Programa Nacional de Inglés en Educación BásicaPLANEACION MUESTRA

School: Cycle: 4 Grade: 1st grade Groups: A,B,C,D.Teacher:

Social Practice of the language: Understand and use information about goods and services.Date: From: To:

Social environment: Familiar and community Unit: 1 Lesson plan:Specific Competency:Give and receive information for performing community serviceProduct 1: Acting-out a dialogue

PRODUCT Stages: Doing with the language Knowing about the language

Achievements Time Procedure(teaching strategies)

Assessment Materials

Leveling Basics:

Introduction (classmates, teacher)

Greetings

-Introduce and greet each other

Permanent activity:Greet each other, everyday

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

- Greetings and introduction

- Hello, good morning-

- how are you?. I’m fine, thanks.

- What’s your name?My name is____

- Good bye, see you soon!

- Introduce, greet classmates

• Predicts the general meaning from words and expressions similar to those of the mother tongue or through non-verbal language. (Use of Cognates, modeling, ilustrations)

SESSION 1: ICE BREAKING

Beforehand Preparation:- Flashcards with vocabulary will be

pasted on the wall in order to understand the dialogues ss will perform.

- Disciplinary dialogue already written on the board

1.1.T introduces him/herself to the students and guide them to introduce themselves, too, by following his/her lead.

1.2.T hands out nametags for the students to write their names and wear them. T will wear also his/her nametag.

1.3.T writes a short disciplinary dialogue on the board to facilitate participation and interaction among the students when introducing each other.

1.4. T asks the students to stand up and go around the classroom introducing themselves to the rest of their classmates, following the disciplinary dialogue on the board (changing their personal information).

Leveling Basics:

Rules

Give opinions and agree on the classroom rules.

• Repertoire of words necessary for this social practice of the

• Predicts the general meaning from words and

SESSION 2Leveling: Establishing rules

language:

- Classroom rules:

E.g.- Take turns,

raise hands, keep silence, keep your table clean

- No fighting- Listen

carefully- Follow

instructions

expressions similar to those of the mother tongue or through non-verbal language. (Use of Cognates, modeling, ilustrations)

Beforehand preparation:Labeled Flashcards with vocabulary (sentences) regarding classroom rules pasted on the walls.

2.1. Permanent Activity:T greets their students and asks them to greet each other.

2.2.Establishing rules together: In teams of 4, T guides Ss to make a list of rules created by themselves, giving them some examples.

(Only Ss may speak Spanish, T will be translating their opinions and write them on the board)

2.3.T writes the rules agreed on with the Ss, on the board and asks the students to write them down and create labeled flashcards if necessary.

2.3 T asks students as homework to investigate what a Community service is, and bring pictures, (images/ illustrations) of an example.

Goals Writing Today’s date.

Permanent activity:Greet, write today’s date, attend classroom rules.

• Repertoire of words necessary for this social practice of the language:

Today is (month, day, year)

- Days- Ordinal

numbers (1st. 31st)

- Months- Cardinal

numbers (year)

Purpose:- Objective- Product- Community

service

Learn the purpose of the unit/social practice of the language/product

• Predicts the

SESSION 3: Leveling Through the product:

3.1.Permanent Activity:T writes down the date on the board, in such a way that students participate and learn new vocabulary.

T greets their students and asks them to greet each other and introduce themselves with the activity on P. 12

3.2.T presents Ss the main goal of the unit as well as each achievement to be fulfilled. T shows a sample of the product they will create and explain its academic purpose.

3.3.T asks the Ss to paste their Community Service Illustrations (homework) on the wall, eliciting them

Permanent Assessment: responsibility (homework)

(Attitude scale)

Diagnose Ss’ previous

Vocabulary: (brought by students)

general meaning from words and expressions similar to those of the mother tongue.

to participate and answer simple questions to find what these flashcards have in common, regarding topic, purpose, environment, background noise.

3.4.T pastes the names of the community services at random on the side of the wall, for the students to match them.

3.5.Ss listen a dialogue about community helpers performed between a Teacher and his/her students. Students identify known vocabulary. (Use of colorimetric strategies)

knowledge of English through

participation(Observation

guide)

Flashcards

Leveling through the product:

Stage 1––Choose a classmate to act-out a dialogue about providing services.

• Repertoire of words necessary for this social practice of the language:

- Problems- Solutions- Community

services

Identifies topic, purpose and intended audience.

SESSION 4

Stage 1:

Elicit from Ss the problems or the community services that need to be attended to at school. Brainstorm ideas about why those problems need to be attended and what could be done to solve the problems or improve the services.

Ss may cast a vote and register the information on the most pressing needs about community service on a grid or graph. Once they democratically decided, they express possible actions that could be taken in order to meet that need.

Ss get together in order to form pairs and decide what they are going to express to give and receive information on the task assigned. In the same pairs, Ss identify topic, purpose and the audience they intend to present the dialogue to. Ss identify key words and two types of register language.

Stage 2––Choose the community service about which information is to

Listen and check a dialogue about the performance of communityservice.

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

SESSION 5Stage 2:Once Ss have chosen the topic and identified the vocabulary they need, expose

beexchanged.

• Recognize topic and purpose.• Discriminate environment sounds and background noise.

• Identify form of communication.

• Distinguish between intonation and attitude.

• Establish the relationship between participants.

The usage of disciplinary dialogues: Conversations that give the students the change to change concepts, vocabulary, or complete phrases according to their own context and previous knowledge.

