CYCLE 4, FIRST GRADE SCHOOL TERM 2013-2014

GRADE: First Grade UNIT: 1A

SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY:

Understand and use Information about goods and services Familiar and Community Give and receive information for performing community service CONTENTS ACHIEVEMENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH THE LANGUAGE LANGUAGE ACTING-OUT A DIALOGUE Listen and check a dialogue about the performance Identifies topic, purpose and Topic, purpose and Participate of community service. intended audience. intended audience. appropriately during Stage 1 Recognize topic and purpose. oral exchanges. Context clues: Choose a classmate to act Predicts the general meaning Discriminate environment sounds and background environment sounds, Foster confidence out a dialogue about from words and expressions noise. background noise, within interpersonal providing services similar to those of the mother relationship between relationships. Identify form of communication. Stage 2 tongue. participants, attitudes, Distinguish between intonation and attitude. Choose the community etc. Establish the relationship between participants. service about which Distinguishes expressions in Form of communication Understand the general meaning and main ideas. information is to be oral exchanges. on-site, distance. Activate previous knowledge. exchanged. Structure of dialogue Find out the meaning of words. Stage 3 opening, body, closure. Recognizes the composition Predict the general meaning. Decide roles and turns of of expressions in oral Speech register Distinguish composition of expressions. participation. exchanges. Repertoire of words Identify words used to link ideas. Stage 4 necessary for this Find key words. Write sentences to give and Produces expressions to social practice of the Recognize the behavior of speakers and listeners that receive information. provide information language. support the meaning construction. Stage 5 Composition of Determine sequence of statements (for example: Check that sentences are Adjusts volume and speed. expressions. description, instruction, etc.). understood when spoken Similarities and Exchange information about the performance of and listened to. differences between the community service Stage 6 mother tongue and Choose a suitable word repertoire. Practice sentences. English language Use an appropriate speech register based on the Stage 7 Acoustic features: tone, addressee. Perform the dialogue. intonation and Write sentences pronunciation. Read sentences to practice pronunciation Sentences types. Organize sentences to establish turns of participation. Connectors (e.g., if, Include relevant details and interesting information. then, and, because). Establish tone and intonation of sentences. Verbs: modals. 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

PRODUCT STAGES

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 functions. 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.

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Stage 7

BOOKS Publishing House All Ready! 1 Macmillan "Brilliant! Teens 1" Santillana Crossover 1 University of Dayton Teens Club 1 Castillo "Yes, we can! 1" Richmond Teachers Book pp. 23-35 pp. 17-29 pp. 23-42 pp. 32-36 pp. 4-13 Students Book pp. 6-21 pp. 12-24 pp. 8-18 pp. 7-13 pp. 4-13 Readers Reader pp. 7-19 Fact pp. 73-86 Informative pp. 4-16 Informative pp. 6-14 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