CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015

GRADE:
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Recognizes the speakers and
listeners behavior that support
the construction of meaning.
Requests clarifications.
Writes sentences.
Formulates questions to clarify
doubts.
Anticipates the general
meaning to start a dialogue.

First grade
Understand and produce oral exchanges related to leisure situations
Familiar and Community
Exchange likes and dislikes in a dialogue
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
Listen and check likes and dislikes about
leisure activities.
Observe and comprehend non-verbal
communication.
Identify topic, purpose and intended
audience.
Recognize situations in which likes and
dislikes are shared.
Identify leisure activities by name.
Understand the general meaning and main
ideas
Anticipate the general meaning.
Identify and compare forms for expressing
likes and dislikes.
Establish sequence of statements.
Identify words used to link ideas.
Recognize behavior adopted by speakers to
clarify and confirm comprehension.
Identify speech register
Express likes and dislikes in a dialogue.
Write sentences.
Organize sentences in a sequence.
Include details in main ideas.
Express points of view in favor and against.
Use linguistic resources to confirm
comprehension.
Use non-verbal language.
Recognize the appropriate time to interrupt a
speaker.
Practice and follow rhythm, speed and
pronunciation.
Start a dialogue to express likes and dislikes
about leisure activities.

Context clues.
Speech register.
Topic, purpose and
intended audience.
Structure of dialogues:
opening, body and
closure.
Acoustic features.
Sentence types.
Repertoire of words
necessary for this social
practice of the language.
Connectors.
Question tags.
Syntactic particularities of
the English language:
sentences using like,
stranded prepositions
(e.g.The man I talked to).
Syntactic differences
between British and
American varieties:
collective nouns
concordance.

UNIT:

BEING
THROUGH THE
LANGUAGE
Use language to
exchange
common
interests.
Promote
interpersonal
relationships

4A

PRODUCT

INTERVIEW
Stage 1
Select a leisure activity.
Stage 2
Decide time, place, and length of the
interview.
Stage 3
Structure questions about likes and
dislikes.
Stage 4
Check that the questions are
appropriate regarding the topic, the
purpose and intended audience.
Stage 5
Invite the person or classmates to be
interviewed.
Stage 6
Assign the roles of interviewer and
interviewee.
Stage 7
Practice the formulation of questions
and their answers. Carry out the
interview

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB

PRODUCT
STAGES

Stage 1

Stages
2 and 3

Stages
4 and 5

Stages
6 and 7

SUGGESTED ACTIVITIES
Work as a whole group and brain storm leisure activities such as listening to music, reading a book, playing soccer, visiting museum etc. then
organize teams and ask Ss to explain what those activities are about. Let them use different sources of information such as picture dictionaries, EnglishSpanish Dictionaries or bilingual dictionaries.
Once Ss have finish the previous activity, ask them to share their information with other teams, then encourage individual work by asking Ss to choose the
leisure activity they feel more attracted to.
Ask Ss to investigate what an interview is and different kinds of formats and what it involves. Assign this for homework.
Based on the previous activity, encourage Ss to elicit what an interview is and its elements. Organize teams and ask them to write an interview taking into
account leisure activities; If needed Provide Ss with some prompts so that it is easier for them to make questions for the interview such as What ?
Where? When? Who with? Why ? Do you like? . Then organize a find someone who activity this activity will help Ss identify partners
with the same interests. While doing this activity, monitor students work in order to assist Ss in case they need any help. Promote peer and self-correction.
As an alternative activity organize The mystery guest game which is about to find who the person in the shadow is. For this activity you can ask Ss to find
information about a famous person and what their leisure activities are, you can ask Ss to find the information in the net or even invented so that they have
different personalities to talk about. Ss can also be asked to perform a character and be interviewed.
Expose Ss to situations that may not like them such as doing housework, doing the washing up, making their beds, etc. so that they have to use
negative sentences to express their dislikes. Help them understand the difference between affirmative and negative sentences; provide students with a
model in case they need it.
Perform scrambled sentences activities to provide more practice and clarify doubts. Let Ss do this in writing first, but soon move onto oral practice as this
is a typical feature of oral production of the language.
Provide as much practice as possible (written, oral, spoken and read) with these kinds of questions since they will make it possible to accomplish the
interview that is to be performed as a product.
In order to reinforce dialogue structure, elicit form Ss ways to be polite during a conversation. How do you start/ end a conversation?
Have your Ss decide if they want to perform a dialogue about their likes and dislikes or if they would rather pretend they are someone else and have a sort
of interview to a famous person. Remind them they have to check that questions are appropriate regarding the topic, the purpose and intended audience,
considering also the appropriate register depending on who they will talk to.
Have your Ss use the different kinds of questions previously seen: open and specific
Have your Ss exchange their notebook for peer correction. Monitor and correct as needed. Stress the fact that in English an open question mark is not
used. Create awareness of the fact that Wh questions follow a falling intonation pattern.
Ask your Ss to arrange the interview by deciding who the interviewer and the interviewee are. Have your own Ss carry out the interview in your group first.
If there are guests from other groups, ask other Ss to make it more interesting and to ask them to perform the role of a famous person.
As an alternative activity, organize an interactive activity with other grades so that they can interchange information about their peers.
Have Ss practice their interviews by switching partners. At first, allow Ss to read but encourage them to use the written questions only as a guide. Monitor
pronunciation and accuracy. Take notes so you can provide feedback before they actually present their final interview.
Before having your Ss perform their interviews, have them reflect on how much non-verbal communication they use in their daily lives and under which
circumstances. Insist on students standing up when they participate so everybody can see them. Encourage a respectful environment so Ss feel more
comfortable to speak and use non- verbal language to perform their interviews.
Ask Ss to give their opinions about the interviews. Which one they liked/did not like and why. Encourage positive feedback and provide your own.
Set times and dates for the interviews to be presented and ask Ss to prepare the interview in advanced.

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB

BOOKS
Publishing house
All Ready!
Macmillan
Brilliant! Teens
Santillana

Teachers Book
pp. 101-113

Activity Book
pp. 96-111

Readers Book
Reader
pp. 111-123
Facts
pp.115-128

pp.132-149

pp.124-141

Crossover
University of Dayton
Teens Club2
Castillo
Yes we can!
Richmond

pp. 142-162

pp. 69-78

Informative
pp. 45-54

pp.102-106

pp.106-113

pp.T64-T73

pp.64-73

Informative
pp. 24-30
Non-fiction reader
pp. 39-50

Other resources
http://www.eslgold.com/speaking/phrases.html
http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
http://www.onestopenglish.com/community/lesson-share/lesson-share-archive/young-learners/
http://www.ehow.com/list_5890195_back-getting-students_-likes-dislikes.html
http://www.usingenglish.com/articles/how-to-teach-language-likes-dislikes.html

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB