CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015

GRADE: Second Grade UNIT: 2A

SOCIAL PRACTICE: Understand and write instructions LEARNING ENVIRONMENT: Academic and Educational

SPECIFIC COMPETENCY: Understand and write instructions to face an environmental emergency

ACHIEVEMENTS

CONTENTS PRODUCT

DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Clarifies the meaning of

unknown terms in order to broaden and refine vocabulary.

Understands and points out the order of components, useful information and main ideas of an emergency manual.

Writes and classifies sentences in order to create sequences of instructions.

Removes, adds and/or changes information to edit an instruction manual.

Select and check emergency manuals.

Identify purpose and intended audience.

Examine the distribution and use of graphic and textual components.

Predict content.

Identify textual organization. Read and understand instructions to face an environmental emergency.

Identify abbreviations and clarify the meaning of unknown terms.

Anticipate the general meaning.

Recognize steps and the descriptions that explain or exemplify them.

Identify specific language.

Draw instructions to confirm understanding.

Write instructions to make a manual for environmental emergencies.

Enlist words that determine the sequence of steps (first, etc.)

Write steps in simple and complex sentences.

Broaden, explain and/or exemplify steps.

Arrange steps in a sequence.

Make instruction manuals based on the writing of steps.

Edit instruction manuals for environmental emergencies.

Read to check punctuation and spelling conventions.

Verify the order in sentence sequences.

Mark and solve doubts.

Remove, add and/or change information to improve a text.

Write a final version

Topic, purpose and

intended audience.

Graphic and textual components.

Patterns of textual arrangement: list of steps or instructions.

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

Syntactic particularities of the English language: it (e.g., It is raining; It is likely).

Sentence types.

Adverbs of time and relative adverbs (how, why, when, where).

Abbreviations (e.g., ASAP, S.O.S.).

Prepositions (e.g., by, about, for, in, and into) and prepositional phrases (e.g., at the end of, in front of).

Punctuation.

Suffixes and prefixes.

Use language to

prevent and face problems.

Take decisions to protect and safeguard physical integrity.

Act in a supportive and responsible way with the group and the community

INSTRUCTION MANUAL TO FACE AN ENVIRONMENTAL EMERGENCY Stage 1 Read emergency instruction manuals. Stage 2 Choose an environmental emergency and look for information on how to face it. Stage 3 Write instructions on how to face an environmental emergency. Stage 4 Order the sequence of instructions and illustrate them. Stage 5 Edit the instructions to write the final version of the instruction manual. Stage 6 Agree on a design to display the instruction manuals in a bulletin board. Stage 7 Set up a bulletin board to disseminate those manuals among the school community.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Ask Ss to explore different three-sided informative flyers and to analyze the graphics and textual components (make sure they identify all the elements in the flyers, e.g. heading, pictures, etc.). Then, ask them to discuss what flyers are used for, the intention and/or purpose (Ss might not be able to express their ideas or answers in English, help them if necessary). Discuss different environmental emergencies they know and how they are named in English; promote peer work and the use of any sources they have available in the classroom.

Elicit different kinds of emergencies from Ss. Equip them with the vocabulary needed upon request. Ask them for their opinions on what to do or not to do to face the emergency they brainstormed.

Stage 2

Have Ss. check the website http://www.elcivics.com/emergencies-crossword.pdf.

Write on the board the following questions: What do you have to do in case of an emergency? Who do you call? Play a video or recording of instructions related to what to do in case of an emergency. Have Ss answer those questions using previous information. Have them find out what emergency numbers they can use in case of a fire, flood, earthquake, etc. within their community.

Ask Ss. to work in teams, to choose a topic of environmental emergencies, and to search for information about it from TV, magazines, newspapers, etc. After that, (once they have the information) ask Ss to look up in a bilingual dictionary or another source the meaning of unknown terms for the information they got. Guide them to get the most suitable meaning. Have Ss write a list of suitable words needed to write instructions to face an environmental emergency.

Stages 3 and 4

Divide the class into groups, mention an emergency or show a flashcard/image of it. Encourage Ss to suggest measures to face the emergency, and then ask them to compare ideas with another group and write the instructions in their notebooks. Have different environmental emergencies written on the boards in order to give each group a different environmental emergency (e.g. floods, earthquake, plague, etc.). Ask some Ss to come to the board and write measures that can be taken in order to deal with these kinds of events.

Have Ss list their instructions in a chronological order and draw or stick a picture that confirms understanding for each instruction. Ss can look for illustrations, order the sequence of the instructions and review the design of the three-sided flyer. Have Ss chose the cutouts or design the drawings to accompany the flyer. At all times, ask Ss to verbalize what they are doing and promote the use of the target language to share information as well as to ask for assistance.

Stages 5 and 6

Ask Ss to edit their instructions to write the final version and to paste them on the sheet. Make sure Ss consider the purpose and intended audience of their instructions. Have Ss adapt/or modify their graphic elements to fit their instructions and size of paper. Ask them to add the extra information such as emergency phone numbers, e-mails, etc. to make the final version of their three-sided informative flyer.

Have Ss look at different designs and decide which one they will use. For this activity, Ss can use the ICT labs get a wide range of possibilities for inserting images and other graphic and written components. Help Ss have some oral practice by reading their flyers out loud in their teams.

Have Ss perform drills for different emergencies. Have Ss play roles such as the victims of the disaster, the person in charge of calling an emergency number, the operator that answers the emergency phone call, etc.

Finally, have Ss reflect on the importance of being aware of safety measures during and emergency and how the can be prevented from happening. Make sure they comprehend the importance of understanding and following instructions in an environmental emergency.

Stage 7

Ask Ss to make some copies of their three-sided informative flyers and to distribute among the school community, if possible. Together with the distribution ask Ss. to express orally what is contained in the flyer and options to make it more attractive and inviting.

Another possibility is to have Ss decide on the way they will display the flyer, e.g. they can hang them from the ceiling. Alternatively they can ask the principal to let them exhibit their flyers in the corridors.

BOOKS

Publishing house Teachers Book Activity Book Readers

All Ready! 2 Macmillan

pp. 50-61 pp. 36-51 Nonfiction pp. 33-45

Brilliant! Teens 2 Santillana

pp. 55-73 pp. 48-65 Stories

pp. 19-30

Crossover 2 University of Dayton

pp. 63-81 pp. 29-38 Informative pp. 15-26

Teens Club 2 Castillo

pp. 58-70 pp. 38-57 Informative pp. 12-19

Yes, we can! 2 Richmond

pp. 24-33 pp. 24-33 Nonfiction pp. 15-24

Other resources

http://genkienglish.net/juniorhigh.htm http://classroom.synonym.com/activities-first-day-class-adult-esl-students-2879.html?wa_user1=tombstone

http://www.ehow.com/list_6535325_esl-games-middle-school.html http://www.eslgamesworld.com/ClassroomGames.html http://www.vocabulary.co.il/english-language-games/

http://www.elcivics.com/emergencies-crossword.pdf