PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIROMENT:
SPECIFIC COMPETENCE:
PRODUCT:
DOING
KNOWING
CYCLE: 4
GRADE: 2
UNIT: 4-A
BEING
STAGE OF THE PRODUCT
Understand and produce oral exchanges related to leisure situations.
Familiar and Community
Share personal experiences in a conversation.
Autobiographical anecdote
SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY
INITIAL
- Observe and understand non-verbal
language.
- Identify form of communication.
- Detect rhythm, speed, and intonation.
- Clarify meaning of words.
- Anticipate the general meaning and main
ideas.
- Identify words used to link ideas together.
- Identify the composition of expressions.
- Determine the sequence of enunciation.
- Write sentences to express the
personal experiences.
- Check that sentences are
understood when said and
heard.
- Organize sentences into a text
to put together the autobiographical anecdote.
- Practice the enunciation of
autobiographical anecdotes.
- Write sentences to share personal
experiences.
- Organize sentences into a sequence.
- Incorporate details to main ideas.
- Formulate questions to clear doubts,
broaden
information and confirm understanding.
- Use expressions and linguistic resources
to restore communication.
- Express personal experiences using direct
and inderect speech.
INITIAL
- Topic, purpose, and intended audience
- Contextual tools
DEVELOPMENT
SESSIONS 3-10
- Language formulae (eg. greetings,
courtesy, and farewell expressions)
- List of suitable words
- Direct and indirect speech
- Syntactic differences between British and
- American variants: use of prepositions
- Verbs: modals and causitives
- Adverbs of time
- Connectors
SESSIONS 11-12
CLOSURE
- Establish turns of participation.
- Have a conversation about
autobiographical anecdotes.
- Enunciate personal experiences
spontaneously.
- Use experssions to offer turns of
participation.
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.
- Form of communication
- Acoustic features
Show empathy in oral interactions. Collaborate and communicate successfully with the speaker.
Value language as a means for sharing common experiences.
SESSIONS 1-2
- Select some personal
experiences.
- Share with classmates these
experiences.
- Write sentences to express the
personal experiences.
SUGGESTED ACTIVITIES
- Select some
personal
- experiences.
Share with
- classmates these
experiences.
Write sentences to
express the personal
experiences.
-
Autobiography
Anecdote
Leisure
Activities
Situations
Experiences
Share
Meaning
- Can you write more
details in your
sentences?
- What is the main
idea in this
paragraph?
- Can you understand
the main idea?
- How can you use
gestures to restore
communication?
- Can you expand on
that idea?
-
Personal
Organize
Sentences
Sequence
Ideas
Detail
Understand
Communication
Language
Questions
Express
- Share your
anecdote.
- Be spontaneous.
- Use mimes and
gestures.
-
Spontaneous
Participation
Emphasize
Conversation
- Have Ss brainstorm
for anecdotes related
to leisure activities.
- Have Ss classify them
by genre funny,
scary, sad, etc.
DEVELOPMENT
- Have Ss write their
ideas in sentences
and paragraphs.
- Have them check the
sequence for it to
make sense. Check
for understanding.
- Have Ss ask each
other questions to
confirm their
understanding.
- Have Ss share their
experiences orally.
CLOSURE
- Have Ss share their
experiences orally
and spontaneously.
PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIROMENT:
SPECIFIC COMPETENCE:
PRODUCT:
Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries.
Literary and Ludic
Read short literary essays in order to compare cultural aspects fron English-speaking countries and Mexico
Comparative chart
DOING
KNOWING
BEING
STAGE OF THE PRODUCT
CYCLE: 4
GRADE: 2
UNIT: 4-B
SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY
INITIAL
INITIAL
-
Select texts based on their index.
- Topic, purpose, and audience
Identify textual organization.
- Textual and graphic components
Identify publishing data.
- Patterns of textual arrangement
Determine topic, purpose, and intended
audience.
- Establish link between familiar and foreign
cultural aspects.
DEVELOPMENT
SESSIONS 3-10
SESSIONS 11-12
- Choose information about the
selected cultural aspect of both
countries.
- Compare differences and
similarities about the cultural
aspect from the selected
information.
- Rewrite the selected information
to complete the comparative
chart.
- Make a comparative chart and
include the information.
- Read short literary essays about a cultural
aspect.
- Use different comprehension strategies.
- Formulate and answer questions.
- Identify sentences used to describe a
cultural aspect.
- Distinguish between examples and
explanations
from main ideas.
- Compare cultural aspects.
- Enlist characteristics of a cultural aspect.
- Propose titles for a description.
- Write sentences to describe cultural
aspects.
- Check that writing is complete and
complies with grammar, spelling, and
punctuation conventions.
- Display the comparative chart in an
exhibition.
- Propose titles for a description.
- Edit and write a final version
CLOSURE
Achievements (Tick when reached)
:
Distinguishes between examples and explanations from main ideas.
Formulates and answers questions about literary essays.
Compares information using antonyms.
Writes sentences to describe cultural aspects.
-
List of suitable words
Key words
Sentence type
Antonyms
Verb tenses: progressive forms, past and
present
Adjectives, adverbs, and nouns
Punctuation
Homophones
Upper and lower-case letters
- Acoustic features
Acknowledge and respect differences between cultures. Appreciate cultural expressions
particular to different countries. Develop flexibility and value differences among people and cultures.
SESSIONS 1-2
- Select a cultural aspect to
compare between an
- English-speaking country
and Mexico.
- Consult different literary
essays and other sources to
get information about
the selected cultural aspect.
SUGGESTED ACTIVITIES
- What do you think
the product
will be about?
- How do you want to
get organized?
- What are the
graphic
components?
-
Comparative
Chart
Graphic
Essay
Differences
Similarities
Foreign
- Present the product
they will be working
with throughout
the month. Model the
final product for Ss to
understand
what will be expected
of them.
- Brainstorm for ideas on
the stages of the
product.
DEVELOPMENT
- What is culture?
- Underline the
sentences
that describe the
various aspects of
the culture.
- Are there
differences/
smilarities between
our culture and
another?
- Write about these
differences
and similarities.
-
Culture
Aspects
Literary
Explanations
Descriptions
Information
Tolerance
Characteristics
Holidays
History
Events
Culture shock
Taboos
- Explain what you
have discovered.
- Can you explain a
bit further?
-
Edit
Version
Exhibition
Display
CLOSURE
- Once Ss have
selected the
literary essay
(seewww.123helpme
.com search by key
word culture shock),
have them read and
analyze. See
examples. Identify
similarities and
differences.
- Have Ss write notes.
- Elaborate the charts
according
- Have Ss edit and make
adjustments to their
charts.
- Present their charts
and explain their work.