SUGGESTED LANGUAGE STAGES OF THE PRODUCT ?· Complete sentences orally. ... Structure of dialogues.…

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  • SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

    ENVIRONMENT: GRADE: 4th

    SPECIFIC COMPETENCE: UNIT: 1a

    PRODUCT:

    SESS

    ION

    S 1

    -3SE

    SSIO

    NS

    4-1

    0SE

    SSIO

    NS

    11

    -12

    CLOSING CLOSING

    Read the dialogues aloud

    respecting turns of participation,

    address the concerns of the

    members of the team to whom it

    may concern (teachers, principal,

    etc.) so that they can be resolved.

    Share the story with other teams.

    Complete sentences orally.

    Use sentences as a model to

    express personal concerns.

    Acoustic characteristics.

    Participants and intended audience of

    the communicative situation.

    The hoop is broken.

    You look happy.

    How are you?

    I'm fine, and you?

    See you tomorrow.

    happy, glad, mad, sad, upset,

    broken, dirty, my, his, yours,

    in, out, healthy, cheap,

    expensive, Spanish teacher,

    trainer, wave, shake, smile

    Notice tone, fluency, and

    intonation. Write down sentences

    that express personal concerns

    about school, based on a model.

    Revise spelling and punctuation. P

    rom

    ote

    th

    e u

    se o

    f lo

    gic

    no

    rms

    of

    dia

    logu

    e in

    tera

    ctio

    n.

    List

    en

    to

    th

    e p

    ers

    on

    sp

    eak

    ing,

    an

    d r

    esp

    ect

    tu

    rns

    of

    par

    tici

    pat

    ion

    . Sh

    ow

    re

    spe

    ct t

    ow

    ard

    s th

    e p

    artc

    ipat

    ion

    of

    oth

    ers.

    DEVELOPMENT DEVELOPMENT

    Write the sentences respecting

    turns of participation. Add

    greetings and farewell expressions

    to the dialogue. Check that the

    writing of sentences is complete

    and complies with spelling

    conventions. Write the final version

    of the expressions on the comic

    strip format.

    Identify structure of dialogues. Clarify

    the meaning of unfamiliar words and

    colloquial terms. Identify greeting and

    farewell expressions. Identify

    sentences to express concerns. Use

    contextual clues to understand

    meaning. Participate in the writing of

    sentences that express concerns.

    Dictate and complete sentences. Write

    one's own sentences, based on

    models. Complete sentences based on

    a set of words. Identify punctuation

    and spaces between words.

    Structure of dialogues. Topic, purpose,

    participants, and intended audience of

    the communicative situation.

    Contextual clues. List of suitable words.

    Adjectives, personal pronouns, and

    prepositions. Conventional spelling of

    words without alterations,

    substitutions, or contractions.

    Punctuation.

    I am happy, because

    The food in the store is

    I feel sad, becasue

    Can I help you?

    Healthy, Sick.

    Cheap, Expensive.

    There is / There 's.

    I get upset when

    happy, glad, mad, sad, upset,

    broken, dirty, my, his, yours,

    in, out, healthy, cheap,

    expensive, Spanish teacher,

    trainer, wave, shake, smile

    Contextual clues: non-verbal

    codes ( gestures, body postures,

    signs, etc). Adjectives. Predict the

    general sense of a dialogue based

    on non-verbal language and

    illustrations. Recognize while

    listening, formulas of greeting and

    farewell, as well as sentences that

    express concern. Complete

    sentences verbally and in writing.

    INITIAL INITIAL

    Choose a classmate to start a dialogue in

    which one or more school-related concerns

    are expressed. Decide on the number of

    turns each speaker will have, the order of the

    sentence, sequence, and the materials which

    will be used to make the comic strip (card,

    poster, etc.).

    Predict general sense. Point out

    speakers and distinguish their

    turns of participation. Notice tone,

    fluency, pauses, and intonation.

    Identify structures of dialogues.

    Identify words that express

    concerns.

    Structure of dialogues.

    Topic, purpose, participants, and

    intended audience of the

    communicative situation.

    List of suitable words.

    Adjectives, personal pronouns, and

    prepositions.

    STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

    STRUCTURES

    Familiar and Community

    Interpret a dialogue about school-related concerns

    VOCABULARY SUGGESTED ACTIVITIES

    Talk and write to participate in every day dialogues

    There is/are____

    My classmates___

    My chair____

    The children___

    The school is_____

    happy, glad, mad, sad, upset,

    broken, dirty, my, his, yours,

    in, out, healthy, cheap,

    expensive, Spanish teacher,

    trainer, wave, shake, smile

    Predict the general sense of the

    topic based on illustrations. Point

    out the images and differentiate

    the turns of intervention in a

    conversation. Recognize the

    structure of a dialogue.

    Comic strips

  • ACHIEVEMENTS (Tick when reached):

    Identifies some words to express concerns. Identifies punctuation in the transcription of a dialogue.

    Uses contextual clues to understand meanings. Identifies the structure of a dialogue.

    Identifies the speakers and turns in a dialogue.

    ASSESSMENT

    OBSERVATIONS:

    Use TPR to introduce or review

    classroom commands that the students

    should follow at school.

    Prepare sign cards with expressions

    written on them to encourage Ss to

    visualize, read, and say.

    Play "Mirror" to practice non-verbal

    language and gestures.

    Oral

    Check pronunciation.

    Monitor students development

    when participating in oral

    activities.

    Check understanding.

    Use pair and team work.

    Encourage Ss to use common

    classroom language.

    Construction paper

    Flashcards

    Speech balloons

    Word and sentence strips

    Pencil

    Scissors

    Teacher's own material

    Use different activities to motivate Ss.

    Invite Ss to make a Bulletin Board at the end of the unit.

