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: 4B

SOCIAL PRACTICE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries

LEARNING ENVIRONMENT:

Literary and Ludic.

SPECIFIC COMPETENCY:

Read and sing songs in order to identify human values in English-speaking countries and Mexico

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT

THE LANGUAGE BEING THROUGH THE LANGUAGE

Recognizes main ideas in songs.

Formulates and answers questions about the treatment of information.

Compares information using known expressions.

Sings verses and choruses of songs.

Detects rhythm, speed and intonation of songs.

Check songs that reflect human values.

Select songs based on key words.

Recognize text distribution of songs.

Determine topic and intended audience. Understand the general meaning and main ideas in songs.

Anticipate content.

Use diverse comprehension strategies.

Clarify meaning of words.

Identify explicit and implicit information.

Identify key words in stanzas and chorus.

Distinguish language features.

Formulate and answer questions about the content.

Compare how human values are expressed in songs of English speaking countries and of Mexico.

Listen to and sing songs.

Recognize combination of words and the sounds they represent.

Detect rhythm, speed and intonation.

Follow the chorus and recite the lyrics.

Write down verses and/or chorus.

Sing songs with and without the help of written lyrics.

Topic, purpose and intended audience.

Text distribution: verses, stanzas and chorus.

Acoustic features.

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

Verb tenses: progressive forms, past participle

Antonyms.

Nouns: singular/plural, compound.

Punctuation.

Upper and lower case letters.

Appreciate songs as a reflection of emotions, feelings and nature.

Show interest in other peoples and cultures.

Promote collective efforts in a cultural expression.

RECITAL Stage 1 Select the songs. Stage 2 Understand content of songs. Stage 3 Locate key words in verses and chorus. Stage 4 Read lyrics along with the music. Listen to the song in order to follow rhythm. Stage 5 Intonate the song at the speed of music. Check intonation in English while singing. Stage 6 Determine place, date and audience for which the songs will be interpreted. Stage 7 Perform recital to the selected audience at the planned place and date.

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

On the board, paste flashcards of Mexican and English-speaking singers. Elicit what Ss know about them using a chart including information about the genre of music they sing for example rock, pop, heavy metal, romantic, ranchero, ballads, norteo etc., organize a talk about the contents of their songs, the musical instruments they play as well as the differences and similarities among them.

Another possibility is to write scrambled names of Mexican and English-speaking singers. Divide the class into girls team and boys teams. Have a competition to see which team is the first to unscramble the singers names correctly. Complement this activity with an interactive activity in which Ss can exchange information about different kinds of music and / or musicians.

Ask Ss to make a chart in their notebooks with information about the singers they like. Make sure they include Mexican and foreign singers.

Bring a couple of songs, one in English and one in Spanish. (It may be We are the champions by Queen and Color de Esperanza by Diego Torres). The items to be included in the list could be the above-mentioned. Promote collaborative work.

Stages 2 and 3

Have your Ss find out which peers liked the same songs. One of a Mexican singer and another English-speaking singer. Ask them to work together to decide which songs they will work on. Ideally each team should have a totally different song.

Play Mexican and American songs for Ss to select the song they feel more attracted to, provide Ss with the lyrics of the song so that Ss have a first read and start analyzing what each song is about. Motivate Ss to use different sources to get the lyrics for the songs they will work on. Have Ss look for cognates or known vocabulary or phrases.

Use different techniques so that Ss can develop their linguistics skills for example you can use sentence completion exercises, multiple choice exercises, multiple matching exercise etc, these kind of exercise will help student develop their comprehension and production skills.

Stages 4

Once Ss have chosen their favorite song and had practice to develop their comprehension and production skills, choose one or two songs for the class to sing together. Ask your Ss to compare the song in length, vocabulary, rhythm, message (if any) etc.

Have your Ss read and sing along the chosen songs following the rhythm.

Have Ss classify the songs according to their rhythm rock, pop, romantic, heavy metal etc.

Stage 5

In order to start singing the different songs, ask Ss to put in order the lyrics they have been working on, while Ss are doing this monitor and promote correction if needed.

Organize teams and ask them to select the song they liked the most during the previous sessions. Have every team intonate the songs at the speed of music while the rest of the teams listen to them and provide feedback to their peers.

To emphasize harder beats and special intonation, have Ss practice humming the song and differentiate higher from lower volume in their humming voice.

While Ss perform their songs, ask them to check the intonation in English while singing. If at all possible, ask them to stress the differences but without exaggerating.

Play each song and read the lyrics out loud with the music, asking Ss to follow along. The teacher should also join the different teams.

Guide Ss reflection to conclude that intonation means the use of voice rising and falling; this can also be appreciated when humming with no lyrics.

Stage 6

On the board write the word recital in the center of a mind map and brainstorm ideas to complete it. Only accept contributions in English.

If possible, prepare a Souvenir recital program for their performance. It might include an outside cover and an index with the songs to be included. Decide if lyrics will be included or not. Have Ss decide the textual and graphic components, watch closely to avoid mistakes of any kind.

Have Ss prepare a welcome and an introduction to the recital. Have Ss rehearse this to avoid mispronunciation and incorrect stress and intonation.

Provide useful expressions such as: We are going to singThis song is aboutWe chose the song because..We like this song because Determine as a group, the place, date and audience for which the songs will be interpreted. If time allows, have Ss distribute written invitations to those

invited. When distributing invitations have Ss do it in English to give the language a more realistic and meaningful use.

Make sure all Ss have a copy of the song to be interpreted. Songs may be played twice. First time round for becoming familiar and second time for singing.

Stage 7

Make sure Ss and participants have the program and the material prepared in the previous class.

Perform recital to the selected audience at the planned place and date. Have Ss provide one another feedback on different aspects of their performances.

Choose a student to present the recital and the different songs.

If possible encourage participants to sing the songs presented by their children, for this it could be a good idea to hand out papers with the lyrics of the different song presented.

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. 114- 126 pp. 112-125 Reader pp.98-110

Brilliant! Teens Santillana

pp. 150-168 pp.142-161 Stories pp.43-56

Crossover University of Dayton

pp. 162-181 pp.79-88 Narrative pp. 105-116

Teens Club Castillo

pp.106-125 pp.114-145 Narrative pp. 63-66

Yes we can Richmond

pp. T74-T83 pp. 74-83 Fiction pp.39-48

Other resources

http://www.exploreandmore.org/world/default.htm http://www.topics-mag.com/edition11/games-jump-rope.htm

http://library.thinkquest.org/CR0212302/mexico.html http://www.mamalisa.com/?t=eh

http://www.songsforteaching.com/friendshipsongs/123foureverfriends.htm