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CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015


GRADE:

UNIT:

First Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Identifies topic, purpose and
intended audience.
Predicts the general
meaning from words and
expressions similar to those
of the mother tongue.
Distinguishes expressions
in oral exchanges.
Recognizes the composition
of expressions in oral
exchanges.
Produces expressions to
provide information
Adjusts volume and speed.

1A

Understand and use Information about goods and services


Familiar and Community
Give and receive information for performing community service
CONTENTS
KNOWING ABOUT THE
LANGUAGE

DOING WITH THE LANGUAGE

Listen and check a dialogue about the performance of


community service.
Recognize topic and purpose.
Discriminate environment sounds and background noise.
Identify form of communication.
Distinguish between intonation and attitude.
Establish the relationship between participants.
Understand the general meaning and main ideas.
Activate previous knowledge.
Find out the meaning of words.
Predict the general meaning.
Distinguish composition of expressions.
Identify words used to link ideas.
Find key words.
Recognize the behavior of speakers and listeners that support
the meaning construction.
Determine sequence of statements (for example: description,
instruction, etc.).

BEING THROUGH
THE LANGUAGE

Topic, purpose and


intended audience.
Context clues: environment
sounds, background noise,
relationship between
participants, attitudes, etc.
Form of communication
on-site, distance.
Structure of dialogue
opening, body, closure.
Speech register
Repertoire of words
necessary for this social
practice of the language.
Composition of
expressions.
Similarities and differences
between the mother
tongue and English
language
Acoustic features: tone,
intonation and
pronunciation.
Sentences types.
Connectors (e.g., if, then,
and, because).
Verbs: modals.

Participate
appropriately during
oral exchanges.
Foster confidence
within interpersonal
relationships

PRODUCT

ACTING-OUT A
DIALOGUE
Stage 1
Choose a classmate
to act out a dialogue
about providing
services
Stage 2
Choose the
community service
about which
information is to be
exchanged.
Stage 3
Decide roles and
turns of participation.
Stage 4
Write sentences to
give and receive
information.
Stage 5
Check that
sentences are
understood when
spoken and listened
to.
Stage 6
Practice sentences.
Stage 7
Perform the
dialogue.

Exchange information about the performance of community


service
Choose a suitable word repertoire.
Use an appropriate speech register based on the addressee.
Write sentences
Read sentences to practice pronunciation
Organize sentences to establish turns of participation.
Include relevant details and interesting information.
Establish tone and intonation of sentences.
Formulate and answer questions to give and request information.
Start a dialogue with the help of written guidelines.
Adjust volume and speed.
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
Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Stage 7

SUGGESTED ACTIVITIES
Elicit from Ss the problems or the community services that need to be attended to at school. Brainstorm ideas about why those problems need to be attended and
what could be done to solve the problems or improve the services.
Ss may cast a vote and register the information on the most pressing needs about community service on a grid or graph. Once they democratically decided, they
express possible actions that could be taken in order to meet that need.
Ss get together in order to form pairs and decide what they are going to express to give and receive information on the task assigned. In the same pairs, Ss identify
topic, purpose and the audience they intend to present the dialogue to. Ss identify key words and two types of register language.
Once Ss have chosen the topic and identified the vocabulary they need, expose them to the language needed to communicate when giving and receiving
information for performing community service. Ask them to work in groups and analyze the different characteristics that community services have.
Group Ss and provide them with an application format to analyze and fill out, and then ask them to explain to the rest of the class in the form of a short
presentation. In this way, Ss will have the chance to explore different application formats to be filled out with relevant information.
Ss decide what they want to include in their dialogue and they attempt the construction of their dialogue.
Expose Ss to dialogues pre-selected to suit the purpose of giving and receiving information. Ss do note-taking to discover the functional language needed for this
task. Back in a plenary session, Ss provide the phrases, functions, and structures needed for the dialogue. Through monitoring, promote self and peer correction,
and if necessary use direct correction.
Monitor the activity to make sure Ss are actually attempting the dialogue with a good repertoire of words, relevant structures, and appropriate functio
Ask Ss to bring along posters, flyers and different types of texts from which they can extract information for their own projects, and ask them to discuss the kind of
information they would like to include in their project.
Having decided on the contents, Ss proceed to make their dialogue. Encourage Ss to use the language, do not spoon-feed.
Ss may write their dialogue interventions on pieces of paper to be shown to the teacher for correction and enrichment before presenting them to the other couples;
they can even exchange dialogues with other teams and act them out.
Expose Ss to models of the type of exchange they have to participate in. Having analyzed this information, Ss make notes of the type of language they want to add
to their own productions. Ask them to work in teams and exchange sentences for peer correction. Choose a spokesperson to read the sentences aloud for the rest
of team, and in teams give the sentences a final revision.
Direct Ss attention to the key elements of the product to make sure the contents from the doing, knowing and being are properly covered.
Ss may decide the types of sounds, noises and special effects they would like to insert while producing their dialogue.
Having identified the type of exchange they need to produce, Ss proceed to sit down and rewrite or edit their own dialogues. Monitor as necessary and promote
peer correction. As a last resource, use direct correction.
In their same pairs, Ss practice the dialogue in a low voice so that the rest of the group still keeps the element of surprise when the pairs come to front to act it out.
Ss may want to exchange their dialogues so that the different pairs have the chance to produce the others and having experienced a dialogue that is not theirs;
they can be given the chance to enrich it with the right intonation, tone and pronunciation.
Offer Ss an assortment of connectors so that Ss want to try them out for the final reading of their dialogues.
Ask Ss to take turns and perform the dialogue in front of the class, the rest of the Ss can also participate by adding ideas to solve the problem or improve the
service.
Ss take turns to come to the front and act out the dialogue. The rest of the group may express their opinion and suggestions for further improvement.
The group is asked to identify the opening, body and closure of these dialogues, and the speech register they have used depending on the audience they are to
present this to. Ss attention should be concentrated on stress and intonation.
If the school logistics allows it, ask for permission to reproduce the dialogues in other groups and other grades. Prepare the presentation with noises and sounds.
Ss may select a panel to invigilate the appropriate participation, and the right attitude when pairs are at the front or when they become the audience to guarantee
respect and acceptance all along.

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


antes PNIEB

BOOKS
Publishing house

Teachers
Book

Activity
Book

Readers

All Ready! 1
Macmillan

pp. 23-35

pp. 6-21

Reader
pp. 7-19

"Brilliant! Teens 1"


Santillana

pp. 17-29

pp. 12-24

Fact
pp. 73-86

Crossover 1
University of Dayton

pp. 23-42

pp. 8-18

Informative
pp. 4-16

Teens Club 1
Castillo

pp. 32-36

pp. 7-13

Informative
pp. 6-14

"Yes, we can! 1"


Richmond

pp. 4-13

pp. 4-13

Fiction
pp. 5-15

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
http://a4esl.org

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


antes PNIEB