CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Third grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Adjusts volume, intonation and
tone to emphasize or clarify
instructions.
Offers explanations to clarify
instructions.
Rephrase instructions to
confirm understanding.
Writes instructions.
Appraises the pertinence of
following instructions or not.

5B

Interpret and express everyday life instructions.

Familiar and Community
Understand and give instructions to plan a field trip
CONTENTS
KNOWING ABOUT THE
LANGUAGE
Listen to and explore instructions to plan a field trip.
Topic, purpose and intended
Identify place and medium.
audience.
Distinguish volume tone, rhythm, speed and intonation.
Contextual clues.
Interpret general sense, main ideas, and some
Repertoire of words
details.
necessary for this social
Infer meaning from explicit information.
practice of the language.
Identify sentence structure.
Acoustic features.
Establish sequence of enunciation.
Verbs: modals.
Identify general information regarding the planning of a
Verb tenses: future.
field trip.
Verb forms: imperative.
Offer instructions for the planning of a field trip.
Consistency in the use of a
Write instructions.
variant.
Determine speech register.
Syntactic differences
Rephrase ideas.
between British and
American variants: future
Use words and expressions to link ideas together.
tense verb forms (e.g. We
Use strategies to influence, strengthen or negotiate
shall leave; We will leave).
meaning.
Use strategies to restore a failed conversation.
Offer instructions with the support of non-verbal
language.
Give further explanations to clarify instructions.
Rephrase instructions to confirm understanding.
Judge the relevance of instructions
DOING WITH THE LANGUAGE

BEING THROUGH THE

LANGUAGE
Foster group
interaction.
Strengthen
interpersonal bonds.
Become aware of
mutual responsibility
with the group.

PRODUCT
ACTIVITY
SCHEDULE
Stage 1
Select the field trip.
Stage 2
Set dates, time and
activities.
Stage 3
Write instructions for
activities.
Stage 4
Check that instructions
are understood when
said and heard.
Stage 5
Organize the
instructions to put
together an activity
schedule.
Stage 6
Practice the
enunciation of the
schedule.
Stage 7
Present the schedule.

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

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

antes PNIEB

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Stage 7

Ask Ss to bring photographs, articles, travel magazines, newspaper cutouts and trip advertisements to different places. In order for the search to be more
productive, elicit from them the types of places one can choose to go on a field trip, e. g., historical places, archeological sites, big cities, small towns,
camping trips, etc.
Ask Ss to reconstruct a field trip they have made with the school. Extract all the relevant information about: means of transportation, types of food, types of
accommodation, different sites, historical cities, archaeological sites, etc.
Have Ss group by the type of place they chose. Once they have formed the groups have them select or decide on their field trip.
Present Ss with different options for field trips. Ask Ss to describe them and then to rank them according to their interests.
Bring leaflets to class about field trips to different places within the city. Ask Ss to go through the leaflets in order to identify important information about the
field trip, such as: facilities, contact people, hours of operation, amount of time required for the visit, amount of people allowed in, transportation, admission
fees, etc.
Back in their teams, have Ss decide the activities they would like to plan for their field trip and identify the vocabulary needed to carry out the task. Have a
quick session with the whole group to check the vocabulary selection and to make it extensive to everybody, regardless of the kind of trip they have
chosen. In addition, ask Ss to set dates, times and activities.
Having identified the activities for the day/days the field trip will take; ask Ss to attempt writing their instructions for the trip. They can use their leaflets or
any other information they have access to.
Remind them to use all the new vocabulary just learnt. Have Ss attempt their own written paragraphs in their notebooks to facilitate correction and editing.
Have Ss prepare a brief presentation where there is general and explicit information.
Expose Ss to models of instructions where imperatives and modal verbs (must, cant, should) are used. Guide them in order to discover when it is better to
use either of them, depending on the regulations or suggestions considered.
In their same groups, have Ss rehearse the reading of their schedule in a role-play between a tour guide and tourists. Ask them to include greeting and
farewell expressions. Review questions to ask for clarification to be used by the tourists.
Monitor to verify acoustic features, the use of modal auxiliaries and the imperative.
Ask Ss to include sentences using future forms (will) to promote their field trips, for example: You will be in contact with nature. You will have a unique
experience.
Monitor to check that instructions are relevant and that ideas are linked together.
Have Ss get organized in order to put a good set of instructions for the scheduled activities Equip them with cohesive devices to express sequence of
ideas, like: To begin with, next, then, after that, finally. Make it a point of using imperatives both in affirmative and negative forms. Ss may need quite a
good deal of modeling to avoid mistakes as far as possible.
Have Ss enunciate their activity schedule first within their team. Monitor their practice quite a lot to get the most accurate, most correct version to be
presented to the rest of the group. Enrich or complement Ss work with supplementary ideas.
Equip Ss with a rubric ahead of time so that they stand pretty good chances of revising their production against these guidelines.
Once their oral production is quite accurate, have Ss write these activities and instructions on pieces of paper to be exhibited with some kind of pictorial
support to make it more attractive. Once again, monitor and correct as necessary.
Arrange a date to have the schedules presented first to other teams within the same group and then to other groups of the school community. Take turns
for all teams to participate perhaps in alphabetical order or raffling their turns.
Invite the listeners to take notes in order to ask questions at the end of the different presentations. This is an opportunity for the presenters to extend,
clarify of confirm information, as may be needed.
If time allows, have an assessment instrument to help Ss concentrate on the expected learning outcomes and to develop critical thinking and awareness.
Ss may find it difficult to begin with, so try the easiest, more straightforward documents to assess one another. Ideally, Ss could make up the descriptors of
a checklist to be used by themselves.
Arrange a very last session to ask Ss meta-cognitive questions to make them reflect upon their learning processes individually and in groups and highlight
their main acquisitions, in terms of language and concepts.
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB

BOOKS
Publishing house

Teachers Book

Activity Book

Readers

All Ready! 3
Macmillan

pp. 140-152

pp. 142-155

Reader
pp. 124-134

Brilliant! Teens 3
Santillana

pp. 88- 203

pp. 180-195

Introduction
pp. 29-142

Crossover 3
University of Dayton

pp. 202-221

pp. 99-108

Informative
pp. 53-66

Teens Club 3
Castillo

pp.141-157

pp. 166-181

Informative
pp. 28-38

Yes, we can! 3
Richmond

pp. T94T103

pp. 94-103

Nonfiction
pp. 49-60

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
Field trips: http://www.campsilos.org/excursions/hc/fieldtrip.htm
http://traveltips.usatoday.com/plan-school-field-trip-1462.html
http://lessonplanspage.com/ssmdspanishcultureactivityideas4-htm/
https://sites.google.com/site/mrssovchik/spanish-resources/-vamos-de-viaje-virtualmente-por-supuesto-/lesson-plans-virtual-field-trip-to-yucatan-peninsula
http://www.edudemic.com/digital-field-trips/

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

antes PNIEB