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: 5A

SOCIAL PRACTICE: Produce texts to participate in academic events

LEARNING ENVIRONMENT: Academic and educational

SPECIFIC COMPETENCY: Re-write information to explain a graphic exhibition

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Identifies and distinguishes types of sentences that express main ideas within paragraphs, using previously established goals.

Uses various strategies in order to point out relevant information.

Selects information in order to re-write and paraphrase sentences.

Organizes sentences to make a paragraph.

Points out and clarifies doubts in order to edit notes.

Check a Science topic in diverse sources

Select illustrated texts about a scientific topic.

Activate previous knowledge.

Identify topic, purpose and intended audience.

Examine graphic and text components.

Recognize textual organization. Understand the general meaning and main ideas in diverse texts.

Read texts from diverse sources. Anticipate the general meaning.

Detect new words.

Identify key ideas in paragraphs.

Distinguish the types of sentences used to express key ideas and back-up information.

Use diverse strategies to point out relevant information.

Classify information based on purpose. Re-write information

Select previously classified information.

Complete sentences with key ideas from a text.

Add information to key ideas of sentences to exemplify, support or enrich them.

Formulate and write questions concerning the information in a text.

Order words to construct sentences that answer questions.

Paraphrase sentence in order to rewrite them.

Rewrite sentences.

Order re-written sentences to articulate them and form paragraphs.

Choose paragraphs to construct notes.

Write notes to fill-in cards.

Check cards to present a graphic exhibition. Edit notes with the teachers guidance.

Check the use of punctuation and spelling conventions.

Mark and clarify doubts.

Detect mistakes and correct them.

Write final version.

Text organization patterns.

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

Composition of expressions.

Relative pronouns (e.g., because, as for, despite).

Verbs: modals phrasal.

Verb forms: passive.

Differences between British and American variants: -l-/-ll- (e.g., canceled, cancelled, etc.).

Show willingness to learn to learn.

Make efforts and dialogue to reach common goals.

Take action and favorable decisions about our environment.

EXHIBITION ABOUT A SCIENCE TOPIC

Stage 1 Choose a scientific topic to present a graphic exhibition. Stage 2 Read texts and classify the information. Stage 3 Re-write the classified information to make notes for the presentation. Stage 4 Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to support the notes contents. Stage 5 Edit the notes and re-write them on a card taking into account the font size so the content can be easily read. Stage 6 Decide the order in which every chart will be presented with its respective informative card. Stage 7 Display the exhibition to a selected audience in a previously agreed place.

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 brainstorm different scientific topics of interest. These topics may be taken from the Junior High school syllabi or topics Ss may have seen before or are about to see in school months to come in their science subject, such as biology (biodiversity, global warming, photosynthesis, evolution, etc.).

Have the topics exhibited on the board or pieces of folding paper to cast votes on them for an exhibition. You can make this a communicative situation in itself by having Ss at the front counting votes and representing these in charts or graphs of some kind. Ss may report the results in utterance like these: 10 Ss out of 30 preferred environmental issues. 2 Ss out of 30 wanted nutrition, etc.

Stage 2

Introduce Ss to the K-W-L technique (What I Know, What I Want to know, What I Learned) so that Ss identify their prior knowledge about the topic they chose, what they want to know, and at the end of the social practice, highlight what they learnt. Keep a record of these on pieces of folding papers to be retaken at the end of the month. Ss may resort to their mother tongue in order to do this.

Hand out a short science text without a heading. Read it aloud with Ss and ask them to identify key words. Provide them with options about possible headings in order to recognize the main idea of the text. Then, ask Ss to answer questions about it (what, where, when, etc.) to identify supporting details. This information can be incorporated into a graphic organizer or mind map for Ss better understanding.

Organize Ss into teams. Provide each team with a short text of different science topics. Stick different titles on the board in order for Ss to match them to their texts. Ask Ss to underline the sentence they consider contains this information (main idea), which is usually located at the beginning of the paragraph.

Have Ss look for short texts about their chosen topic (suggest websites to do so, especially educational). Ask Ss to bring their texts to class in order to select and classify the information they will later use in their presentations. Monitor and refer Ss to the use of a bilingual dictionary as necessary.

Stage 3

Once the information has been selected, ask Ss to rewrite the information to start making notes for their presentation. Ideally, they should give this information the right sequence. Make sure Ss include relevant information as well as necessary examples to support the main ideas.

Introduce Ss to the idea of cohesive devices to start, continue, and bring the presentation to an end, for example: first, then, next, finally. Connectors such as: to begin with, in addition, and to sum up, may be useful to know before they attempt their notes.

Stages 4 and 5

Have Ss explore different visuals about the same topic (drawings, pictures, photographs, cartoons, etc.). Have them discuss on their appropriateness, formality and clarity.

Give Ss the freedom to choose among visuals from authentic sources to go with their notes. Make sure they get the right balance between images and information at the same time they make it catchy and attractive.

After Ss have chosen the images, make them think of the written part of their poster. Ask Ss to edit their notes from their original information in pencil to allow corrections, enrichment, and changes as necessary. Monitor all the time to avoid mistakes of any kind.

Then, ask them to rewrite the notes on cards to be presented along with the illustrations. Encourage Ss to produce the text properly typed out with a size font that is easy and inviting to read. Make sure their notes are legible and accessible for their classmates. Insist on neatness and a logical order of information.

Stage 6

Have the cards exhibited for everyone in the group to look at in order to give opinions on the best and most logical order of the information. At this point in time Ss should have no trouble identifying what should come first, next and last. Monitor all the time, pointing out elements seen so far, rather than direct correction. The idea is to make Ss reflect upon their processes to find out how they got to the expected learning outcomes. Have Ss combine textual components with images and start reading this information out of the cards themselves in preparation for the exhibition.

Stage 7

Make previous arrangements to have the exhibition displayed in the classroom or a bigger space (auditorium, library, multi-purpose room, etc.), if bigger audiences are being invited. Have Ss produce nice, attractive invitations to be exhibited at the school entrance, on the bulletin board, along the corridors, or in common areas. Alternatively, Ss may also produce their own invitations to be addressed to different members of the school community stating what the purpose and the topic of the exhibition are and having them distributed personally to those invited. On the day of the exhibition have Ss ad and complement their cards with interesting facts and figures. Make sure all the members of teams have an active role in this exhibition.

As a follow up, have Ss attempt a self-evaluation or co-evaluation sheet that they should have been introduced to beforehand to assess themselves or one another with a clear idea of the expected achievements for this social practice.

Ask Ss to complement the K-W-L chart with ideas about what they learned about the topic they developed in this Social Practice. Have a plenary session to comment on new knowledge and facts shared about the different topics studied.

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

BOOKS

Publishing house Teachers Book Activity Book Readers Books

All Ready! 1 Macmillan

pp. 127-152 pp. 126-141 Reader pp.111-123

Brilliant! Teens 1 Santillana

pp. 170-187 pp. 162-179 Facts pp.129-142

Crossover 1 University of Dayton

pp. 182-201 pp. 89-98 Informative pp.53-66

Teens Club 1 Castillo

pp. 126-135 pp. 146-161 Informative pp.28-38

Yes, we can! 1 Richmond

pp. T84-T93 pp. 84-93 Nonfiction pp.51-60

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

Science topics for teenagers: http://kids.usa.gov/teens-home/science/

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/ http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/evolutionrev1.shtml

http://www.neok12.com/Genetics.htm