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: 5B

SOCIAL PRACTICE: Interpret and express everyday life instructions

LEARNING ENVIRONMENT: Familiar and community

SPECIFIC COMPETENCY: Understand and express specific warnings of public places.

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE BEING THROUGH THE

LANGUAGE

Adjusts volume, tone and intonation to emphasize warnings.

Understands conditional and non-conditional warnings.

Requests information to confirm the understanding of warnings.

Indicates causes and effects of warnings.

Associates warnings to particular situations.

Check warnings relative to public places.

Identify topic, purpose and intended audience from previous knowledge.

Recognize situations and public places in which warnings are communicated.

Distinguish speakers attitudes and turns of participation.

Identify volume, intonation and tone. Understand the general meaning and main ideas of warnings.

Listen to warnings particular to public places.

Anticipate the general meaning.

Establish the reason for some warnings.

Distinguish between conditional and non-conditional warnings.

Determine sequence of statements (e.g., description, instruction).

Relate warning statements to their written form.

Identify speech register. Express warnings particular to public places.

Organize sentences into a sequence.

Use non-verbal language to aid the elaboration of warnings.

Use strategies to emphasize meaning.

Express causes and effects of warnings.

Paraphrase the message of some warnings.

Express warnings particular to public places.

Acoustic features.

Conditionals (e.g., If there is an emergency, you must).

Verb forms: imperative.

Connectors.

Sentence types.

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

Lexical differences between British and American variants (e.g., car park, parking lot: motorway, -freeway)

Use language to prevent problems and respect social norms.

Assume responsibilities in society.

Recognize cultural differences in social norms.

ORAL WARNINGS

Stage 1 Select a situation or event in which it is convenient to convey a warning to prevent a problem. Stage 2 Structure the sentences to convey warnings appropriate to the selected place. Stage 3 Organize sentences to state a warning. Stage 4 Create a notice with the warning. Stage 5 Practice the announcement of the notice. Stage 6 Publish the announcement.

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

In a plenary session, ask Ss to brainstorm situations or events where warnings are desirable to prevent problems. Then, ask Ss to go round the school and take note of this kind of situations. Ss come back to the classroom with their information to be shared.

Expose Ss to written warnings used in different situations and ask Ss to mention where they can find them (airports, malls, subway, etc.). Ss make notes about what to do and what not do in those situations.

Divide the group into teams. Each team should work on a different situation or event in order to create appropriate warnings and notices.

Stage 2

Have Ss check a variety of visual warnings and elicit the corresponding suggestions or rules. Then, have Ss play a memory game with visual and written warnings.

In order for Ss to create their warnings, model the type of utterances Ss can produce using the previous examples. Several models could be put forward and retaken from Ss. At the beginning, do it with the whole group. Gradually, as Ss get confident and accurate, let them work in teams. Ask Ss to use their dictionaries to look up the vocabulary they do not know. Check vocabulary to make sure Ss count on the basic elements to work with according to the situation they chose.

Once Ss have written the warnings, make sure they are using one type of construction accurately (imperative). Additionally, expose Ss to a conditional type of warning and a non-conditional one, perhaps with the same idea of to be contrasted, for example: If there is an earthquake, you must follow the instructions. / Follow instructions when there is an earthquake. Emphasize the idea that with the aid conditionals we can express consequences or effects.

Stage 3

As Ss feel comfortable and confident using the language under study, have them start organizing their ideas to formulate a warning. To avoid confusion and misunderstandings, give a model for Ss. to follow. Analyze the model in terms of contents: 1) State the situation or event. 2) Mention the causes of this particular warning, if necessary. 3) Present the steps or warnings in a logical sequence. 4) Join the ideas with connectors, such as: First, next, then, finally.

Ss should attempt their first written versions in their notebooks in pencil to facilitate correction and revision. Give them feedback rather than straight correction hoping they are in a good position to self-correct and enrich their pieces of writing by themselves.

Stage 4

Have Ss rewrite their warnings in order to create a notice. A format with subheadings may help, for example: A) Situation or event. B) Steps to follow. C) Additional information.

Supervise as Ss proceed with their writing pieces. Make sure you go over each and every teams written production. While Ss are writing their final versions, take advantage of the time slot to produce language verbally in order to go over volume, intonation and tone. Check language, cohesive devices and the right speech register

Stage 5

Ask Ss to produce their notices verbally looking after volume, tone and intonation to place emphasis where the warnings require it. Have all teams practice their own notices in a low voice so that when this is published there is still an element of surprise for the other teams. If possible, expose Ss to authentic oral warnings for better modelling. Then, encourage Ss to record themselves reading their notices several times in order to do self-correction.

If time allows, ask Ss to create some kind of visual support to make this more attractive and more memorable for the other teams. Ask Ss to combine text and images in a balanced way. If the level of the group allows, ask Ss to produce their announcements without much written help. They may include words that carry the meaning or the concept of their announcement, rather than the whole message.

Stage 6

In order to publish the announcements, raffle turn-taking and ask the teams that are seated to take notes in order to formulate questions and/or add comments to confirm the understanding of what they are listening to.

Given the importance of this type of information, make arrangements with the school authorities to have this presented in other groups and levels of the school community. When this has been presented to the whole school, leave the final versions on the bulletin board, at the entrance of common areas like the library, the principals office, or the entrance.

If time allows, device some kind of evaluation instrument, such as a checklist, for the Ss to during their classmates presentations to make them reflect upon their learning processes during this Social Practice.

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. 140-152 pp. 142-155 Reader pp. 124-135

Brilliant! Teens 1 Santillana

pp. 188-206

pp. 132-195

Stories pp.57-70

Crossover 1 University of Dayton

pp. 202-221 pp. 99-108 Informative pp. 117-128

Teens Club 1 Castillo

pp. 148-151 pp. 148-165 Narrative pp. 67-72

Yes, we can! 1 Richmond

pp. 97-103

pp. 94-103 Fiction pp.49-60

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

Warnings and notices: http://www.esltower.com/VOCABSHEETS/taboos/taboos.html

http://www.englishclub.com/english-for-work/airline-announcements.htm http://www.esl-lab.com/airport/airportrd1.htm