PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

SOCIAL PRACTICE OF THE LANGUAGE: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries.
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.

Topic, purpose, and audience

between an English-speaking country

Identify textual organization.

Textual and graphic components

and Mexico.

Identify publishing data.

Patterns of textual arrangement

Consult different literary essays and

Determine topic, purpose, and intended audience.

other sources to get information about

Establish link between familiar and foreign cultural

the selected cultural aspect.

aspects.

DEVELOPMENT

SESSION 3-10

Choose information about the selected

Read short literary essays about a cultural aspect.

List of suitable words

cultural aspect of both countries.

Use different comprehension strategies.

Key words

Compare differences and similarities

Formulate and answer questions.

Sentence type

about the cultural aspect from the

Identify sentences used to describe a cultural aspect.

Antonyms

selected information.

Distinguish between examples and explanations

Verb tenses: progressive forms, past and present

Rewrite the selected information to

from main ideas.

Adjectives, adverbs, and nouns

complete the comparative chart.

Compare cultural aspects.

Punctuation

Make a comparative chart and include

Enlist characteristics of a cultural aspect.

Homophones

the information.

Propose titles for a description.

Upper and lower-case letters

Write sentences to describe cultural aspects.

Arrange sentences in paragraphs.

CLOSURE
SESSION 11-12

Check that writing is complete and

Propose titles for a description.

complies with grammar, spelling, and

Edit and write a final version

punctuation conventions.

Display the comparative chart in an

exhibition.

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.

Acoustic features

Acknowledge and respect differences between cultures. Appreciate cultural expressions particular to different
countries. Develop flexibility and value differences among people and cultures.

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. Model the final

organized?

Essay

product for Ss to understand

What are the graphic

Differences

what will be expected of them.

components?

Similarities

Brainstorm for ideas on the

Foreign

stages of the product.

DEVELPOMENT
What is culture?

Culture

Once Ss have selected the

Underline the sentences

Aspects

literary essay

that describe the various

Literary

(see www.123helpme.com

aspects of the culture.

Explanations

search by key word culture

Are there differences/

Descriptions

shock), have them read and

smilarities between our

Information

analyze. See examples. Identify

culture and another?

Tolerance

similarities and differences.

Write about these differences

Characteristics

Have Ss write notes.

and similarities.

Holidays

Elaborate the charts according

History

to their notes.

Events

Illustrate their charts.

Culture shock
Taboos

CLOSURE
Explain what you have

Edit

Have Ss edit and make

discovered.

Version

adjustments to their charts.

Can you explain a bit

Exhibition

Present their charts and

further?

Display

explain their work.