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: 3B

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field.

LEARNING ENVIRONMENT:

Academic and Educational

SPECIFIC COMPETENCY: Write notes to describe the components of different human body systems in a chart

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT

THE LANGUAGE BEING

THROUGH THE LANGUAGE

Answers questions in order to give a description.

Structures and writes sentences.

Organize terms and descriptions into a table.

Writes sentences in order to write notes.

Verifies spelling conventions in order to edit notes.

Select and check charts of human body systems

Examine distribution of graphic and text components.

Recognize text organization.

Reflect on the use of images and /or illustrations.

Identify topic, purpose and intended audience. Understand information from reading out loud.

Recognize description of components.

Identify new words.

Point out information.

Answer questions to describe components

Identify the graphic resources used to link components and descriptions.

Write notes to describe a chart.

Complete sentences in order to describe components.

Organize terms and descriptions on a table.

Rewrite simple sentences about descriptions.

Determine the number of descriptions necessary in relation to images.

Choose graphic resources in order to link the text to images.

Structure and write sentences. Edit charts, with the teachers guidance.

Check punctuation and spelling conventions.

Mark and clarify doubts.

Add or remove information to improve a text.

Adjust language in accordance to intended audience and purpose. Write final version.

Graphic and textual components.

Text organization patterns.

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

Verb tense: simple present.

Determiners: demonstratives.

Nouns: with/without determiner, compound, countable / uncountable. Verb forms: passive, past participle.

Adjectives: comparative and superlative.

Punctuation.

Take the proper decisions to favor ones self and ones surroundings.

Reflect and act on ones own and others physical well-being.

Promote respect and collaboration at work.

CHARTS OF HUMAN BODY SYSTEMS Stage 1 Select a system of the human body. Stage 2 Search and choose information of the selected human body system from various sources. Stage 3 Write notes to explain the social components of the human body system and include them in a chart. Stage 4 Use graphic resources in the chart to link the components to the notes. Stage 5 Edit the notes of the chart to write the final version. Stage 6 Display charts in a visible place in the room for exhibition

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

Stages 1 and 2

Ask Ss to bring information about different body systems and in a tombola organize a raffle for Ss to choose one to work on. Once Ss have chosen their body system, ask them to elicit information about it so that they have more or less an idea about its composition. Allow students to use different information sources such as picture dictionary, bilingual dictionaries, English- Spanish dictionaries, etc. so that when they carry out the task they have the vocabulary needed.

Use different word games so that Ss can recycle previous knowledge, encourage them to work in teams and illustrate the vocabulary. Having gone through the pictorial input, have the same teams search and choose information on the internet, in encyclopedias, their biology textbooks, previous lessons, etc. to enable them to describe the components of the system and their functions.

Use simple sentences and introduce the passive construction so as to lead the Ss into the use of passive utterances. Use model sentences like: The food is processed in the stomach, The blood is purified in the kidneys. The blood is pumped by the heart, etc.

Stages 3 and 4

Have Ss draw or get a sketch of the human system they are in charge of. Have them label the different components and add a short comment on the main function of that organ or part of the human body.

Previously select a body system and in plenary describe how the system works by writing sentences on the board as a model.

Have Ss work in pencil in order to facilitate correction and changes. Ss write out what they originally attempted without mistakes and have this production enriched by the Ss themselves and the teacher. This can be done in a plenary format for everyone to learn from one another.

Have Ss combine both, the pictorial and the textual components to produce a chart that is attractive and big enough for everyone to look at. While Ss are doing this, make sure they are producing this language verbally in preparation for the final display in front of the other teams.

Stage 5

Before producing the final version ask Ss to come to the front and show their partners their work; while doing this, monitor them and write down mistakes so they can be corrected as soon as they finish their exposition.

In their teams have Ss write out and complement their charts to have them well finished with no grammar, punctuation or information mistakes. Make sure Ss keep a balance between the graphic and textual component of the chart and make it catchy and attractive for everyone to look at.

Have Ss reflect on the type of questions needed to establish an interesting exchange of information. Equip teams so that they truly engage in a question-answer type of practice.

Stage 6

Have Ss exhibit their charts in visible places in the classroom, but accompany the presentation with comments or the same exchange of questions and answers they have been practicing. You may allow questions from other teams as far as possible.

Have Ss pay attention to the teams presentation and show respect and collaboration at all times. For a proper closure of the unit, pose meta-cognitive questions of different sorts: questions that refer to the charts themselves, about their learning processes

and extended questions on how to keep oneself in good health? and what to do to help others keep fit? Ss can be encouraged to ask and answer questions about the different posters exhibited, such as how many body systems exist? how each body system works? what is the heart used for?, etc.; so that Ss are encourage to ask and answer questions about different human body systems. If at all possible, gradually let Ss pose the questions themselves. Intervene only if mistakes impede understanding and communication.

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

BOOKS

Publishing House Teachers Book Students Book Readers

All Ready! Macmillan

pp. 8-100 pp. 82-95 Readers pp.72-84

Brilliant! Santillana

pp.112-130 pp.104-123 Facts pp.101-114

Crossover 1 University of Dayton

pp.122-141 pp. 59-68 Informative pp. 29- 44

Teens Club Castillo

pp. 83-101 pp. 78-105 Narrative pp. 55-62

Yes, We Can! Richmond

pp. 54-63 pp. 54-63 Fiction pp. 27-38

Other resources

http://sciencespot.net/Pages/classbio.html http://www.ehow.com/list_6496823_middle-body-systems-lab-activities.html

http://www.sciencekids.co.nz/humanbody.html http://www.teacherplanet.com/resource/humanbody.php

http://museumvictoria.com.au/pages/2314/our-human-body-classroom-1-13.pdf