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: 3B

SOCIAL PRACTICE: Read and rewrite informative texts from a particular field

LEARNING ENVIRONMENT: Academic and educational

SPECIFIC COMPETENCY: Re-write information to explain how a machine or device works

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Selects and paraphrases

sentences.

Organizes and links main

ideas and the information

explaining them, in a

diagram.

Rewrites sentences in order

to give explanations,.

Select and check materials or books that contain illustrations of the operation process of machines or devices.

Recognize textual organization.

Reflect on the use of images and/or illustrations.

Identify purpose and intended audience.

Read and understand information that explains how a machine or a device works.

Select information from various sources.

Clarify technical terms.

Point out main ideas and information that broadens them.

Answer questions to confirm understanding.

Identify graphic resources used to explain the operation of

a machine or device.

Write information to explain how a machine or a device works.

Select information to explain how things work.

Paraphrase information.

Use a flow chart to order and link ideas and explanations

together.

Write main ideas.

Complete a flow chart with notes that explain main 1deas.

Use comparisons as writing strategies.

Edit texts

Read to check spelling and punctuation conventions.

Verify the sequence of sentences.

Add, remove and /or change information.

Adjust language according to intended audience and

purpose. Write a final version.

Topic, purpose and

intended audience.

Textual and graphic

components.

Patterns of text

arrangement.

Repertoire of words

necessary for this social

practice of the language.

Comparatives and

superlatives.

Modal verbs.

Connectors.

Phrasal verbs.

Adverbs.

Syntactic features of

English: split infinitive (to +

words + verb).

Difference between British

and American variants.

Punctuation.

Show interest in accessing scientific and technological information

Appreciate the usefulness, benefits and risks of scientific and technologic progress.

Promote feedback as a fundamental aspect of the learning process

POSTER ABOUT THE OPERATION OF A DEVICE OR

MACHINE

Stage 1 Choose a machine or device. Stage 2 Search and select information from various sources. Stage 3 Write explanations about its operation. Stage 4 Add illustrations to the explanations. Stage 5 Edit the explanations and write a clean copy on a poster. Stage 6 Ask for permission to display the posters in different places of the school.

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

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

PRODUT STAGES

SUGGESTED ACTIVITIES

Stage 1

Expose Ss to different kinds of machines and their use, Ss may be asked in advanced to bring information from home by using different sources of information such as, internet, specialized magazines, cable documental channels, etc.

Get the Ss organized in trios by playing Find someone who so that Ss join by their preferences or likes technology-wise. Once the trios have been formed, organize a raffle so that Ss get a machine or device to work about. They may change the machine or device and offer an alternative they feel comfortable with or know a lot about. Each team presents to the rest of the group the machine or device chosen with some information to create interest in the different presentations to be given at the end of the social practice. Guide this activity as necessary: We chose a-------. Its a machine for taking X-rays of the bones

Stage 2

In the same trios, get Ss organized in terms of information searching. They have to choose who is doing what. One student should search on the internet, another one in an encyclopedia; another one a manual the student has access to, etc. In case Ss have access to uncommon machines: an optic reader to mark exams, a special oven to melt silver, etc., invite them to bring photographs and information about them even if it is in Spanish. The idea is to have real input from different sources. When writing, encourage Ss to provide information about the inventor, the use, the cost, the benefits to the human being, etc.

Stage 3

After assigning a machine to each team, ask them to find information about the way it works, for this activity, a visit to the TICs lab can be programed, or Ss might even be asked to look for the information at home, they can be advised to make use of internet or any other source.

Prepare a presentation to give Ss a model to work on. Try to make it simple and accessible to Ss but very complete and attractive. Once the presentation is given, have Ss analyze it in terms of contents and graphic characteristics. If at all necessary, prepare a hand-out so that Ss concentrate on the information needed to carry out the task. Include information such as: Name of object, Intended use, Material made of, Instructions on how to use it, etc. Have Ss attempt this work before embarking upon designing their own posters and writing their

own information. As usual, ask Ss to do this in pencil to avoid messy work and bleeding pages. Monitor as necessary. Make sure Ss include the linguistic contents of the doing so that they become clearer in context, e.g. You must handle this carefully, Ovens reach hotter temperatures than stoves, An optic reader is the fastest way to mark exams.

Stage 4

When the information has been edited, ask Ss to start planning the illustrations, allowing spaces for both, the text and the images. Make Ss discover what a flow chart is, the way the information is presented and ask them to be careful about the size of the text in relation to the images. While Ss are performing the activity, monitor in case they need any support, promote peer correction unless it is evident that Ss will not be able to express themselves in English.

Stage 5 Have the trios edit the explanations on their pieces of cardboard with nice, legible handwriting and add color to make it more attractive.

Teacher should make sure they are doing a good job, in terms of language but also presentation. Take advantage of this manual work, to ask Ss to produce verbally what is written on their posters in preparation for the final presentations.

Stage 6

Ss should have read their work before setting up a kind of Technology Fair . Have Ss design the lay-out of spaces in the classroom and let them decide the order in which the teams will give their presentations. Ss may stand up next to their piece of work and the rest of the group may change places or sit on the floor or in the middle of the classroom to facilitate Ss movement and get a good view of all posters. When all posters have been presented to the group, invite other groups and then have all the posters exhibited in common areas in the school. Have Ss themselves get permission to do so with the pertinent authorities in the school. If time allows you may even invite parents to attend the same fair previous invitation. This in turn would lead to Ss designing the invitations and distributing them at home and at other school grades and authorities or departments.

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

Books

Publishing house Teachers Book Activity Book Readers Book

"All Ready"

Macmillan pp.88 -100 pp.82-95 Reader

pp.72-84

"Brilliant! Teens"

Santillana pp.112-129 pp.104-123 Facts

pp.101-114

"Crossover 2 University of Dayton

pp.122-141 pp.59-68 Narrative pp.89-102

Teens Club Castillo

pp.88-107 pp.78-105 Narrative pp.56-63

"Yes We Can!"

Richmond pp.T54-T64 pp.54-63 Fiction

pp.29-38

Other resources

http://www.history.com/shows/american-restoration http://www.mikids.com/Smachines.htm

http://www.neok12.com/Simple-Machines.htm http://scienceforkids.kidipede.com/physics/machines/