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Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa

Coordinacin del Programa de Ingls en el Distrito Federal


GRADE: Fourth Grade UNIT: 1B


Read and sing songs Literary and Ludic Interpret and sing songs of interest to the class CONTENTS ACHIEVEMENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT BEING THROUGH THE LANGUAGE THE LANGUAGE BOOKLET WITH SONG LYRICS Listen to and explore song lyrics. Identifies social situations in Structure of songs: Identify song lyrics Predict the topic of songs. which songs are performed. verses, and stanzas. as a reflection of Stage 1 emotions and Identify topic, purpose, and intended Topic, purpose, and Choose songs. experiences. Uses contextual clues and audience. intended audience. Stage 2 illustrated bilingual Appreciate the Identify social situations in which songs are Textual components. Design and make the booklet. dictionaries to clarify the English language. sung. Contextual clues. Stage 3 meaning of words. Identify the structure of a song. Acoustic Divide the stanzas among the teams and Listen to and follow the reading aloud of characteristics. rehearse their reading aloud. Sings parts of a song. songs. List of suitable words. Stage 4 Guess the meaning of words according to Absent or nonRewrite the chorus and stanzas of the Follows the rhythm of a song context. frequent vocalic song lyrics in the booklet. with the support of a text. Identify phonetic aspects and emotional sounds in the native Stage 5 effects. language. Check the rewriting of the song to make Completes phrases or verses Follow the rhythm of a song with the support Conventional writing sure it is complete and complies with based on a list of words. of a text. of words without spelling conventions. Identify changes in intonation. alterations, Stage 6 substitutions or Identify rhythm, stress, and intonation of Sing and read along the lyrics of the song. contractions. words and phrases in songs. Stage 7 Identify the parts of song lyrics. Upper and lower case Display the booklet in an appropriate place letters. Establish a relationship between reading inside or outside the classroom. aloud and writing verses and phrases. Punctuation. Complete verses or phrases based on a list of words. Identify specific characteristics in the writing of words and sentences (words similar to those in Spanish, letters or consonant clusters that are less frequent or absent in the mother tongue, etc.). Use punctuation to read or sing a song. Check spelling and punctuation conventions. SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa Coordinacin del Programa de Ingls en el Distrito Federal


Provide Ss with a questionnaire about their favorite music, artist or band. Include questions such as Where is your favorite artist from?, What is the name of your favorite song?, Can you sing it?, etc. Through a mingling activity encourage Ss to ask and answer the question they previously designed. Ask Ss to bring along their favorite song and some information about the singer or band, such as nationality, age, or kind of music. If possible, Ss can bring the lyrics as well. In a plenary session, ask Ss to select 5 songs to work with during the month, one song per team. Have Ss explore different musical album covers to get ideas and to analyze the elements to be used to design their own cover. Use the ICT lab for this activity. In teams Ss design their album cover taking into account the most relevant aspects of the song they chose or the lyrics they created. Ss work in groups. Everybody should contribute with ideas for the design and the making of the booklet. Monitor as necessary to make sure that the cover page refers to the lyrics of the song they have chosen in that particular team. Use different techniques for Ss to practice their songs, such as dividing the song into stanzas, or playing the song and asking them to put it in order. An alternative activity could be to ask Ss to underline specific words pronounced in the song. Words can be taken out so that Ss choose some and then play Bingo; in order to develop Ss subskills such as listening for specific information and correct spelling. In addition, organize a memory game in which they have to match sound and words. Ask Ss to analyze the lyrics of songs previously rehearsed in the class and divide them into stanzas according to the rhythm of the music. Have Ss rehearse the song out loud paying special attention to stress, intonation and pronunciation of the lyrics. Make Ss distinguish the chorus from the rest of the lyrics. Elaborate different activities to help Ss understand the lyrics of a song such as a crosswords puzzle, an information gap activity or even a gap filling exercise.. Once they get the lyrics ask Ss to rewrite them on separated pieces of paper and elaborate their cover. Ss choose the music or rhythm and create their own lyrics (rhythm can be taken from other popular songs). Each team writes the lyrics on their notebook and share with a partner so that peer correction is promoted; in case they need more assistance, encourage them to ask for it in English. Have Ss rewrite the chorus and stanzas in their booklet. Monitor as necessary to guarantee it has no mistakes and that Ss handwriting is clear and legible. Give Ss work a last revision and let them practice the song and the way they will perform it. Promote different correction techniques such as peer correction, echo correction and self-correction. Give teams enough time to prepare their song presentation. In case they need a hand, help them with intonation, pronunciation and rhythm. Promote the use of the different sources they count with inside the classroom: dictionaries, pictures dictionaries, their coursebook, etc. Give Ss time to rehear the song and make emphasis on the correct pronunciation of difficult words. Let Ss help each other in this activity; it is important to develop solving problems skills on Ss so that they become more independent. Help Ss identify writing mistakes and encourage them to look for strategies to get the correct spelling, asking their partner or consulting different sources. Ask Ss to present the song to the rest of the class without saying what song it is, the rest of the student should identify the name of the song. In order to make this activity more challenging, Ss can perform different tasks while presenting the song such as, writing down the words that express actions or emotions, clapping when a verse finishes or even making a drawing about the main idea of the song. Exploit the lyrics of the different songs in terms of the relationship they found between reading and writing verses and phrases from songs, words that are similar to Spanish, and the importance of rhythm and rhymes when singing a song so that it sounds natural. Teams socialize their album covers describing what it means by their images. Ss reflect upon their own learning processes throughout the social practice and the way they worked in this unit.

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stages 6 and 7

Administracin Federal de Servicios Educativos en el Distrito Federal Direccin General de Innovacin y Fortalecimiento Acadmico Direccin de Programas de Innovacin Educativa Coordinacin del Programa de Ingls en el Distrito Federal


Publishing House "Brilliant! four" Santillana "Do it! 4" University of Dayton "English 4" Fernndez Editores "Play and Do 4" Edit. Trillas "Play and Play 4 Nuevo Mxico "Think! in English 4" Ediciones S.M. "Yes, we can! 4" Richmond

Teachers Book pp. 27-34 pp. 25-33 pp. 29-39 pp. 28-42 pp. 22-31 pp. 25-34 pp. 11-19

Activity Book pp. 18-27 pp. 10-16 pp. 17-27 pp. 19-28 pp. 16-21 pp. 13-18 pp. 11-19

Readers Facts pp. 46-50 Fact pp. 67-77 Fact pp. 67-80 Reader pp. 73-84 Informative pp. 5-14 Reader pp. 19-32 Nonfiction pp. 3-12