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CYCLE 2, FORTH GRADESCHOOL TERM 2014-2015
GRADE: Forth Grade UNIT: 1A
SOCIAL PRACTICE: Talk and write to participate in everyday
dialogues
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret a dialogue about school-related
concerns
ACHIEVEMENTS
CONTENTS
PRODUCTDOING WITH THE LANGUAGEKNOWING ABOUTTHE LANGUAGE
BEING THROUGHTHE LANGUAGE
Identifies speakers and theirturns in a dialogue.
Identifies the structure of adialogue.
Identifies some words toexpress concerns.
Uses contextual clues tounderstand meanings.
Identifies punctuation in thetranscription of a dialogue.
Listen to the audio or reading aloud of
dialogues about school-related concerns.
Predict general sense.
Poin t out speakers and distinguish their turns
ofparticipation.
Notice tone, fluency, pauses and intonation.
Identify structure of dialogues.
Clari fy the meaning of unfamiliar words andcolloquial
terms.
Ident i fy what the speakers express in
dialogues.
Identify greetings and farewell expressions.
Identify words that express concerns.
Identify sentences to express concerns.
Use contextual clues to understand meaning.
Complete sentences orally.
Part ic ipate in the w rit ing of sentences that
express concerns.Dictate and complete sentences.
Compare sentences.
Identify punctuation and spaces between words.
Write ones own sentences, based on models.
Play the role of speakers in dialogues and read
the dialogue aloud.
Complete sentences based on a set of words.
Use sentences as a model to express personalconcerns.
Check spel l ingand punctuat ion convent ions.
Structure of dialogues.
Topic, purpose,participants, andintended audience ofthe
communicativesituation.
Contextual clues.
Acousticcharacteristics.
List of suitable words.
Adjectives, personalpronouns andprepositions.
Conventional spellingof words withoutalterations,substitutions,
orcontractions.
Punctuation.
Show respecttowards theparticipation ofothers.
Promote the use ofbasic norms ofdialogue interaction:listen to
and look atthe person speaking,and respect turns
ofparticipation.
COMIC STRIPSStage 1Choose a classmate to start a dialogue
inwhich one or more school-relatedconcerns are expressed.
Stage 2Decide on the number of turns eachspeaker will have, the
order of thesentence sequence and the materialswhich will be used
to make the comicstrip (card, poster, etc.).Stage 3Write the
sentences respecting turns ofparticipation.Stage 4
Add greetings and farewell expressionsto the dialogue.Stage
5Check that the writing of sentences iscomplete and complies with
spelling
conventions.Stage 6Write the final version of the expressionson
the comic strip format.Stage 7
Read the dialogues aloud respectingturns of participation;
address theconcerns of the members of the team towhom it may
concern (teachers,principal, etc.) so that they can
beresolved.Stage 8Share the story with other teams.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda
Lengua: Ingls. Programas de estudio 2010. Ciclo 1. Fase de
expansin. Mxico, 2011
5/20/2018 Elementary 4th Grade Unit 1A
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PRODUCTSTAGES
SUGGESTED ACTIVITIES
Stage 1
Ask Ss to work in teams and to brainstorm ideas about different
school matters they are concern about such as homework, recess,
exams, festivals, the end of theschool year, passing to the next
year, or even a student leaving school to enter a new one. Ask them
to share ideas about the characteristics of each matter and
listthem on a chart (on a separated piece of paper or in their
notebooks).
Provide Ss with question prompts and form teams and encourage
them to write questions related to school matters such as Do you
like your English class?,Why?, Do you have lots of homework?, What
subject?. Then, through mingling Ss complete their quiz. Ask Ss to
respect their partners opinion as well as theirturn to speak.
Stage 2Ss are provided with images related to school concerns;
use speech bubbles to indicate they have to write the dialogue.
Ss decide the order of the dialogue and the order in which they
will participate. Encourage them to practice it and perform i t to
other teams. Have Ss decide on thenumber of participation turns
they will take and the sequence of the comic strip. Monitor as
necessary to guarantee equal and even participation.
Stages3 and 4
Have Ss write personal concerns about school matters in teams.
Then, ask them to write a dialogue and use it to make a comic
strip. This comic strip must berelated to a school matter they are
interested in. Ss decide what kind of vocabulary they will use to
create their comic strip as well as the appropriate images. Try
toavoid spoon-feeding; in case they need some help, assist them but
remember to promote peer help and the use of different sources in
the classroom.
Stages5 and 6
Ask Ss to work in teams. First, they present their comic to the
members of their teams, then they exchange comics so that they can
be corrected if necessary (peercorrection). Once the correction is
made, Ss return the comics to their owners to realize what they
have to improve. Remind them to use the different sources in
theclassroom; in case they need support, encourage them to do it in
English.
In teams Ss make decisions on the final version of their comic
strips. Monitor as necessary to make sure there is a sequence, a
balance and the relevant languageneeded.
Ss incorporate the final version into the comic strip template;
they also decide the suitable scenario for their story, colors,
graphics, letter size, etc. Suggest to Ssthat they should use a
pencil instead of a pen or markers when writing the dialogues until
they are sure about spelling conventions, graphic spaces and
sizes.
Stages7 and 8
Make a class presentation and, if possible, invite parents. Ss
present their scenes by teams. Have teams identify the scene and
the event. Others could beencouraged to participate guessing or
anticipating the story and characters.
Paste work around the classroom or the bulletin board and have
Ss act out the dialogues.
Display final versions in the classroom. Have Ss share with
other groups and school authorities, so that they step into the
classroom to learn about the classconcerns shown on the comic
strips displayed.
Have Ss comment the process they went through and what they did
to improve their work. Ask questions to make Ss reflect about their
own learning processes.
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BOOKS
Publishing houseTeachers
BookActivityBook
Readers
"Brilliant! four"
Santillanapp. 13-24 pp. 6-17
Storiespp. 5-12
"Do it! 4"University of Dayton
pp. 15-24 pp. 3-9Fact
pp. 6-17
"English 4"Fernndez Editores
pp. 17-28 pp. 6-16Fact
pp. 4-7
"Play and Do 4"
Trillas pp. 14-27 pp. 9-19Reader
pp. 9-20
"Play and Play 4
Nuevo Mxicopp. 11-21 pp. 7-15
Informativepp. 5-14
"Think! in English 4"Ediciones SM
pp. 15-24 pp. 5-11Readerpp. 5-18
"Yes, we can! 4"Richmond
pp. 4-10 pp. 1-4Fictionpp. 3-12
Other resources
http.www.teachchildrenesl.com,http.www.learnenglishkids.britishcouncil.orghttp.www.teachingenglish.org.uk
http.www.teachingenglishgames.comhttp.www.eslgamesworld.com
http://busyteacher.org/classroom_activities-vocabulary/everydaysocial_english-worksheets/http://www.esl-library.com/lessons.php?section_id=27
http://www.focusenglish.com/dialogues/emotions/emotionsindex.htmlhttp://www.eslfast.com/easydialogs/ec/dailylife003.htm
