join ideas.

Stage 4

In teams or individually ask Ss to create their own story, tell them they can use fiction or nonfiction elements, make emphasis on the fact that the story needs to contain graphic devices such as illustrations and oral texts. In addition, remind Ss to include the different elements of a story, such as main characters, plot, climax, conflict, etc. While doing this activity, monitor Ss and ask them to look up work done in previous classes. If needed, provide them with models in order to avoid possible spelling mistake or wrong structures.

Have Ss work in pencil on their notebooks to facilitate correction, insertion of new and better ideas and spelling. Stronger Ss may help out by being in charge of their own teams productions. Once they have gone through the corrections, Ss may start producing their Big Book on pieces of folding paper or pieces of cardboard, leaving enough space for the illustrations.

Stages 5 and 6

Have Ss produce the images, illustrations or drawings, or reproduce the illustrations from the original books. Make sure Ss keep a balance between the written and the image sizes and that the presentation gets standardized in terms of size and quality of work. While Ss are producing this, take advantage to start preparing the reading of the story out loud. Ss should concentrate on good pronunciation, the effect of intonation patterns when dealing with emotions, changes of mood and reactions, as well as the volume of voice.

Ask Ss to say the story aloud so that their team members help them improve their performance or their pronunciation and rhythm, while doing this monitor in case Ss need support to read or pronounce what the will present later to the rest of the class.

Stage 7

Have the reading first in the group itself.

Organize different reading sessions, and invite the different groups to attend this theatrical reading. Have Ss choose some music to be played before, at specific moments and after the story has finished. Also, encourage Ss to create the appropriate atmosphere according to the nature of the story they will tell.

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. 36-48 pp. 22-35 Reader

pp. 20-32

Brilliant! Teens 1 Santillana

pp. 36-54 pp. 28-43 Stories

pp. 7-18

Crossover 1 University of Dayton

pp. 43-60 pp. 19-28 Narrative pp. 71-80

Teens Club 1 Castillo

pp. 44-53 pp. 24-37 Narrative pp. 40-47

Yes, we can! 1 Richmond

pp. 14-23 pp. 14-23 Fiction

pp. 5-14

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 Stories:

http://www.learner.org/interactives/story/ http://hrsbstaff.ednet.ns.ca/engramja/elements.html http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html

http://www.studyzone.org/testprep/ela4/h/storyelements.cfm