THIRD GRADE

ENGLISH III
UNIT 4
FROM February 24TH TO March 21st 2014
TEACHER:
PABLO GARZA RAMÍREZ

SECONDARY SCHOOL GRADE AND GROUPS CITY

“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
SOCIAL PRACTICE Understand and produce oral exchanges related to leisure situations
ENVIRONMENT Familiar and community
TOPIC Doing with the language
SPECIFIC Interpret and offer descriptions regarding unexpected situations in an oral exchange
COMPETENCY
PURPOSES Adapt their language to unexpected communicative needs
• Determines the function of pauses, rhythm, and intonation.
• Negotiates meaning.
ACHIEVEMENTS • Rephrases ideas.
• Uses strategies to restore a failed conversation.
• Anticipates general sense, main ideas, and some details in order to produce an oral text.
Listen to and explore descriptions of unexpected situations shared in an oral exchange.
• Identify topic, purpose, and intended audience.
• Observe and understand non-verbal language.
CONTENTS
• Identify attitudes and emotions.
• Establish speakers’ profiles.
• Determine the place where an exchange occurs.
COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
Use known resources and strategies to interpret oral messages.

CURRICULAR PRODUCTION
STANDARDS Have a range of strategies to open, keep, and close simple interactions on familiar topics or
TO WORK personal interest.
Formulate expressions to invite others to join the conversation.

MULTIMODALITY
Associate body and visual language with oral language.
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Testimony
o Select an unexpected situation.
LEVEL OF Assessment Qualification o Write sentences to describe an unexpected
PERFORMANCE o situation.
4 Above the Standard A+ 10.0 o Check that sentences are understood when
3 The Standard A 9.0 said and heard.
3 The Standard B 8.0 o Organize sentences into a text to put
together a testimony.
2 Next to Standard C 7.0
o Practice the enunciation of testimonies.
2 Next to Standard D 6.0 o Establish turns of participation.
1 Requires Support R 5.0 Participate in an exchange of testimonies.

LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation

3
 THIRD GRADE
ENGLISH III
UNIT 4
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Check descriptions regarding unexpected situations shared in an oral exchange, based on context clues, with the
teacher’s supervision.

––Listen to descriptions of unexpected situations (e.g., during cultural or sporting events, etc.).
––Identify topic, purpose and intended audience.
––Observe and understand non-verbal communication in an oral exchange.
––Distinguish attitudes and emotions.
––Establish speakers’ profiles (e.g., occupation, age, status, etc.).
––Determine the place where an exchange occurs.

Interpretar el significado general, las ideas principales y algunos detalles en descripciones de situaciones inesperadas
compartidas en un intercambio oral, con la supervisión del profesor.

- Escuchar la descripción de situaciones inesperadas compartido en un intercambio oral.

- Aclarar el significado de las palabras.
- Reconocer las formas de describir una situación inesperada.
- Deducir el significado general de información explícita.
- Identificar las ideas principales y la información que mejora, es un ejemplo o los explica.
- Reconocer las estrategias utilizadas para reformular ideas, ajustar el volumen y la velocidad, y negociar significados.
- Determinar la secuencia de la enunciación.
- Formular preguntas para entender la descripción.
- Aviso variante Inglés.

Describe unexpected occurrences in an oral exchange with the teacher’s supervision.

––Write sentences to describe unexpected situations.

––Include details to main ideas.
––Use non-verbal communication.
––Change direct speech into indirect speech and vice versa.
––Adjust speed, rhythm, diction and intonation.
––Rephrase ideas.
––Use strategies to add meaning.
––Use strategies to repair a failed conversation.

––Produce descriptions of unexpected situations spontaneously.

––Maintain an oral exchange.
––Anticipate general meaning and main ideas to carry out a conversation.

3
 THIRD GRADE
ENGLISH III
UNIT 4

Características y tipos de comunicación oral y escrita en los textos.

- Tema, propósito y objeto público.

- Pista de contexto.
- Discurso del registro.

Sonido, elementos sintácticos y semánticos de los textos.

- El estilo directo e indirecto.

- Características acústicas.
- Tarea adecuada para esta práctica lista del lenguaje.
- Tipos de oraciones: interrogativas.
- Los adjetivos: clasificación, superlativo.
- Adverbios: de tiempo, de cantidad.
- Parafraseando.
- Idioma fórmulas (por ejemplo, un saludo, cortesía y expresiones de despedida).
- Las particularidades sintácticas del Inglés idioma: la falta de doble negación (por ejemplo, no ir a ninguna parte, No
tenían tiempo que perder).

El lenguaje como un medio para:

- Describir los alrededores de uno.

- Mostrar confianza y seguridad en el uso del Inglés.
- Promover el diálogo constructivo.
- Apreciar la credibilidad y la objetividad en las descripciones.