    Teacher should promote BEING throughout the whole unit.

    Take notes about students performance.

    Try to make students interact with partners.

    Encourage students to use English in and out of the classroom.

    WARM UPS MATERIAL MOTIVATIONAL IDEAS

  • SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

    ENVIRONMENT: GRADE: 4th

    SPECIFIC COMPETENCE: UNIT: 1b

    PRODUCT: Booklet with song lyrics

    SESS

    ION

    S 1

    1-1

    2

    CLOSING CLOSING

    Check the rewriting of the song to

    make sure it is complete and

    complies with spelling conventions.

    Sing and read along the lyrics of the

    song. Display the booklet in an

    appropriate place inside or outside

    the classroom.

    Identify phonetic aspects and emotional

    effects. Follow the rhythm of a song with

    the support of a text. Identify changes in

    intonation. Identify rhythm, stress, and

    intonation of words and phrases in songs.

    Establish a relationship between reading

    aloud and writing verses and phrases.

    Acoustic characteristics.

    Absent or non-frequent vocalic sounds

    in the native language.

    Conventional writing of words without

    alterations, substitutions, or

    contractions.

    Can you follow the rhythm?

    Guess

    Listen

    Kinds of music: Blues, Cumbia,

    Electronic, Jazz, Opera, Pop, Rap,

    Reggae, Rock and Roll, Salsa,

    happy, sad, song, sing, stanzas,

    verses, orchestra, symphony,

    public, people, rhythm,

    performance, vocabulary

    according to selected songs

    Have students perform a song.

    Make a booklet and share with

    other peers.

    Identify emotions in a song. Listen

    to and explore song lyrics.

    Encourage students to say kinds

    of music they know.

    SESS

    ION

    S 4

    -10

    DEVELOPMENT DEVELOPMENT

    Design and make the booklet.

    Divide the stanzas among the

    teams and rehearse their reading

    aloud. Rewrite the chorus and

    stanzas of the song lyrics in the

    booklet.

    Identify the structure of a song.

    Identify specific characteristics in

    the writing of words and sentences

    (words simliar to those in Spanish,

    letters or consonant clusters that

    are less frequent or absent in the

    mother language, etc.) Guess the

    meaning of words according to

    context. Use punctuation to read

    or sing a song. Complete verses or

    phrases based on a list of words.

    Structure of songs: verses and stanzas.

    Textual components. Contextual clues.

    Punctuation. Conventional writing of

    words without alterations,

    substitutions, or contractions. Upper

    and lower case letters. List of suitable

    words.

    How many stanzas are there?

    Is it a happy or a sad song?

    Is it easy or difficult to sing?

    Why?

    How many verses are there?

    Upper case and lower case letters.

    Write

    Spell

    Kinds of music: Blues,

    Cumbia, Electronic, Jazz,

    Opera, Pop, Rap, Reggae,

    Rock and Roll, Salsa, happy,

    sad, song, sing, stanzas,

    verses, orchestra, symphony,

    public, people, rhythm,

    performance, vocabulary

    according to selected songs.

    Use dictionary. Visualize lyrics.

    Visualize two words and invite

    students to rhyme them.

    Visualize, explain, and give

    different models of punctuation

    and identify specific features in

    the writing of words (similar to

    those in Spanish).

    SUGGESTED ACTIVITIES

    SESS

    ION

    S 1

    -3

    INITIAL

    Ide

    nti

    fy s

    on

    g ly

    rics

    as

    a re

    flec

    tio

    n o

    f em

    oti

    on

    s an

    d e

    xper

    ien

    ces.

    Ap

    pre

    ciat

    e t

    he

    Engl

    ish

    lan

    guag

    e. (

    Pro

    mo

    ted

    in a

    ll

    clas

    ses)

    INITIAL

    Choose songs.

    Predict the topics of songs. Identify

    topic, purpose and intended

    audience. Guess the meaning of

    words according to context.

    Identify social situations in which

    songs are sung.

    Topic, purpose, and intended audience.

    List of suitable words.

    Do you sing songs on special occasions?

    Which happy and sad songs do you know?

    What kind of music do you know? I like... I

    don't like Yes /No What's your favorite

    song?

    Kinds of music: Blues, Cumbia,

    Electronic, Jazz, Opera, Pop, Rap,

    Reggae, Rock and Roll, Salsa, happy,

    sad, song, sing, stanzas, verses,

    orchestra, symphony, public, people,

    rhythm, performance, vocabulary

    according to selected songs

    Read and sing songs

    Literary and Ludic

    Interpret and sing songs of interest to the class

    STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

    STRUCTURESVOCABULARY

  • ACHIEVEMENTS (Tick when reached):

    Identifies social situations in which songs are performed. Completes phrases or verses based on a list of words.

    Uses contextual clues and illustrated bilingual dictionaries to clarify the meaning Follows the rhythm of a song with the support of a text.

    of words.

    ASSESSMENT

    OBSERVATIONS:

    WARM UPS MATERIAL MOTIVATIONAL IDEASUse TPR to introduce or review

    classroom commands that the students

    should follow at school.

    Oral.

    Check pronunciation.

    Monitor students

    development when participating in

    oral activities.

    Check understanding.

    Use pair and team work.

    Encourage Ss to use common

    classroom language.

    Dictionary

    Images

    Songs

    Construction paper

    Flashcards

    Speech balloons

    Word and sentence strips

    Pencil

    Scissors

    Teacher's own material

    Have students make a public performance.

    Record a song or songs and make a CD.

    Work in groups.

    Make a brochure.

    Teacher should promote BEING throughout the whole unit.

    Take notes about students' performance.

    Try to make students interact with others.

    Encourage students to use English in and out of the classroom.

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