CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Third Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS

Understand and express information related to goods and services

Familiar and community
Express oral complaints about a health service
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE

Establishes the motive or

reason for a complaint.
Infers the general meaning
from explicit information.
Distinguishes between main
ideas and some details.
Uses strategies to influence
on meaning.

Listen to and explore complaints about a health service.

Identify topic and purpose.
Establish form of communication.
Determine place or addressee for a complaint.
Distinguish attitudes of speakers.
Detect ways to adjust the actions of speaking and listening:
pauses, rhythm, tone, etc.
Interpret general sense, main ideas, and some details of a
complaint.
Clarify meaning of words
Activate previous knowledge
Infer general sense.
Detect and interpret technical or specialized information.
Establish motive or reason for a complaint.
Identify main ideas and information that explains or
complements them.
Detect expressions to suggest solutions.
Identify strategies to emphasize meaning.

BEING THROUGH
THE LANGUAGE

Topic, purpose and

intended audience.
Contextual clues.
Structure of complaints:
opening, body and
closure.
Form of communication.
Repertoire of words
necessary for this social
practice of the language.
Modal verbs, adverbs,
and adjectives.
Acoustic features.
Conditionals.
Verb tenses: present,
past, and future.
Connectors.

Stand up for
citizens rights.
Become aware of
the attitudes of
oneself and others.

Write an oral complaint.

Choose a suitable word repertoire.
Use and adapt speech register according to the addressee.
Express motive or reason.
Write expressions to suggest solutions.
Use strategies to repair failed communication.
Express complaints and make adjustments to improve fluency.

PRODUCT

TELEPHONIC
COMPLAINT VOICE
MAIL
Stage 1
Produce telephonic
complaints.
Stage 2
Select and consult
information to make a
complaint.
Stage 3
Determine the topic or
reason to make a
complaint.
Stage 4
Create the statements to
express the complaint.
Stage 5
Check that the complaint
is understood when said
and heard.
Stage 6
Practice the enunciation
of the complaint.
Stage 7
Make the complaint

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

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1A

PRODUCT
STAGES
Stage 1

Stages 2

Stage 3

Stage 4
Stage 5

Stage 6

Stage 7

SUGGESTED ACTIVITIES
Give Ss a set of common situations involving services (going to the movies, eating out, going to the doctor, etc.). Ask them to brainstorm ideas about possible
complaints in the services offered.
Expose Ss to a dialogue about someone complaining about a service, either in writing or listening. Make sure Ss grasp the reason or motive to express
complaints. Focus on vocabulary needed and functions needed to achieve this communicative aim and analyze speakers attitudes.
Get Ss notes or notebooks organized by asking them to classify the language just learned under headings for association and more effective learning and
recalling: how to make complaints, how to attend to complaints, how to offer help, how to invite action to attend to complaints, how to close conversations of this
type, and so on.
Revisit the same listening material now in terms of expressing main ideas and supporting these with details of complaints, expressing suggestions, thanking for
the suggestions offered, etc. Have Ss use the charts or grids to classify useful expressions and functions using the classifications suggested in Stage 1. Have Ss
concentrate on useful expressions and start practicing the language in small chunks of language, e.g. -I want to complain about the bad service of my cell phone.Why dont you phone the central office? / You should write to COFETEL. -Thanks for the tip / Thanks for the information. -Youre welcome / Not at all.
Go back to the suggestions offered in stages 1 and 2, and have Ss make a list of possible topics or reasons to make complaints at school, at the bank, at the
supermarket, at the doctors office, at the supermarket, etc.
Add the possible complaints according to the place and the reason or motive for complaining. Another option is to have a set of complains for Ss to match to the
corresponding situation in order to identify key expressions and language.
Have Ss start building up language gradually e.g. I want to complain about the doctors attention / I wish to complain because the nurse was rude.
Have Ss work in teams in order to write their own complaints and possible responses. Let them produce a draft to be checked and validated by the teacher. If you
happen to have stronger, more gifted Ss, ask them to help you out with the revision work.
Ask Ss to produce the complaint and the corresponding response verbally. Monitor Ss oral production to make sure they are using appropriate language, the
stress and intonation that corresponds and that the sequence of the language is right.
Make sure Ss identify and include a main idea followed by one or two details.
Record, video-tape or prepare a brief demonstration of what you expect SS to do. Ask Ss to read their production in pairs within the teams they have formed.
To make this telephone exchange more natural and realistic, have Ss sit in pairs back to back and let them play both roles: the one who complains and the one
who responds; then, Ss change roles so that both Ss have the chance to play both roles.
In pairs Ss take roles to present their complaint to the rest of the group. If they agree, have the conversations recorded for later use and practice.
In due course, Ss should be provided with an evaluation instrument that they can use it to evaluate one anothers participation (for example, a checklist). Ss have
to be instructed on the use of these instruments. Have Ss analyze the contents of the instrument and exemplify with a real case so that they understand the
standards upon which the evaluation should be carried out. Again, give a brief demonstration to Ss so that when it is their turn to evaluate, they do a good job and
above in order not to do any injustice to one another.
As a reflection exercise, have Ss identify what they learned, how they learned it, when and where this language can be used, and how they felt all along the
process.

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BOOKS
Publishing house

Teachers
Book

Activity
Book

Readers

All Ready! 3
Macmillan

pp. 23-35

pp. 6-21

Reader
pp. 7-19

Brilliant! Teens 3
Santillana

pp. 17-31

pp. 10-23

Fact
from 73-86

Crossover 3
University of Dayton

pp. 22-41

pp. 9-18

Informative
pp. 5-18

Teens Club 3
Castillo

pp. 32-44

pp. 8-25

Informative
pp. 6-11

Yes, we can! 3
Richmond

pp. 4-13

pp. 4-13

Nonfiction
pp. 5-14

Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Making complaints:
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1331_howto_feedback/page2.shtml
http://www.myenglishpages.com/site_php_files/communication-lesson-complaininig.php
http://www.eslvideo.com/esl_video_quiz_low_intermediate.php?id=7500

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