CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015
GRADE: Second Grade UNIT: 2B
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda
Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de
expansin. Mxico, 2011
SOCIAL PRACTICE: Interpret and express information published in
diverse media
LEARNING ENVIRONMENT:
Familiar and community
SPECIFIC COMPETENCY:
Write dialogues and interventions for a silent short film
ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE
KNOWING ABOUT THE LANGUAGE
BEING THROUGH THE
LANGUAGE
Anticipates the general meaning and main ideas from previous
knowledge and non-verbal language.
Writes expressions to produce oral exchanges.
Exemplifies main ideas in an oral exchange.
Rephrases expressions produced during an oral exchange.
Explore a silent film.
Identify topic, purpose, and intended audience.
Establish setting(s) where the action takes place.
Identify different characters.
Identify non-verbal language.
Identify the relationship between settings, actions, and sound
effects.
Determine the intention of actions (e.g., funny, melodramatic,
tragic, etc.).
Understand the general meaning and main ideas.
Anticipate the general meaning and main ideas.
Identify structure.
Clarify the name of unknown objects, actions, or concepts.
Establish genre (e.g., comedy, melodrama, and suspense).
Formulate questions to understand content.
Answer questions to describe motivations, hopes, aspirations
and/or ambitions.
Produce dialogues and interventions for a silent short film.
Suggest sentences to write dialogues and interventions.
Organize sentences into sequences to form dialogues.
Write dialogues and interventions.
Include examples, relevant details, and interesting
information.
Use linguistic resources to link sentences together (e.g.,
since, before, as, so that, etc.) and/or rephrase expressions.
Read dialogues aloud in order to adjust verbal and non-verbal
language according to a specific audience (e.g., youngsters and
adults).
Adjust volume and speed. Make the dubbing of dialogues and
interventions.
Genre, topic, purpose, and intended audience.
Contextual clues.
Non-verbal language.
Repertoire of words necessary for this social practice of the
language.
Acoustic features.
Types of sentences.
Adverbs.
Connectors.
Modal verbs.
Value cinema as a means to reflect emotions and experiences of
people and their culture.
Appreciate cultural expressions particular to the English
language.
Know particular values and patterns of behavior of people from
English speaking countries
SCRIPT FOR THE DUBBING OF A SHORT SILENT FILM Stage 1 Select a
silent short film. Stage 2 Watch the scenes and choose one. Stage 3
Suggest and write dialogues and/or interventions for each character
Stage 4 Organize dialogues and/or interventions for the scene.
Stage 5 Check that structure of dialogues and interventions comply
with grammar, spelling and punctuation conventions. Stage 6 Put
together a script which contains dialogues and/or interventions
corresponding to the short film scene. Stage 7 Associate the
writing with dialogues and/or interventions. Stage 8 Practice the
reading aloud of the script. Stage 9 Perform the dubbing
PRODUCT STAGES
SUGGESTED ACTIVITIES
Stage 1
Provide Ss with a quiz and ask them to search for information
about the history of films, some questions might be: When did films
appear? Could movies be heard at the very beginning? What is a
silent movie? Could you mention some popular actors or actresses
from that age? Motivate students to share their ideas with their
classmates. Then, in a plenary session make sure everybody gets the
correct answers.
Ask Ss what types of films they watch at the cinema or at home.
In teams or as a whole group, invite Ss to divide the title of some
movies into different categories and describe their characteristics
e.g. suspense, romantic, action, etc. Also, ask Ss to mention how
the films make them feel when they watch them (e.g. happy, scared,
angry, etc.). Ss might not be able to express their ideas or
answers in English, help if needed by promoting collaborative work
and the use of different linguistic resources.
Stages 2 and 3
Use the ICT lab and ask Ss to look for a silent movie. Ask Ss to
watch it and chose a scene they like. Then, ask them to make a
pause and make a short illustrated composition about the scene
saying why they liked it and how it made them feel. Ss should also
include in the composition the different elements that used to
appear in silent movies such as color, time, plot, speed, actors
performance, etc.
Ask Ss to work on the scene they chose, and write a list of
suitable words and expressions they might use to suggest and write
dialogues or interventions for the different characters that appear
in the film. Tell Ss they can look for useful vocabulary up in a
bilingual dictionary to get some ideas. They do not need to write
complex words or expressions. Encourage them to use every single
word and expressions they have learned in English (you might guide
them by acting out a short scene and providing some examples).
While Ss are attempting this stage of the product, make sure you
monitor their production to avoid unnecessary mistakes.
Prepare a set of diverse scenes and have sentences suitable for
those scenes pasted on the walls. Make teams and explain to SS they
have to find expressions/sentences that match those scenes. Have Ss
organize the dialogues and interventions for the scene.
Stages 4 and 5
Once Ss have finished writing their dialogues, tell them they
will have to perform it to the rest of the group. Give them some
time to practice it and encourage them to get into the character as
much as possible. Ask the rest of the team to pay attention to the
performance and make contributions to improve it. Make emphasis on
correct pronunciation, correct use of language, logic and coherence
of ideas. Within the teams, rearrange and adjust the dialogues
depending on the feedback provided by the teams.
Have Ss exchange their dialogues so they help each other check
that punctuation, spelling, and grammar comply with their
dialogues. Monitor and provide help as required, always promoting
collaborative work.
Stages 6 and 7
Have Ss write a script which includes all the dialogues they
wrote taking into account each characters intervention with your
support. Have them exchange them so that versions can be enriched
and corrected
Have Ss check the script with the scene they chose so that they
match as much as possible. Ss need to adjust their dialogues with
the characters interventions as much as they can.
Ask Ss to practice their dialogues by reading aloud as many
teams as necessary. Emphasize the importance of the volume and
speed of their voices as well as their intonation while reading.
Make sure they understand the importance of using non-verbal
language, too. Monitor Ss oral production so that it comes out with
the highest quality of information, precision and fluency to
present to the group.
Stages 8 and 9
Have Ss perform the dubbing, first within their teams to gain
confidence, and finally for the whole class. If possible, ask them
to characterize themselves and contextualize the environment. for
example: create the cinema, buy the ticket, look for their seats
and even buy pop-corn. Turn the lights off.
Have Ss talk about the scenes performed, and give their opinion
on changing parts of the scene. Ss look at the scenes they have
filmed while the actors and actresses read their dialogues,
according to the scenes. As soon as Ss have got familiarized with
their script, ask them to perform the dubbing of the scene they
chose. Finally, ask Ss to share their emotions and reactions caused
by the performance
Ss might present their scenes in other classrooms, and the
groups can guess what film the scene belongs to. Ss can appreciate
cultural expressions particular to the English language. Guide
reflection so that Ss come to value cinema as a means to reflect
emotions and experiences of people and their culture.
