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: 3A

SOCIAL PRACTICE: PARTICIPATE IN LANGUAGE GAMES TO WORK WITH SPECIFIC LINGUISTIC ASPECTS

LEARNING ENVIRONMENT:

Literary and Ludic

SPECIFIC COMPETENCY: Participate in language games to recognize and comprehend future tense in forecasts.

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE

LANGUAGE

Recognizes future verb forms within sentences.

Classifies sentences by the types of future verb form found in them.

Compares sentences that express future situations to ones which express past and/or present situations.

Formulates and answers questions in order to understand forecasts.

Check written forecast examples

Identify situations in which forecasts are made.

Recognize topic, purpose and intended audience.

Distinguish graphic and text components. Understand characteristics of the future tense.

Listen to the reading of forecasts containing verb forms in future tense.

Identify sentences that express future situations and conditions, and their composition.

Classify sentences according to the future verb form.

Complete sentences with words used in future situations and conditions

Compare sentences that express future situations to those that express past and/or present situations.

Answer questions formulated to create forecasts based on current situations.

Write sentences that express future tenses, in order to make a forecast.

Write words that express future tense.

Write questions about future situations.

Complete sentences with the future verb form.

Arrange sentences in a sequence.

Write down sentences to make a forecast about a real or fictitious situation.

Verb tenses: present, past, future (will, shall, be + going to).

Sentence types.

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

Conventional writing of words.

Punctuation: apostrophe.

Promote feedback among classmates.

Show a good attitude to auto-evaluate possibilities and capacities. .

FORECASTS Stage 1 Establish which kind of descriptions are allowed and which are not to write the forecast. Stage 2 Choose a subject to write a current description: of one-self, a classmate, the community, etc. (e.g., Maria is now in secondary school, in the future she will study, in a 15-year-time she will be) Stage 3 Write the current description. Stage 4 Foretell the current description and write it in the future tense in order to write the forecast. Stage 5 Read the forecasts out loud and place them in a visible spot of the classroom.

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

Ask Ss to bring articles to the class, they can be about issues they are interested in such as sports, machines, technology, fashion, etc. Ask them to include information about the origins, updated information as well as future information about the event. Ask Ss to keep a record/chart of the action words and vocabulary encountered in context, as a whole group, establish a connection between the vocabulary as well as the expression with different tenses such as present, past and future.

Encourage Ss to think about what the topics they chose will be like in the future, at this stage it is important for Ss to know that there exists a future tense in English that they can use to make predictions.

Analyze a forecast as necessary; remember to promote the use of English as much as possible. Make use of good Ss to explain, clarify and make it accessible to all. On another occasion, expose Ss to a historical event or period to show the past tense in context. Complement the original record/chart with verbs in past and the corresponding time expressions and adverbs so that Ss associate tenses to the time concept.

Stage 2

Ask Ss to write a brief description about themselves including information such as name, age, interest, and activities in the next 2, 3, 5, and 10 years.

As a model introduce yourself and ask Ss to predict events about in the following 2, 3, 5, and 10 years. Then encourage Ss to work in pairs and interchange information about themselves, advise them to use pictorial support. It may be graphically organized as a time line. Tell Ss to use expressions such as: At present I work for I prepare my sessions every. I do my shopping on Saturdays, etc.

Ask Ss to exchange their information, monitor while they are interacting in case they need any support or in case correction needs to be promoted.

Stage 3

Based on the input offered during the previous stage of the product, ask Ss to think of the logical organization of a description like that. Once Ss have organized their thoughts and ideas, ask them to identify activities they may continue doing or that will have a follow-up in the future.

Draw Ss attention to activities that are possible and logical for their age. Make Ss equip themselves with the vocabulary needed to carry out the task. Allow time for dictionary work and for Ss to enrich one anothers vocabulary. In trios, ask Ss to write their own descriptions in pencil to allow for corrections and changes. Monitor Ss work as necessary and allow the stronger

students to help out. Make sure the final version is correct and legible, both in terms of grammar and English but also in terms of contents and the right sequencing of actions and ideas.

Stage 4

Taking the description presented in stage 2 of this product, encourage Ss to work in pairs or in teams and transfer the activities to the future time. Do it with two or three examples, leaving the rest for Ss to start attempting the construction of the future forms. Start with WILL as it only means adding the auxiliary. Expose Ss to the negative form. Make sure they grasp the concept of uncertainty for future and they add the right expression: I guess /I think I will I will probably Maybe I will Once they are well familiarized with this future form, use GOING TO with the corresponding nuance in meaning and concept. Make sure they know GOING TO is used for future activities that have been planned and decided on.

Ask Ss to manipulate these two forms depending on their own intentions. Leave a formula on the blackboard for students to substitute will for going to as appropriate. Complete the forecast again in pencil and monitor Ss work as necessary. Once all forecasts have been checked by students themselves, with a final check on the part of the teacher, ask Ss to write them out on nice, attractive pieces of cardboard to be exhibited in the classroom.

If time allows and the work is well done, linguistically speaking, Ss may add a bit of artwork to make them more attractive and catchy.

Stage 5

Make sure to count on the number of lessons necessary to allow each team to come to the front and read their forecasts out loud with good pronunciation and intonation. Allow time for questions stemming from the oral presentations. Assist and promote correction as necessary.

Prepare a good checklist for Ss to evaluate their work and have one more criterion to evaluate Ss work and progress during that month. Keep Ss informed about what they are doing well, and what still needs improvement. Go back to the Ss whose work has not been so satisfactory and give

them the chance to try harder to earn a better mark. Tell Ss they can attempt a draft copy and then on the basis of the teachers and colleagues comments they may make changes.

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

Other resources

http://www.mes-games.com/future1.php http://www.esltower.com/GRAMMARSHEETS/future/future.html

http://www.eslkidsworld.com/worksheets/future%20will%20and%20going%20to%20worksheets/

BOOKS

Publisher Teachers book

Students book Readers

All Ready Macmillan

pp.75-87 pp.66-81 Readers pp.59-71

Brilliant! Teens Santillana

pp.93-111 pp.88-103 Stories pp.31-42

Crossover University of Dayton

pp.102-121 pp.49-58 Informative pp.29-44

Teens Club Castillo

pp.78-85 pp.70-85 Informative pp.55-64

Yes, we can! Richmond

pp.44-53 pp.44-53

Non-fiction pp.27-38