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: 5A

SOCIAL PRACTICE: Produce texts to participate in academic events

LEARNING ENVIRONMENT: Academic and Educational

SPECIFIC COMPETENCY: Write arguments in favor or against a topic to participate in a debate.

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT

THE LANGUAGE BEING THROUGH THE

LANGUAGE

Uses various strategies to point out information.

Selects and organizes information.

Writes paragraphs that express individual points of view.

Solves doubts and offers feedback to edit points of view.

Check a Civic and Ethical topic

Select texts about a topic of Civics and Ethics from various sources.

Identify purpose and intended audience.

Predict topic. Understand the general meaning and main ideas.

Anticipate the general meaning.

Identify textual organization.

Select information that supports a personal point of view.

Contrast personal points of view with main ideas of a text.

Identify synonyms used by the author to express the same main ideas.

Recognize sentences used to write points of view.

Establish connections between personal points of view and information that broadens, exemplifies and/or explains them.

Use strategies to point out information in accordance with personal points of views.

Write points of view about a Civic or Ethical topic to participate in a round table, with the teachers guidance. Organize main ideas of a text on a graph and contrast them

with a personal opinion.

Rewrite main ideas to write opinions using synonyms.

Complete sentences to write personal opinions.

Write simple and complex sentences based on personal opinions.

Broaden or emphasize ideas using linguistic resources.

Write a paragraph that expresses points of view. Edit points of view.

Read to check punctuation and spelling conventions.

Solve doubts and provide feedback. Write a final version.

Topic, purpose and intended audience.

Textual and graphic components.

Patterns of textual arrangement.

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

Synonyms.

Connectors.

Conditionals

Punctuation.

Suffixes and prefixes.

Digraphs.

Learn to live in a community.

Promote respect towards others opinions.

Foster cooperation when working in teams.

ROUND TABLE

Stage 1 Choose a Civic and Ethical topic to participate in a round table. Stage 2 Read texts from various sources. Stage 3 Contrast different personal points of view with information from the text. Stage 4 Write personal points of view. Stage 5 Edit personal points of view and make a clean version in a notebook or a card. Stage 6 Organize turns and times of participation. Stage 7 Decide the place and date the round table of each team will take place. Stage 8 Read the points of view to participate in the round table.

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

Choose a topic from the news that can be of Ss interest. Ask Ss what they have heard about it. Bring to class some newspapers or articles that address the issue from different perspectives. Ask Ss to compare and contrast the images and vocabulary used to describe the issue. Raise awareness on the different forms to approach the same topic.

Elicit from Ss the most interesting topics they have discussed in their civic and ethical classes (stereotypes in the media, addictions, bullying, inequality, discrimination, etc.). Ask them to write the topic of their choice together with their names. Pick the papers up and organize the teams. If nearly all Ss choose the same topic, divide the group into two teams: those in favor and those against.

Stage 2

Ask Ss to look for information about the topic they chose. Ss may bring their course book or notebooks from another subject. If possible, take Ss to the ICT lab in order to look for articles or informative texts about their topic in English. Make sure all Ss in the team bring some material to be read and shared. Encourage Ss via extra points or extra help at the end of the bimester or for the monthly evaluation.

Ask Ss to look at the articles in order to find key words for their topic and to look them up if necessary. Ss compile a list of words to facilitate comprehension. Then, ask Ss to choose five subtopics (main ideas) and to write what is said about them. If necessary, provide Ss with a format to fill out with this information, such as a: mind map, diagram, or chart. Monitor as they are sharing their material to help when the need arises.

Stage 3

Familiarize Ss with forms to express opinions, e.g., I think In my opinion/view Divide Ss into two teams: Agree and Disagree. Have cards prepared with short sentences, such as Dogs are better pets than cats / Basketball is the best sport / English is easier than Spanish. Read the sentence on a card. Ss take turns to give their opinion in favor or against. If Ss are competitive, time the participation of each team.

Having gone through all the reading pieces ask Ss to summarize the opinions for and against on the topic on a chart. Then, ask Ss to add one more column and to fill it out with their own opinions. Make sure Ss take a definite stand and they are ready to supply their own ideas in this respect. They should feel free to express their ideas as everyone is entitled to different opinions. Make corrections to the language production.

Stages 4 and 5

Ask Ss if they are familiarized with the opinion section in newspapers or magazines, or with blogs or hashtags (group messages on social networks). Ask Ss for the characteristics of each format. Choose a topic Ss are familiarized with, and that nobody else has chosen, and present Ss with a problem or controversy. Ask Ss to work in pairs in order to contribute with their opinion. They should write it on a piece of paper and paste it on a chart on the wall. When they have all contributed, encourage them to read their partners opinions and to comment on them.

Back in their original teams, ask Ss to write their personal points of view (about the topic they chose) in their notebooks. Make the time to monitor and go through Ss work for correction and improvement.

Ask them to have a final version on a piece of clean paper or cards of a good size (half a page) to write out their final version. Ask Ss to prepare this verbally to correct mispronunciation, intonation and a reasonable degree of accuracy when speaking and expressing their ideas.

Stages 6 and 7

Have Ss organize their round table by having a moderator, deciding turn-taking and any other specifications needed. If Ss are not familiarized with round tables, organize an example of what it should be like. While Ss are exposed to this demonstration, ask them to take notes about the way to get organized when participating. Train the moderator to do a good job to give a starting comment, to join and make the debate flow and to come to a reasonable conclusion after everybody has had the chance to participate.

Have a representative from each team to form a commission to go up to the school authorities to ask for a place to conduct the round tables. All teams should have the chance to participate on equal terms: same number of participants, same length of participations, same format, etc.

Stage 8

If Ss chose different topics, have the round tables one by one. Ss might as well consult their notes on cards. While a given team is at the front giving their presentation, have the rest of the groups taking notes in order to ask questions at the end of each round table.

Ask Ss opinions on the length of their participation, the duration of the whole round table and the role of the moderator. Encourage all Ss to pose questions that are related to the topic under discussion.

Use an assessment instrument (rubrics, checklist, etc.). Allow Ss to contribute with the descriptors and the criteria they think they should be evaluated on. Award extra points or take this as their evaluation for that particular month.

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

BOOKS

Publishing house Teachers Book Activity Book Readers Books

All Ready! 2 Macmillan

pp. 127-139 pp.126-141 Reader pp.111-123

Brilliant! Teens 2 Santillana

pp. 169-187 pp. 162-179 Introduction pp.129-42

Crossover 2 University of Dayton

pp. 182-201 pp. 89-98 Informative pp.53-66

Teens Club 2 Castillo

pp.132-141 pp. 148-165 Informative pp.28-38

Yes, we can! 2 Richmond

pp. T84-T93 pp. 84-93 Nonfiction pp.49-60

Other resources

http://www.onestopenglish.com/teenagers/skills/warmers/ http://learnenglishteens.britishcouncil.org/

http://www.learn-english-today.com/fun/fun_activities.html http://genkienglish.net/juniorhigh.htm

http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607

Newspapers for teenagers: http://www.huffingtonpost.com/teen/

http://tweentribune.com/teen http://www.channelone.com/

Debates: http://www.middleschooldebate.com/topics/topicresearch.htm

http://www.brighthubeducation.com/high-school-teaching-tips/126701-suggested-topics-for-a-high-school-debate/