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

antes PNIEB

CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015

GRADE: Second grade UNIT: 4B

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

LEARNING ENVIRONMENT: Literary and Ludic

SPECIFIC COMPETENCY: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT

THE LANGUAGE BEING THROUGH THE

LANGUAGE

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.

Check short literary essays.

Select texts based on their index.

Identify textual organization.

Identify publishing data.

Determine topic, purpose, and intended audience.

Establish links between familiar and foreign cultural aspects.

Understand the general meaning, main ideas, and some details in a short literary essay.

Read short literary essays about a cultural aspect.

Use different comprehension strategies.

Formulate and answer questions.

Identify sentences used to describe a cultural aspect.

Distinguish between examples and explanations from main ideas.

Compare cultural aspects.

Describe and compare cultural aspects.

Enlist characteristics of a cultural aspect.

Propose titles for a description.

Write sentences to describe cultural aspects.

Arrange sentences in paragraphs.

Topic, purpose, and audience.

Textual and graphics components.

Patterns of textual arrangement.

Acoustic features.

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

Key words.

Sentence type.

Antonyms.

Verb tenses: progressive forms, past, and present.

Adjectives, adverbs and nouns.

Punctuation.

Homophones

Upper and lower- case letters.

Acknowledge and respect differences between cultures.

Appreciate cultural expressions particular to different countries.

Develop flexibility and value differences among people and cultures

COMPARATIVE CHART Stage 1 Select a cultural aspect to compare between an English-speaking country and Mexico. Stage 2 Consult different literary essays and other sources to get information about the selected cultural aspect. Stage 3 Choose information about the selected cultural aspect for both countries Stage 4 Compare differences and similarities about the cultural aspect from the selected information. Stage 5 Rewrite the information to complete the comparative chart. Stage 6 Make a comparative chart and include the Information. Stage 7 Check that writing is complete and complies with grammar, spelling, and punctuation conventions. Stage 8 Display the comparative chart in an exhibition

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

SUGGESTED ACTIVITIES

Stage 1

Divide the board in two, label one column as Mexican culture and the other column as English-speaking culture. Elicit from Ss what countries are of their interest and why. With your Ss draw a diagram showing all features they can think of, related to culture. They might include holidays, sports, traditional dishes, clothing, art, music, flags, etc.

Ask Ss to get in teams and decide what cultural aspects they would like to compare. Allow Ss time to discuss each category and the different elements they involve.

Have Ss tell you what aspect they want to explore as well as the sources of information they will use for the activity.

Stage 2

Have your Ss carry out the research needed to make the comparison. Encourage them to use different sources to get their information, such as internet, specialized magazines, or even people they may know.

Organize team work so that Ss have the chance to share information and different points of view, take advantages of Ss who might have lived in the States (in case there are any).

Ask your Ss if they are familiar with Venns diagram. Explain to them they are useful to easily see things in common and differences or allow other graphic organizers of information.

It would be a good idea to ask Ss to look for the information in advanced so that the class time is used more efficiently.

Stage 3

Have Ss select the information they are going to use to create the chart. Have them rank the chosen items and include illustrations for them.

Divide the class into groups and ask them to imagine theres an student exchange program sending Ss to your group to study Spanish Have them discuss what cultural activities the foreign student cant miss. Take notes on the board and have a small talk on what the most representative

cultural aspects of Mexico are from Ss perspective.

Help Ss organize their reference material and take notes about the most important elements to include. Remind them to include examples.

Stage 4

Ask SS to check if they have enough information about both cultures so they can compare and establish their similarities and differences.

Have Ss check there is balance in the information; not too much about one culture and too little about the other so they come up with an evenly distributed and balanced chart.

Have Ss proofread their charts by dividing the tasks; some Ss can check subject and verb agreement, others one can check spelling with the help of a dictionary, others punctuation, etc.

Have your Ss exchange their charts for peer correction and questions on the corrections they do not understand.

Stages 5 and 6

Have your Ss rewrite the information in the final charts making sure they include all the corrections and feedback provided by peers and yourself. Monitor as necessary, giving indications as to how their charts can be improved. Avoid direct correction; make Ss think and reflect so that they themselves get to the right versions.

Challenge Ss to make the most creative and attractive chart. Encourage the use of graphic components to make their charts more attractive.

Ask SS to make the comparative chart including all the previously mentioned items.

Remind Ss charts should include all the selected information and that they should be written clearly and made up with sentences that are easily read.

Stage 7

Monitor your Ss work to make sure the writing is complete and complies with grammar, spelling and punctuation conventions.

Have one team present their chart to another team and then switch teams until all the teams have the chance to see the others team work. Encourage your SS to ask questions and express what the most interesting features of every chart were.

Stage 8

Display the comparative chart in an exhibition. If at all possible invite other groups and school authorities to visit the exhibition. Make sure all Ss in the teams take turns to guarantee even participation.

Encourage Ss from other groups to attend the exhibition and feel free to provide positive feedback at all times.

If time allows, prepare an assessment instrument such as: a check list, rubric, portfolio, or any other official instrument so that they are in a position to offer feedback to one another and let them make suggestions for further improvement. Make sure the criteria for evaluating is crystal clear to make a fair evaluation that is enriching for both parts, those evaluating, and those being evaluated.

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

antes PNIEB

BOOKS

Publishing house Teachers

Book Activity Book

Readers Book

All Ready!

Macmillan pp.114-126 pp.112- 25 Reader

pp.98- 10

Brilliant

Santillana

pp.150-168 pp.142-161 Facts pp.115-128

Crossover

University of Dayton

pp.162-181 pp.79-98 Narrative pp.103-114

Teens Club

Castillo pp.118-132 pp.124-145 Narrative

pp.64-69

Yes we can

Richmond

pp.T74-83b pp.74-83 Fiction pp.39-48

Other resources

http://www.exploreandmore.org/world/default.htm http://www.topics-mag.com/edition11/games-jump-rope.htm

http://library.thinkquest.org/CR0212302/mexico.html