Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015
GRADE: Second Grade UNIT: 1A
SOCIAL PRACTICE: Understand and express information related to
goods and services LEARNING ENVIRONMENT: Familiar an community
SPECIFIC COMPETENCY: Offer and understand suggestions in order to
buy or sell a product
ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE BEING THROUGH THE LANGUAGE
Anticipates the general
meaning and main ideas by listening to familiar expressions.
Identifies main ideas in oral exchanges.
Searches for confirmation in an oral exchange.
Produces expressions to argue or object.
Adjusts tone, rhythm and intonation in producing oral texts.
Listen to and check suggestions to buy or sell a product (e.g.
clothing, toys, appliances, etc.).
Identify topic and purpose.
Identify sounds that reveal the location where a dialogue takes
place.
Identify the relationship between speakers.
Detect rhythm, tone, speed and intonation. Understand the
general meaning and main ideas.
Activate previous knowledge to anticipate the general meaning
and main ideas.
Identify terms that are similar to those in the mother
tongue.
Identify ways to express suggestions.
Determine linguistic resources to link sentences together.
Detect expressions to argue or object.
Identify function of pauses, rhythm and intonation.
Identify strategies to emphasize meaning (e.g. rephrasing and
adjusting volume /speed).
Formulate questions and answers to understand a dialogue.
Determine sequence of enunciation. Express suggestions in a
dialogue, based on a script.
Produce expressions to argue or object to the purchase or
selling of products.
Select and adjust verbal and non-verbal behaviors for a specific
audience.
Include relevant details and interesting information.
Use linguistic resources to link sentences.
Use strategies to emphasize meaning.
Construct expressions to offer alternatives to suggestions.
Take on the role of the speaker to start a dialogue.
Seek confirmation of information in a dialogue.
Topic, purpose, and
intended audience.
Contextual clues.
Structure of dialogues.
Repertoire of words necessary for this social practice of the
language.
Verbs: modals.
Verb forms: subjunctive
Acoustic features
Connectors
Adjectives: qualifying, comparative and compound.
Comparative structures (e.g.,,. as...as...;like: more slowly,
less quickly; the least, the quickest).
Adverbs: of degree (e g., very, too, and rather).
Sentence types
Show
assertiveness when making decisions.
Foster courtesy in interpersonal relationships
GOODS CATALOGUE Stage 1 Select the goods to be included in the
catalogue. Stage 2 Design the catalogue format and illustrate its
products. Stage 3 Write suggestions about the products included in
the catalogue. Stage 4 Check that the suggestions comply with
grammar, spelling and punctuation conventions. Stage 5 Practice the
enunciation of suggestions, using the catalogue as a guide. Stage 6
Present the catalogue to a previously selected audience.
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
Encourage Ss to brainstorm suggestions for purchasing and
selling goods and products. In order for the Ss to do this
properly, expose them to real catalogues published in newspapers,
magazines, supermarkets and department stores. Ask ss to work in
teams so that they can analyze what the selling of a good or
service involves, e.g. cost, image, service flexibility publicity,
online publicity, etc. In case they lack the appropriate
vocabulary, encourage them to use bilingual dictionaries, but
always promote the use of the target language when asking for
support.
Stages 2 and 3
Ask Ss to work in teams and discuss about the kind of products
or services they would like to include in their catalogue.
In the same teams, Ss bring along different types of catalogues
found in supermarkets, shopping centers, newspapers and magazines
(different from those already provided by the teacher). Ask them to
analyze the format in general, paying special attention to the
distribution of goods, the size of letters and numbers as well as
the colors used to advertise the products. In a plenary session,
highlight the most relevant aspects that Ss mention.
Taking one of the catalogues as a model, or deriving new ideas
from the existing ones, ask Ss to design the format of their
catalogues and illustrate the products by drawing them, pasting
cutouts or adding photographs taken by Ss themselves. Also, ask
them to include the information needed to sell the product. Promote
the use of the target language as they work on their catalogue, and
let them use any resource available in the classroom. In case they
need more support, encourage them to ask for it in English.
Stage 4
The teams may come to the front to present their catalogues, and
as a whole group discuss about the different catalogues. Encourage
Ss to suggest ideas about how to improve the catalogues visually or
linguistically.
Ask Ss to use their dictionaries or the ICT lab to find phrases
that express suggestion or advice. Encourage them to use more
descriptive vocabulary to enrich their catalogue as well as to make
it catchier, such as should, ought to, may, can, could, or phrases
(If I were you I would I/ Id. Why dont you? Lets----- How about.?
And likely responses: Excellent idea!).
Stage 5
Ss are asked to define the type of catalogue they are to use.
Let Ss rehearse the dialogue in close pair work (only the two in
the pair), and monitor as necessary in order to get ready for the
presentation to the rest of the group.
In their corresponding groups, and using their own catalogue as
a guide, Ss practice making suggestions and responding to them.
Monitor this oral practice to concentrate on rhythm, intonation,
volume, speed, and even non-verbal responses.
Stage 6
Towards the end of the social practice, make space for all
catalogues to be exhibited and presented by the different teams.
Take this opportunity to evaluate Ss in different respects. Let
them know beforehand what you are looking for in their
presentations.
If time allows, choose the best catalogues taking into account
different categories. Create the number of categories needed to
credit all teams for the work done: best text, best visuals, more
relevant suggestions, more convincing arguments, more attractive
presentations, best catchy language, most professional
presentation, etc. If time allows, make arrangements to have the
catalogues presented in other groups of the school community
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