PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012 SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE:

PRODUCT: STAGE OF PRODUCT

Produce texts to participate in academic events. Academic and Educational Write points of view to participate in a round table Round table discussion

CYCLE: 4 GRADE: 2 UNIT: 5-A SUGGESTED LANGUAGE VOCABULARY STRUCTURES INITIAL

Topic, purpose, and intended audience Textual and graphic components Patterns of textual arrangement The function of sitting around a circular table to have a discussion implies that everyone is an equal. What topic do you want to discuss? Let's investigate that topic. Who will be the audience? What is the context of the text? Can you explain your idea a bit more? Your time is up. Can you reformulate your question? In my opinion I think. We should reconsider.. Discuss Opinions Strategies Tactics Outcomes Creation Open Honest Respect Direct Give an introduction of what contitutes a round table. What are the possible subjects/themes and how it's carried out. Provide Ss with a topic which they can investigate and draw their own conclusions. BEING

DOING INITIAL

KNOWING

SUGGESTED ACTIVITIES

Choose a Civic and Ethical topic to participate in a round table. Read texts from various sources.

Select texts about a topic of Civics and Ethics from various sources. Identify purpose and intended audience. Predict topic. Anticipate the general meaning. Identify textual components.

Learn to live in a community. Promote respect towards other's opinions. Foster cooperation when working in teams.

Achievements (Tick when reached):

Uses various strategies to point out information. Selects and organizes information to write sentences with personal opinions. Writes paragraphs that express individual points of view. Solves doubts and offers feedback to edit points of view.

SESSIONS 1-2
SESSIONS 3-10

DEVELOPMENT
Read texts from various sources. Contrast different personal points of view with information from the text. Write personal points of view. Edit personal points of view and make a clean version in a notebook or card. Organize turns and times of participation. Anticipate the general meaning. Select information that supports a personal point of view. Contrast personal views with main ideas of a text. Identify synonyms used by the author to express the same main idea. Recognize sentences used to write opinions. Establish connections between personal opinions and information that broadens, exemplifies, and/or explains them. Use strategies to point out information in accordance with personal opinions. Organize main ideas of a text on a graph and contrast them with personal opinions. Rewrite main ideas using synonyms Complete sentences to write personal opinions. Write simple and complex sentences based on personal opinions. Broaden or emphasize ideas using linguistic resources. Write a paragraph that expresses points of view. List of suitable words Synonyms Connecters Conditionals Punctuation Suffixes and prefixes Digraphs

DEVELOPMENT
Organize Ideas Compare Round Table Discuss Opinions Strategies Tactics Outcomes Creation Open Honest Respect Direct Have Ss select the information that reflects their personal view. Compare the author's views with Ss own. Organize Ss ideas in the right sequence. Have Ss write their opinions in sentences. Have Ss use those sentences to write paragraphs. Have Ss read each other's paragraphs in order to understand others views on the same topic.

CLOSURE
Decide the place and date the round table of each team will take place. Read the points of view to participate in Read to check punctuation and spelling conventions. Solve doubts and provide feedback. Write a final version.

CLOSURE
I did not understand. Can you repeat your suggestions? That's a great idea.
Open Honest Respect Direct Organize Ss in groups so they can have their round table discussions.

SESSIONS 11-12

the round table.

SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE: PRODUCT: STAGE OF THE PRODUCT

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012 Interpret and express everyday life situations Familiar and Community Understand and give instructions to perform everyday life activities Poster with instructions to perform an everyday activity SUGGESTED LANGUAGE
BEING

CYCLE: 4 GRADE: 2 UNIT: 5-B

DOING INITIAL

KNOWING

VOCABULARY STRUCTURES INITIAL

Think of everyday activities Why are instructions important? Is attitude important when giving instructions? Cooking Playing Studying Washing teeth Washing clothes Getting dressed

SUGGESTED ACTIVITIES

Select an everyday activity. Prepare instructions for the selected activity.

Identify topic, purpose, and intended audience. Recognize moods from non-verbal language. Distinguish speakers' attitudes and turns of participation. Detect volume, tone, rhythm, speed, and intonation. Anticipate meaning.

Topic, purpose, and intended audience Contextual clues Acoustic features List of suitable words

Have Ss brainstorm for everyday activities. Classify them.

Achivements ( Tick when reached):

Adjusts volume, intonation, and tone to emphasize or alter instructions. Understands and requests instructions to perform an activity. Writes sequences of enunciation to give instructions. Uses linguistic resources to ensure the understanding of instructions. Produces instructions spontaneously.

SESSIONS 1-2
SESSIONS 3-10

Use the language to plan and organize. Transmit respect and courtesy when giving orders and instructions. Examine the need to follow instructions.

DEVELOPMENT
Prepare instructions for the selected activity. Write the instructions. Check that instructions are understood when said and heard. Practice the enunciation of instructions. Recognize words that link ideas together. Determine sequence of enunciation. Identify words and expressions that express orders. Identify words that convey undefined quantities. Recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning. Write sentences to give instrictions. Organize sentences into a sequence. Formulate questions to clarify doubts and broaden information. Use non-verbal language. Use strategies to emphasize, modify, and negotiate meaning. List of suitable words Determiners: quantifiers (eg. some, any, and few) articles (a, an, and the) Nouns: countable and uncountable Modal verbs and adverbs of manner Verb form: imperative Connectors Prepositions Lexical differences between British and American variants

DEVELOPMENT
Name everyday activities Choose one and tell the sequence to complete it. What goes first? What comes next? What comes in between? Is that a countable or uncountable noun? Is there a way of saying that in a different maner? Ingredients Mix Stir Pour First Then Next After that Finally Sift Quantities Instructions Organize After Ss have chosen their activity, have them write the instructions. Make sure it's written in the correct sequence.

CLOSURE
Display the poster in a visible place to use it whenever it is necessary to give or receive instructions. Ask for instructions to carry out activities. Give instructions spontaneously. Paraphrase instructions to confirm understanding.

CLOSURE
Start with your presentation Can you say that again? Can you repeat your instructions? Poster Give instructions Carry out instructions Paraphrase Understand Have Ss display their posters in a visible place in the school.

SESSIONS 11-12