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: 4A

SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations

LEARNING ENVIRONMENT: Familiar and Community

SPECIFIC COMPETENCY: Share personal experiences in a conversation

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE

LANGUAGE

Seeks confirmation.

Enunciates personal experiences spontaneously.

Organizes sentences in sequence.

Adapts verbal and non-verbal patterns of behavior for a specific audience.

Anticipates the general meaning and main ideas to keep a conversation going.

Uses direct and indirect speech to share personal Experiences

Listen to and explore a conversation about personal experiences.

Observe and understand non-verbal language.

Identify form of communication.

Detect rhythm, speed, and intonation.

Understand the general meaning, main ideas and some details.

Clarify meaning of words.

Anticipate the general meaning and main ideas.

Identify words used to link ideas together.

Identify composition of expressions.

Determine sequences of enunciation.

Share personal experiences in a conversation.

Write sentences to share personal experiences.

Organize sentences into a sequence.

Incorporate details to main ideas.

Formulate questions to clear out doubts, broaden information and confirm understanding.

Use expressions and linguistic resources to restore communication.

Express personal experiences using direct and indirect speech.

Enunciate personal experiences spontaneously.

Use expressions to offer turns of participation.

Use strategies to emphasize meaning.

Start a conversation

Topic, purpose, and intended audience.

Contextual clues.

Form of communication.

Acoustic features.

Verbs: modals and causative (e.g., have and get).

Adverbs of time.

Connectors.

Language formulate (e.g. greetings, and courtesy and farewell expressions).

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

Direct and indirect speech.

Syntactic differences

between British and

American variants: use of

prepositions

Show empathy in oral interactions.

Collaborate and communicate successfully with the speaker.

Value language as a means for sharing common experiences.

AUTOBIOGRAPHICAL ANECDOTE Stage 1 Select some personal experiences. Stage 2 Write sentences to express the personal experiences. Stage 3 Check that sentences are understood when said and heard. Stage 4 Organize sentences into a text to put together the autobiographical anecdote. Stage 5 Practice the enunciation of autobiographical anecdotes. Stage 6 Establish turns of participation. Have a conversation about autobiographical anecdotes.

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

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Share with your Ss a special anecdote. It could be yours or of someone they may be interested in. The web site http://history.inrebus.com/index provides a whole variety of anecdotes of politicians, singers, sports people artists, etc. Motivate Ss to do some research on anecdotes about famous people. Encourage the use of dictionaries and peer work to help each other.

Have your Ss remember an anecdote from their personal experience and share it with the whole class. Try the narration in English.

Elicit from Ss a possible layout for writing an anecdote. If Ss are not able to do so, paste expressions used to tell anecdotes on the walls or board. Make sure to include the sequence: 1.- Introduction of the story using expression such as: Ill never forget.. Did I ever tell you, etc.,

2.- Specifying the people involved, e.g. My mother and I, I was with 3.- Giving details about what happened, e.g., I said Suddenly.. 4.- Giving details about the place (where) It was at--- This happened at.. 5.- Giving and ending. Finally , At the end

Practice the phrases by playing Chain story: Have a tape recorder ready to record what students say and have them sit in a horse shoe arrangement. Have one student say a sentence using the previous written chunk, then another student has to continue the story following the same procedure until everyone has added information to the story.

Have the whole class listen to the recording as they do this ask them to identify mistake and encourage self and peer correction.

Stage 2

Have your Ss decide if they want to write about a personal anecdote or about something that happened to them as a group. Depending on it, arrange teams or have SS work individually.

Have Ss take a look at Readers Digest magazine or any other source where Ss can find interesting anecdotes. Have them analyze the parts of it and relate them to the previous expressions or discover new ones they can use to write their own anecdote.

Have your Ss circle the connecting words and observe how ideas are linked, organized and sequenced.

Stage 3

In order to make sure Ss understood the expressions, organize teams and ask them to act out the sentences they wrote before, assign each team at a time a sentence, an expression or even a word related to life experiences, then by taking turns ask each team to guess.

Check sentences are understood when said and heard by having your Ss read them aloud. This should be done in teams. Make corrections and encourage the use of adverbs of time and connectors.

Place a resource word box on the wall for your Ss to check and add details to their anecdotes.

Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.

Stage 4

Have your Ss organize their sentences into a text to put together the autobiographical anecdote.

Emphasize the relevance of having a coherent story

Help Ss structure their paragraphs in a way that the sentence holding the main idea is the first one, and the rest of the sentences provide the complementary details. Make emphasis on the importance of writing logical sentences. Assist Ss in case they need it but try to omit spoon feeding.

Remind Ss that their anecdotes should be able to answer who, what, where, when and why. Walk around the class offering help but do not stop to check unless you are required to do so.

Ask SS to exchange their texts, proofread it and provide feedback

Stage 5

Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups. The idea is that Ss work with different classmates. Have Ss prepare their narrations in good English, correct stress and intonation and on top of that take care of good reading techniques or making use of their notes to extend them to help with the oral presentation in front of an audience.

Have Ss establish the turns of participation to share their anecdotes in their groups.

Have every team share their favorite anecdote and explain why. Was it fun? Was it scary? Were they sympathetic to the anecdote?

Stage 6

Ask Ss to make follow up questions to get more details and get to know better their classmates through anecdotes.

Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy..

Back in a plenary session, ask Ss to give their comments on the autobiographical anecdotes just heard. If time allows, ask them meta-cognitive questions to focus on their learning processes and what they learnt.

If time allows, prepare ahead of time a rubric, checklist or any other evaluation instrument Ss may use quite comfortably for feedback.

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.101-113 pp.96-111 Reader

pp.85-97

Brilliant

Santillana pp.131-149 pp.124-141 Stories

pp.43-56

Crossover

University of Dayton

pp.142-161 pp.69-78 Informative pp.39-50

Teens Club

Castillo pp.108-118 pp.106-123 Informative

pp.26-30

Yes we can

Richmond pp.T64T73 pp.64-73 Non-fiction

pp.37-48

Other resources

http://www.factmonster.com/people.html http://www.readwritethink.org/files/resources/interactives/comic/index.html

http://www.enchantedlearning.com/essay/writing.shtml http://www.education.com/activity/writing/