• Repertoire of words necessary for this social practice of the language:

them to the language needed to communicate when giving and receiving information for performing community service. Ask them to work in groups and analyze the different characteristics that community services have.Group Ss and provide them with an application format to analyze and fill out, and then ask them to explain to the rest of the class in the form of a short presentation. In this way, Ss will have the chance to explore different application formats to be filled out with relevant information.

Stage 3––Decide roles and turns ofparticipation.

SESSION 6Stage 3:

Ss decide what they want to include in their dialogue and they attempt the construction of their dialogue. Expose Ss to dialogues pre-selected to suit the purpose of giving and receiving information. Ss do note-taking to discover the functional language needed for this task. Back in a plenary session, Ss provide the phrases, functions, and structures needed for the dialogue. Through monitoring, promote self and peer correction, and if necessary use direct correction. Monitor the activity to make sure Ss are actually attempting the dialogue with a good repertoire of words, relevant structures, and appropriate functions.

Stage 4––Check that sentences are understood when spoken and listened to.

Understand the general meaning and main ideas.

• Activate previous knowledge.

• Find out the meaning of words.• Predict the general meaning.• Distinguish composition of expressions.

• Topic, purpose and intended audience.

• Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.

Predicts the general meaning from words and expressions similar to those of the mother tongue.

Distinguishes expressions in oral exchanges.

Recognizes the composition of

SESSION 7Stage 4:

Ask Ss to bring along posters, flyers and different types of texts from which they can extract information for their own projects, and ask them to discuss the kind of information they would like to include in their project. Having decided on the contents, Ss proceed to make their dialogue. Encourage Ss to use the language, do not spoon-feed. Ss may write their dialogue

• Identify words used to link ideas.• Find key words.• Recognize the behavior of speakers and listeners that support the meaning construction.• Determine sequence of statements (for example: description, instruction, etc.).

expressions in oral exchanges.

interventions on pieces of paper to be shown to the teacher for correction and enrichment before presenting them to the other couples; they can even exchange dialogues with other teams and act them out.

Stage 5––Write sentences to give and receive information.

Exchange information about the performance of communityService.

• Choose a suitable word repertoire.

• Use an appropriate speech register based on the addressee.

• Write sentences.

• Form of communication: on-site, distance.• Structure of dialogue, opening, body, closure.• Speech register.• Composition of expressions.• Similarities and differences between the mother tongue and English language.• Sentence types.• Connectors (e.g., if, then, and, because).• Verbs: modals.

Produces expressions to provide information

Adjusts volume and speed.

SESSION 8,9Stage 5:

Expose Ss to models of the type of exchange they have to participate in. Having analyzed this information, Ss make notes of the type of language they want to add to their own productions. Ask them to work in teams and exchange sentences for peer correction. Choose a spokesperson to read the sentences aloud for the rest of team, and in teams give the sentences a final revision. Direct Ss’ attention to the key elements of the product to make sure the contents from the doing, knowing and being are properly covered. Ss may decide the types of sounds, noises and special effects they would like to insert while producing their dialogue.

Stage 6––Practice sentences.

• Read sentences to practice pronunciation.

• Organize sentences to establish turns of participation.

• Include relevant details and interesting information.

• Establish tone and intonation of sentences.

• Formulate and answer questions to give and request information.

• Acoustic features: tone, intonation and pronunciation.

SESSION 10,11Stage 6:

Having identified the type of exchange they need to produce, Ss proceed to sit down and rewrite or edit their own dialogues. Monitor as necessary and promotepeer correction. As a last resource, use direct correction.

In their same pairs, Ss practice the dialogue in a low voice so that the rest of the group still keeps the element of surprise when the pairs come to front to act it out.

Ss may want to exchange their dialogues so that the different pairs have the chance to produce the others and having

experienced a dialogue that is not theirs;they can be given the chance to enrich it with the right intonation, tone and pronunciation.

Offer Ss an assortment of connectors so that Ss want to try them out for the final reading of their dialogues.

Ask Ss to take turns and perform the dialogue in front of the class, the rest of the Ss can also participate by adding ideas to solve the problem or improve the service.

Ss take turns to come to the front and act out the dialogue. The rest of the group may express their opinion and suggestions for further improvement.

The group is asked to identify the opening, body and closure of these dialogues, and the speech register they have used depending on the audience they are to present this to. Ss’ attention should be concentrated on stress and intonation.

Stage 7––Perform the dialogue. • Start a dialogue with the

help of written guidelines.

• Adjust volume and speed.

SESSION 12Stage 7 If the school logistics allows it, ask for permission to reproduce the dialogues in other groups and other grades. Prepare the presentation with noises and sounds.

Ss may select a panel to invigilate the appropriate participation, and the right attitude when pairs are at the front or when they become the audience to guarantee respect and acceptance all along.

Being through the language:• Participate appropriately during oral exchanges.• Foster confidence within interpersonal relationships.

Comments and reflections:

BOOKS

Publishing House Teacher’s Book Student’s Book Readers

“All Ready! 1” pp. 23-35 pp. 6-21 ReaderMacmillan pp. 7-19

"Brilliant! Teens 1" pp. 17-29 pp. 12-24 FactSantillana pp. 73-86

“Crossover 1” pp. 23-42 pp. 8-18 InformativeUniversity of Dayton pp. 4-16

“Teens Club 1” pp. 32-36 pp. 7-13 InformativeCastillo pp. 6-14

"Yes, we can! 1" pp. 4-13 pp. 4-13 FictionRichmond pp. 5-15

Other resourceshttp://www.onestopenglish.com/teenagers/skills/warmers/

http://learnenglishteens.britishcouncil.org/http://www.learn-english-today.com/fun/fun_activities.html

http://genkienglish.net/juniorhigh.htmhttp://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607

http://a4esl.org