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PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

CICLO ESCOLAR 2011-2012
CYCLE: 4
GRADE: 2
UNIT: 4 - A

SOCIAL PRACTICE OF THE LANGUAGE: Understand and produce oral exchanges related to leisure situations.
ENVIRONMENT: Familiar and Community
SPECIFIC COMPETENCE: Share personal experiences in a conversation.
PRODUCT: Autobiographical anecdote

DOING

KNOWING

SESSION 1-2

Observe and understand non-verbal language.

Topic, purpose, and intended audience

Share with classmates these

Identify form of communication.

Contextual tools

experiences.

Detect rhythm, speed, and intonation.

Write sentences to express the personal

Clarify meaning of words.

experiences.

Anticipate the general meaning and main ideas.
Identify words used to link ideas together.
Identify the composition of expressions.
Determine the sequence of enunciation.

DEVELOPMENT

SESSION 3-10

Write sentences to express the personal

Write sentences to share personal experiences.

Language formulae (eg. greetings, courtesy, and

experiences.

Organize sentences into a sequence.

farewell expressions)

Check that sentences are understood

Incorporate details to main ideas.

List of suitable words

when said and heard.

Formulate questions to clear out doubts, broaden

Direct and indirect speech

Organize sentences into a text to put

information and confirm understanding.

Syntactic differences between British and American

together the autobiographical

Use expressins and linguistic resources to restore

variants: use of prepositions

anecdote.

communication.

Verbs: modals and causitives

Practice the enunciation of

Express personal experiences using direct and

Adverbs of time

autobiographical anecdotes.

inderect speech.

Connectors

SESSION 11-12

CLOSURE
Establish turns of participation.

Enunciate personal experiences spontaneously.

Form of communication

Have a conversation about

Use experssions to offer turns of participation.

Acoustic features

autobiographical anecdotes.

Use strategies to emphasize meaning.
Start a conversation.

Achievements (Tick when reached):
Seeks confirmation.
Enunciates personal experiences.
Organizes sentences in a sequence.
Adapts verbal and non-verbal patterns of behavior for a specific audience.
Anticipates the general meaning and main ideas to keep a conversation going.
Uses direct and indirect speech to share personal experiences.

Show empathy in oral interactions. Collaborate and communicate successfully with the speaker. Value language as a
means for sharing common experiences.

INITIAL
Select some personal experiences.

BEING

STAGE OF PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

SUGGESTED ACTIVITIES

STRUCTURES
INITIAL
What happened was

Autobiography

Have Ss brainstorm for

very funny, scary, etc.

Anecdote

anecdotes related to

What does that mean?

Leisure

leisure activities.

I think it means….

Activities

Have Ss classify them by

Situations

genre funny, scary, sad, etc.

Experiences
Share
Meaning

DEVELOPMENT
Can you write more

Personal

Have Ss write their ideas

details in your sentences?

Organize

in sentences and paragraphs.

What is the main idea in

Sentences

Have them check the

this paragraph?

Sequence

sequence for it to

Can you understand the

Ideas

make sense. Check for

main idea?

Detail

understanding.

How can you use gestures

Understand

Have Ss ask each other

to restore communication?

Communication

questions to confirm

Can you expand on that

Language

their understanding.

idea?

Questions

Have Ss share their

Express

experiences orally.

CLOSURE
Share your anecdote.

Spontaneous

Have Ss share their

Be spontaneous.

Participation

experiences orally and

Use mimes and gestures.

Emphasize

spontaneously.

Conversation

Distinguish between examples and explanations Verb tenses: progressive forms. Arrange sentences in paragraphs. and Edit and write a final version punctuation conventions. Develop flexibility and value differences among people and cultures. ENVIRONMENT: Literary and Ludic SPECIFIC COMPETENCE: Read short literary essays in order to compare cultural aspects fron English-speaking countries and Mexico PRODUCT: Comparative chart DOING KNOWING SESSION 1-2 Select texts baised on their index. Display the comparative chart in an exhibition. Can you explain a bit Exhibition Present their charts and further? Display explain their work. Culture shock Taboos CLOSURE Explain what you have Edit Have Ss edit and make discovered. DEVELPOMENT What is culture? Culture Once Ss have selected the Underline the sentences Aspects literary essay that describe the various Literary (see www.123helpme. Antonyms selected information. Textual and graphic components and Mexico. See examples. adverbs. Propose titles for a description. Identify culture and another? Tolerance similarities and differences. and intended audience. have them read and smilarities between our Information analyze. Write about these differences Characteristics Have Ss write notes. past and present Rewrite the selected information to from main ideas. Appreciate cultural expressions particular to different countries.com aspects of the culture. and audience between an English-speaking country Identify textual organization. Compares information using antonyms. Formulates and answers questions about literary essays. Topic. other sources to get information about Establish link between familiar and foreign cultural the selected cultural aspect. Holidays Elaborate the charts according History to their notes. Key words Compare differences and similarities Formulate and answer questions. and similarities. purpose. Explanations search by key word culture Are there differences/ Descriptions shock). Use different comprehension strategies. Compare cultural aspects. Sentence type about the cultural aspect from the Identify sentences used to describe a cultural aspect. spelling. Identify publishing data.PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA CICLO ESCOLAR 2011-2012 CYCLE: 4 GRADE: 2 UNIT: 4 . components? Similarities Brainstorm for ideas on the Foreign stages of the product. . Model the final organized? Essay product for Ss to understand What are the graphic Differences what will be expected of them. Writes sentences to describe cultural aspects. Events Illustrate their charts. Version adjustments to their charts. aspects. purpose. and nouns complete the comparative chart. Homophones the information. CLOSURE SESSION 11-12 Check that writing is complete and Propose titles for a description. INITIAL Select a cultural aspect to compare BEING STAGE OF PRODUCT SUGGESTED LANGUAGE VOCABULARY SUGGESTED ACTIVITIES STRUCTURES INITIAL What do you think the product Comparative Present the product they will be about? Chart will be working with throughout How do you want to get Graphic the month. Patterns of textual arrangement Consult different literary essays and Determine topic.B SOCIAL PRACTICE OF THE LANGUAGE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries. Adjectives. Acoustic features Acknowledge and respect differences between cultures. List of suitable words cultural aspect of both countries. Achievements (Tick when reached): Distinguishes between examples and explanations from main ideas. DEVELOPMENT SESSION 3-10 Choose information about the selected Read short literary essays about a cultural aspect. complies with grammar. Upper and lower-case letters Write sentences to describe cultural aspects. Punctuation Make a comparative chart and include Enlist characteristics of a cultural aspect.