CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015 GRADE: First Grade UNIT: 2B

SOCIAL PRACTICE: Interpret and express information published in diverse media

LEARNING ENVIRONMENT:

Familiar and Community

SPECIFIC COMPETENCY:

Exchange options regarding the contents of a radio program

ACHIEVEMENTS

PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE LANGUAGE

BEING THROUGH THE LANGUAGE

Identifies words used to link ideas.

Detects speech register.

Writes expressions to produce opinions.

Answers questions to express opinions or points of view about the contents of an oral text.

Expands main ideas in an oral exchange.

Listen and check a radio program.

Establish topic, purpose and intended audience.

Differentiate voices, environment sounds and sound effects.

Discriminate advertisements from program contents.

Identify forms of communication.

Distinguish intonation and tone of presenter and other participants.

Identify rhythm and speed. Understand the general meaning and main ideas.

Predict the general meaning.

Differentiate parts of a radio program.

Recognize sentences and expressions used by presenter and/or other participants.

Identify the use of words to connect ideas.

Determine the relationship between sound effects and contents.

Detect speech register.

Distinguish behavior adopted by speakers to support meaning construction.

Write sentences used by the presenter and/or the participants.

Define sequence of statements. Exchange opinions regarding the contents.

Answer questions to express opinions.

Structure, write and read opinions.

Formulate questions about the content of a program.

Include relevant details and interesting information in an opinion.

Determine tone and intonation of sentences.

Establish rules and turns of participation for an exchange of opinions.

Begin an exchange.

Use expressions and linguistic resources to ask for details and explanations.

Form of communication.

Structure of radio programs.

Speech register.

Speaking turns.

Repertoire of words necessary for this social practice of the language.

Connectors.

Verbs: modals.

Syntactic differences between British and American varieties: Possessive constructions (e.g., Have you got a notebook?, Do you have a notebook?).

Syntactic particularities of the English language: absence of relative pronoun

Recognize the influence of media in everyday life.

Foster respect and attention towards the opinions of others.

PLENARY

Stage 1 Select a radio program. Stage 2 Decide on the plenary length. Stage 3 Structure sentences to express opinions about the radio program. Stage 4 Check that sentences are understood when spoken and listened to. Stage 5 Establish turns and each participation length. Stage 6 Practice expressing opinions. Stage 7 Carry out the plenary and pay attention to the participation of others. Stage 8 Formulate questions to obtain further information, ask for something to be repeated, clarified or said slower.

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

PRODUCT STAGES

SUGGESTED ACTIVITIES

Stage 1

Have Ss work in teams in order to brainstorm as many words as possible related to the word Radio. Organize a mingling activity using a survey with the following information: radio station, name of program, time of the day, type of show (music, talk shows,

sports events, etc.); audience (adult, teens, children, men, women, boys, girls). Ss ask an answer questions about their favorite radio programs and comment on the most popular in a plenary session.

Have Ss listen to extracts of different kinds of radio programs. Make an organizer with the elements of the radio program they chose: topic, speaker, music, sound effects, advertisements, audience comments, format (interactive/non-interactive), callers, length and register. After listening to the extracts, have Ss complete a chart with the items mentioned above.

Stage 2

Have Ss give their opinion on the extracts they listened to, e.g. I did not like the speaker. The music made it more fun. The ads were not interesting. The program was interactive. The speaker respected the callers, etc.

Ask Ss to make teams depending of the radio program they would like to work with. Have them decide on the topic and the length of the plenary they are going to have at the end of the month and the extracts they are going to use.

Stages 3 and 4

Give Ss a set of opinions about a topic (bullying, use of cell phones, animals in circus, etc.) and ask them to separate them into positive and negative comments. Expose Ss to an extract where people exchange their points of view on that topic. Group Ss in teams and have them write down chunks of language they identified for expressing/asking for opinions. Providing a frame might also help Ss create sentences: In my view ... I would say... I would have to say... As far as I can tell... I believe that... I think that

In teams, Ss brainstorm pros and cons of the topic they selected. Then, ask them write sentences expressing their points of view about the topic for their program. Make sure they include the expressions seen for expressing points of view.

Once the sentences are ready, have Ss exchange them view with other teams to check that they are clear. Ask teams to suggest more points of view if necessary.

Stages 5 and 6

Provide a dialogue (in written or oral form) that contains chunks of language used for checking understanding. Have Ss identify the expressions used and write them down on strips of paper. Include expressions such as: Excuse me. Do you mean? Can you repeat that? Can you speak more slowly? Adding the ones they worked with the previous session used for expressing opinions. Mix the phrases and make two grids on the board and have a competition. The team that pastes more sentences in the correct column wins.

In their original teams, each S decides on what points of view they would like to express and who the radio host will be. Then, they decide on the order of turns to take in the discussion. Each S decides if it is necessary to include arguments to support their point of view.

Ss practice expressing their opinions. Speaker 1 gives his/her opinions. Other members of the discussion listen to the speakers opinion. When speaker 1 finished, he/she passes the turn to speaker 2. Ss continue in order until everyone in the group gives his/her opinion. For more information or clarification, Ss may be allowed to interrupt politely using the phrases seen for doing so.

Stages 7 and 8

Each team presents the radio program to the class. Ask Ss to listen to other groups and make notes on anything that is unclear or they would like to ask about.

After each groups presentation, ask and answer questions about each groups chosen program.

BOOKS

Publishing house Teachers

Book Activity Book

Readers

All Ready! 1 Macmillan

from 62 to 74

from 52 to 65

Reader

from 46-58

Brilliant! Teens 1 Santillana

from 74 to 92

from 66 to 81

Stories

from 19-30

Crossover 1 University of Dayton

from 82 to 101

from 39 to 48

Narrative

from 81 to 92

Teens Club 1 Castillo

from 59 to 77

from 48 to 69

Narrative

from 48 to 54

Yes, we can! Richmond

from 34 to 43

from 34 to 43

Fiction

from 15 to 26

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 http://www.bbc.co.uk/worldservice/learningenglish/radio/studyguides/

http://www.imagen.com.mx/ana-maria-salazar-eng http://www.learn-english-today.com/news/news.html

http://learningenglish.voanews.com/