PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

Understand and write instructions Educational and Academic SPECIFIC COMPETENCE: Write instructions to use a bilingual dictionary PRODUCT: Instructions manual to learn how to use a bilingual dictionary
ENVIROMENT:

CYCLE: 4 GRADE: 1 UNIT: 2-A SUGGESTED LANGUAGE VOCABULARY STRUCTURES INITIAL

Turn to page In this page we find What do you notice How is it organized? It's in alphabetical order. The entery words are What kind of word is it? Can you find any cognates? Nouns Verbs Adverbs Pronouns Connectors Articles Dictionary Cognates Have Ss explore a dictionary to find the various sections. Have a Word Chase contest. Read the instructions on the use of a dictionary. BEING

STAGE OF PRODUCT

DOING INITAL

KNOWING

SUGGESTED ACTIVITIES

Show curiosity and interest in searching and obtaining information. Favor cooperation and integration in school work.

Select and explore bilingual dictionaries. Determine the words, definitions, and

Identify purpose and intended audience. Recognize graphic and text components. Identify text organization. Point out sections assigned to each language. Identify entries and subentries. Locate words in English and in mother tongue. Read the definition for words in English and Spanish. Understand the instructions to use a dictionary.

Textual organization patterns Articles, nouns, adverbs, adjectives,pronouns, and connectors Abbreviations Upper and lower case letters

Acheivements (Tick when reached):

Locates and reads the definitions of words both in English and Spanish. Understands the use of upper and lower case letters and abbreviations in a dictionary. Completes and writes sentences in order to organize them into a sequence, from a model. Removes and/or adds information to edit an instructions manual.

SESSIONS 1-3 SESSIONS 4-10

SESSIONS 11-12

abbreviations the instruction manual will refer to.

DEVELOPMENT
Determine the words, definitions, and abbreviations the instruction manual will refer to. Write instructions. Order the sequence of instructions. Edit the instructions and make a clean copy as the final version of the instruction manual. Examine numbers and special characters and determine their use. Understand the use that is given to lower and upper case letters. Establish type of word from an abbreviation. Classify types of words in a table. List abbreviations. Write a list of textual components. Write sentences that explain how to use abbreviations and textual components. Arabic and Roman numbers Abbreviations

DEVELOPMENT
What do these abbreviations mean? Look for abbreviations. What do they mean? Write the following How many steps are there? Numbers Abbreviations Upper case letters Lower case letters Sequence Order Steps Components Instructions Edit Improve Spelling Doubts Punctuation Brainstorm for ideas as to what situations we would use upper and lower case letters. Play games using abbreviations. Design the manual with instructions. Make a first draft. Edit the instructions manual.

Upper and lower case letters

Verb forms: imperative Punctuation

Establish the number of instructions or steps. Arrange sentences in a logical sequence.

Read to revise punctuation and spelling conventions. Mark and clarify doubts.

CLOSURE
Edit the instructions and make a clean copy as the final version of the instruction manual. Display the instruction mauals on a visible place, so they can be read. Remove and / or add information to improve a text. Write a final version. Punctuation

CLOSURE
Final version How can we improve the dictionary? Display Ss work. Have Ss present their work.

Upper and lower case letters

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

Interpret and express information published in diverse media

ENVIRONMENT: Familiar and Community SPECIFIC COMPETENCE: Exchange opinions regarding the contents of a radio program PRODUCT: Plenary

CYCLE: 4 GRADE: 1 UNIT: 2-B SUGGESTED LANGUAGE VOCABULARY STRUCTURES INITIAL

Form of communication Structure of radio programs Speech register Speaking turns Connectors Syntactic differences between British and American varieties Syntactic particularities of the English language What is the radio program about? Is it a talk show? Is it a music show? Are they giving the news? What advertisements do you hear? What are they advertising? How does the slogan motivate buyers? How are the sound effects related to the product? How is the mood of the presenter related to the general feeling of the program? DEVELOPMENT I prefer I like/ I don't like. In my opinion The best is../ The worst is I prefer I like/ I don't like. The rules are respect. Listen while the other speaks. I would like to explain. What's your opinion? CLOSURE Can you say that again? I don't really understand. Can you repeat that slower please. Understand Repeat Slower Make the presentation of Ss work. Would Should First / second Then / next Beginning Body Closure Turn taking Respect Listen carefully Wh-questions Have Ss express their opinion orally and in writing. Listen to various radio shows and listen to the patterns of turn taking and their speech register. Organize Ss so they can present their work. Radio Show Advertisements Products Slogan Presenter Sound effects Moods Serious Out going Fun Boring Have Ss listen to various radio shows; have them determine genre. Have Ss predict the general meaning. Have Ss analyze the connection betwwen the slogan and the product and how this affects a potential buyer. BEING

STAGE OF THE PRODUCT

DOING INITIAL

KNOWING

SUGGESTED ACTIVITIES

Listen to various radio programs in English. Select one radio program. Structure sentences to express opinions about the radio program.

Establish topic, purpose, and intended audience. Differentiate voices, environment sounds, and sound effects. Discriminate advertisements from program content. Identify forms of communication. Distinguish intonation and tone of presenter and other participants. Identify rhythm and speed. Predict the general meaning. Differentiate parts of a radio program. Recognize sentences and expressions used by the presenter and / or other participants. Identify the use of words to connect ideas. Determine the relation between sound effects and content. Detect speech register. Distinguish behavior adopted by speakers to support meaning construction. DEVELOPMENT

Recognize the influence of media in every day life. Foster respect and attention towards the opinions of others.

Achievements (Tick when reached):

Identifies words used to link ideas. Detects speech register. Writes expressions to produce opinions. Answers questions to express opinions or points of view about the contents of an oral text. Expands main ideas in an oral exchange.

SESSION 1-3
Structure sentences to express opinions about the radio program. Check that sentences are understood

Write sentences used by the presenter and / or participants. Define sequence statements. Structure, write, and read opinions. Answer questions to express opinions. Formulate questions about the content of a program. Include relevant details and interesting information in an opinion. Establish rules and turns of participation for an exchange of opinions.

List of suitable words Verbs: modals Structure of radio programs Speech register

SESSIONS 4-10
SESSIONS 11-12

when spoken and listened to. Establish turns and each participation length. Practice expressing opinions.

CLOSURE
Carry out the plenary and pay attention to the participation of others. Formulate questions to obtain further Begin an exchange. Use expressions and linguistic resources to ask for details and explanations. Speaking turns

information, ask for something to be repeated, clarified or said slower.