Producto: testimonial

Distribuir entre los equipos las acciones necesarias para dar un testimonio acerca de situaciones inesperadas en un
intercambio oral.

- Seleccione una situación inesperada.

- Escribir frases para describir una situación inesperada.
- Revisar que las oraciones se entiende cuando se le habla y escucha.
- Organizar las oraciones en un texto para elaborar un testimonio.
- Practicar la pronunciación de los testimonios.
- Establecer turnos de participación.

Participar en un intercambio de testimonios

3
 THIRD GRADE
ENGLISH III
UNIT 4

FROM March 24TH TO May 2nd 2014

TEACHER:
PABLO GARZA RAMÍREZ

SECONDARY SCHOOL GRADE AND GROUPS CITY

“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
Understand and express differences and similarities between cultural aspects
SOCIAL PRACTICE
from Mexico and English-speaking countries
ENVIRONMENT Literary and ludic
TOPIC Doing with the language
SPECIFIC Read plays in order to compare attitudes and patterns of behavior adopted by people
COMPETENCY from English-speaking countries and Mexico
Recognize and respect differences between their own culture and the cultures of English
PURPOSES
speaking countries
• Uses various comprehension strategies.
• Formulates and answers questions about the attitude and behavior of characters.
ACHIEVEMENTS
• Links non-verbal communication to the dialogue’s sense.
• Reads short plays.
Check songs that reflect human values.
• Select songs based on key words.
CONTENTS
• Recognize text distribution of songs.
• Determine topic and intended audience.
COMPREHENSION
Identify points of view in texts related to familiar and known topics.
Distinguish main ideas from ideas that expand, explain or exemplify them.

CURRICULAR PRODUCTION
STANDARDS Join short structures and expressions together to form sequences of ideas.
TO WORK Use paraphrasing to convey abstract concepts or express meanings of unknown words.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

Recognize the value of language to promote dialogue with members from other communities
and cultures.
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Performance of a short play
o Select a short play for a young audience.
LEVEL OF Assessment Qualification o Read the selected play aloud.
PERFORMANCE o Determine who will interpret leading,
4 Above the Standard A+ 10.0 secondary, and/or incidental characters.
3 The Standard A 9.0 o Identify stage directions in each case.
3 The Standard B 8.0 o Determine date and time for the performance of
each team.
2 Next to Standard C 7.0
o Rehearse the reading of dialogues.
2 Next to Standard D 6.0 o Have a general rehearsal.
1 Requires Support R 5.0 Perform the play on the previously chosen date
and time.

3
 THIRD GRADE
ENGLISH III
UNIT 4

LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Check short plays suitable for a young audience from their oral reading, with the teacher’s supervision.
––Select plays based on graphic and text components.
––Recognize text arrangement.
––Identify author(s).
––Determine topic, purpose and intended audience.

Understand general meaning, main ideas and details in a short play suitable for a young audience from shared reading,
with the teacher’s supervision.

––Read a short play.

––Distinguish stage directions.
––Use diverse comprehension strategies.
––Recognize leading, secondary and/or incidental character(s).
––Point out details (e.g., attitudes and behaviours, time and setting in which the actions occur, etc.).
––Point out genre of a short play (e.g., tragedy, comedy, farce, etc.).
––Clarify meaning of words.
––Determine current actions, which continue to exist nowadays and/or begin in the past and conclude in the present.
––Recognize general meaning.
––Formulate and answer questions to explain and describe attitudes and behaviours.

Participate in the dramatized reading of a short play to aid its comprehension, with the teacher’s supervision.

––Read dialogues from a play to practice pronunciation.

––Relate rhythm, speed, intonation and volume with the meaning of dialogues.
––Link non-verbal communication with the meaning of dialogues.
––Perform a dramatized reading of a short play.

3
 THIRD GRADE
ENGLISH III
UNIT 4

Features and types of oral and written texts.

––Genre, topic, purpose and audience.
––Text and graphics components.
––Text arrangement: stage directions, dialogues, etc.
––Colophon: publishing house, year, location, etc.
Phonic, syntactic and semantic elements of texts.
––Acoustic features.
––Word list suitable for this practice of language.
––Adverbs: of time, of place.
––Verb forms: imperative.
––Verb tenses: present (simple, progressive, perfect), past.
Mechanics of writing.
––Punctuation: dash, parentheses, squared brackets, etc.
Language as a means to:
––Value attitudes and behavior.
––Participate in community cultural expressions.
––Be aware of one’s own and other people’s ideas and emotions.

Product: short play performance

Distribute among teams the necessary actions to perform a short play.
––Select a short play for a young audience.
––Read the selected play aloud.
––Determine who will interpret leading, secondary, and/or incidental character(s).
––Identify stage directions in each case.
––Determine date and time for each team’s performance.
––Rehearse the reading of dialogues.
––Have a general rehearsal.

Perform the play in the previously chosen date and time.