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: 5B

SOCIAL PRACTICE: Interpret and express everyday life instructions

LEARNING ENVIRONMENT: Familiar and Community

SPECIFIC COMPETENCY: Understand and give instructions to perform everyday life activities

ACHIEVEMENTS

CONTENTS

PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE LANGUAGE

Adjusts volume, intonation, and tone emphasize or alter instructions.

Understand and requests instructions to perform m an activity.

Write sequences of enunciation to give instructions.

Uses linguistic resources to ensure the understanding of instructions.

Produces instructions spontaneously.

Listen to and explore instructions to perform everyday life activities.

Identify topic, purpose and intended audience.

Recognize moods from non-verbal language.

Distinguish speakers attitudes and turns of participation.

Detect volume, tone, rhythm, speed and intonation. Listen and understand the general meaning, main ideas, and some details regarding instructions.

Anticipate meaning.

Recognize words that link ideas together.

Determine sequence of enunciation.

Identify words and expressions that express orders.

Identify words that convey undefined quantities.

Recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning.

Provide instructions to carry out everyday activities.

Write sentences to give instructions.

Organize sentences into a sequence.

Formulate questions to clarify doubts, and broaden information.

Use non-verbal language.

Use strategies to emphasize, modify and negotiate meaning.

Ask for instructions to carry out activities.

Give instructions spontaneously.

Paraphrase instructions to confirm understanding.

Topic, purpose, and intended audience.

Contextualization.

Acoustic features.

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

Determiners: quantifiers e.g. some, any, and few) articles (a, an, and, the).

Nouns: countable and uncountable.

Modal verbs and adverbs of manner.

Verb form: imperative.

Connectors.

Prepositions.

Lexical differences between British and American variants.

Use language to plan and organize.

Transmit respect and courtesy when giving orders and instructions.

Examine the need to follow instructions

POSTER WITH INSTRUCTIONS TO

PERFORM AN EVERYDAY ACTIVITY

Stage 1 Select an everyday activity. Stage 2 Prepare instructions for the selected activity. Stage 3 Write the instructions. Stage 4 Check that instructions are understood when said and heard. Stage 5 Practice the enunciation of instructions. Stage 6 Display the poster on a visible place to use it whenever it is necessary to give and receive instructions.

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

Have Ss work in teams in order to reconstruct their daily routine. Ask them to write the activities chronologically. They can resort to the picture dictionary (if any) in their books or use a monolingual dictionary. Make emphasis on making complete sentences or ideas. Ask each team to present their routines orally.

Show Ss a series of instructions for a simple recipe (making coffee, preparing a sandwich, for example) in written and in images. Ss work in teams to put them in order and present it to the class. Encourage Ss to use connectors of sequence, e.g., first, then, next, finally.

Stage 2

Ask Ss to work in trios to foster more active participation from all members of the team. Ss choose one activity from those mentioned in Stage 1 in order to produce verbally a series of instructions with the different steps to carry them out.

Elicit from Ss what actions may require following instructions, e. g., prepare a dish from a recipe, change a light bulb, take care of a pet, how to recharge a bus or subway card, etc. Try to have a good assortment of activities to make this activity richer.

Ask them to choose one activity and produce a minimum of 4 interactions and a maximum of 6 for the instructions. Ss may resort to their dictionaries for vocabulary.

Another option is to elicit from Ss topics in which they think tourists or visitors from other countries might need advice about daily life in Mexico City (for example: transportation, food, accommodation). For more ideas, present Ss with articles from blogs written by foreign people living in Mexico City (www.mexicocityvibes.com, http://mexicocitydf.blogspot.mx/). Ask SS to choose one topic in order to prepare a set of instructions for their project. If possible, verify if it is possible for Ss to post their final products on internet (Blogger, for example).

Stage 3

Ask Ss to put in writing what they were practicing verbally the previous session. If Ss still find it difficult or make quite a number of mistakes, give an example, a brief demo or teach the Ss how to do this properly. The idea is to give them the framework to work from or let them struggle a bit with the language.

Introduce the idea of statements, commands or imperatives to give instructions. Focus Ss attention to the formation of a statement (subject (doer of the action) + verb (action word) + any other information (manner, place, time). Exemplify as necessary.

Alternatively you may expose Ss to these different types of interactions and let them discover the grammar behind the structure by themselves. This may take a little longer but it is far more memorable and meaningful at the end of the day.

Monitor as necessary by checking Ss written productions.

Stage 4

Show Ss different public signs that they may see at the library, at a mall, at a museum, etc. Ask Ss to match sentences about what the signs mean. Point out the use of imperatives and determiners in the sentences. Organize Ss in teams and ask them to elicit more examples about rules and regulations in public places.

In their same teams Ss read their sets of instructions out loud for the preparation of their posters.

Have Ss think of a way to illustrate their posters to make them attractive, catchy and memorable for the groups.

Stage 5

Ask Ss to practice their sentences. Monitor Ss work to listen to the different members of all groups to correct pronunciation, stress, intonation, coherence in ideas and correct sequencing.

Alternatively, ask Ss to prepare short dialogues about the topic they chose. For example, if they chose a recipe, they can prepare a dialogue in which a chef and a helper explain the step to follow; if they chose how to change a light-bulb or make home repairs, they can prepare a dialogue between a parent (or an older sibling) and their son or daughter (or sibling) explaining the steps to follow.

Stage 6

Have Ss display their posters, one at a time, and leave it exhibited during the presentation of their respective posters.

At the end of all presentations, leave the posters on the walls of the classroom to refer to whenever needed.

If possible, ask Ss to post their final products on a blog.

Make room to introduce the Ss to the idea of self/peer assessment.

Tackle one evaluation instrument with all Ss and leave them to create their own and include descriptors that are relevant to the specific competency, the different types of contents (doing, knowing and being) that are relevant for this social practice.

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

BOOKS

Publishing house Teachers Book Activity Book Readers

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.129-142

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

Instructions: http://www.animalplanet.com/pets/how-to-care-for-a-dog.htm

http://www.seventeen.com/health/tips/teen-recipes http://www.wikihow.com/Prepare-to-Donate-Blood

http://mexicocitydf.blogspot.mx/2012/01/how-to-use-metrobus.html