DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA VALLE DE MXICOSEIEM

ESCUELA SECUNDARIA TCNICA N 192 CARMEN SERDNBIMONTHLY PLAN 2015-2016SOCIAL PRACTICE OF THE LANGUAGUE: Understand and express information related to goods and servicesENVIROMENT: Familiar and CommunitySPECIFIC COMPETENCE: Offer and understand suggestions in order to buy or sell a productPRODUCT (PROJECT): Goods CatalogueCYCLE: 4GRADE: 2UNIT: 1-A

STAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALShow assertiveness when making decisions. Foster courtesy in interpersonal relationships.

INITIAL

SESSION 1-2Listen to a short dialog where a transaction is taking place. Select the goods to be included in the catalogue.

Activate previous knowledge to anticipate the general meaning and main ideas.Identify terms that are similar to those in the mother tongue.Identify sounds that reveal the location where a dialogue takes place.Formulates questions and answers to understand a dialogue.Determine sequence of enunciation.Contextual clues Topic, purpose, and intended audience

Excuse me. Can you help me?Have you got..?Can I see it?Does it have a guarantee?How much does it cost?Can I help you?Let me show you the..How will you be paying?TransactionSupermarketMallStreetGuaranteeCashCost

Have Ss listen to a recording of a transaction takingplace, in the street, in a supermarket, in a mall, etc.Ask Ss to focus on the back ground noise and have them identify where the transaction is taking place.

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SESSION 3-10Design the catalogue format and illustrate the products.Write suggestions about the products included in the catalogue.Check that the suggestion comply with gramar, spelling and punctuation conventions.Practice the enunciation of suggestions using the catalogue as a guide.Identify topic and purpise.Identify the relationship between speakers.Identify way to express suggestions.Identify strategies to emphasize meaning.Take on the role of the speaker to start a dialogue.Seek confirmation and information in the dialogue.Determine the linguistic resource to link sentences together.Detect expressions to argue or object.Produce expressions to argue or object to the purchase os selling products.Include relevant details and interesting information.Construct expressions to offer alternatives to suggestions.Structure odf dialogues.List of suitable words.Verbs: modals.Verbs forms: subjunctive.Connectors.Adjective: qualifying, comparative and compund.Comparative structures.Adverbs of degree.Sentence type.How much does it cost?Can I help you?Have you got?Let me show you theHow will you be paying?Will it be card or cash?What do you think?This is better than that one.That is more expensive.That is bargain.Its quite expensive.No, I dont think it is.Money.SizeType / kindColorstemsExpensive / cheapNegotiateCompareAgree / disagreeCheap / cheaperExpensive / more expensiveGood / betterBad / worseSale / bargainHave Ss listen again to the recording of the transaction this time Ss focus on what is being said, and the kind of language being used.Have Ss think of a transaction and have them make up a dialogue where Ss are comparing products, and to negotiate a better price for.

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SESSION 11-12Practice the enunciation of suggestions using the catalogue as a guide. Present the catalogue to a previously selected audience.Detect rhythm, tone, speed and intonation.Select and adjust verbal and nonverbal behaviors for specific audience.Use linguistic resources to link sentences.Use strategics to emphasize meaning.Acoustic features.Best buy ever!You will never go out without it!Very reasonable prices.BeautifulNiceUsefulPracticalAccesible priceHave Ss make their own godos catalogue, where they describe the product, the availability, the cost, etc.Have Ss display their work around the classroom.

Achievements (Tick when reached):_____ Anticipates the general meaning and main ideas by listening to familiar expressions._____ Identifies main ideas in oral exchanges._____ Searches for confirmation in an oral exchange._____ Produces expressions to argue or object._____ Adjusts tone, rhythm, and intonation in producing oral texts.

SOCIAL PRACTICE OF THE LANGUAGUE: Read and understand different types of literary texts from English speaking countries.ENVIROMENT: Literary and LudicSPECIFIC COMPETENCE: Refer fantasy literatura and describe characters.PRODUCT (PROJECT): Cosmic TripCYCLE: 4GRADE: 2UNIT: 1-B

STAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALAcknowledge creativity and imagination in the perception of reality.Enjoy reading.

INITIAL

SESSION 1-2Select, read and explore a fantasy narrative.Determine the episode to be included in a comic strip.Identify textual arrangement.Identify publishing data.Actvate previous knowledge to determine topic, purpose, and intended audience.Use different comprehension strategies.Clarify meaning words.Topic, purpose, and intended audience.Colophon; publishing house, year, location, etc.Patterns of textual arrangments.What is the story?In the Sunday paper there are many comic strip.Are these comic strips for children, adolescent or adults?

Comic stripsColorfulFunnyNewspaperMagazinesCharactersStory

Provide Ss with various comic strips, from magazines, newspaper or other resources.Have Ss choose their favorite and read it focusing on the lay out and the kind of components it has.Have them compare with others.

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SESSION 3-10Design the format for the comic strip, defining spaves for dialogues and descriptions.Adjust the information to write the dialogue.Write brif descriptions for the characters and events.Check that the writing of dialogues comply with gramar, spelling and punctuation conventions.Incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them.

Distinguish implicit from explicit information.Formulate and asnwer questions to dtermine characters actions and abilities.Identify actions used as names or as charcaterstic qualities.Detect words and expressions used to describe physical features of characters.Describe physical characteristics, abilities and actions to discover charcaters.Complete sentences base don characters actions and abilities.Recognize events in paragraphs.Put sentences into paragraphs.Elements: characters, events, narrator, etc.Patterns of textual arrangments.Verb tenses. Past and past perfect.Verb forms. Gerund and past participle.ConditionalsHomphones.

The narrator explainswhat happens in the story.The setting is found inThe events areThe hero rescued the kitten from the tall tree.The lady in danger was rescued by our hero.It was a bright sunny day whenThe knight in shining armour came in the dead of the nightNarratorEventsSettingPlotColorfulAbilitiesStrongHeroRomanticCountry sideCityNeighborhood

Have Ss crate their own characters, setting, plot, and ending in order to write their own comic strip.Have Ss write their own comic strips using authentic materials.Have Ss describe their characters and their abilities.Say if the carcter is strong, funny, hero, romantic, etc.Have Ss describe the setting of the story , say if it is in the city, country side, neighborhood.

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SESSION 11-12Rehearse the dramatized Reading of comic books to check understanding.Perform a dramatized Reading of the comic book.Express personal reactions to a text.Listen to others opinions to identify different interpretations.Differences between british and american variants.Direct and indirect speech.Who are the characters?What is happening?What is the story about?Do you like it?Have Ss share their work with the rest of the class.Display if posible.

Achievements: (Thick when reached):__ uses strategies to support the understanding of narratives.__ anticpate the general meaning and main ideas from details.__ distinguishes explicit from implicit information.__ formulates and answer questions to distinguish and verify specific information.__ describes characters and abilities.

SOCIAL PRACTICE OF THE LANGUAGUE: Understand and write instructionsENVIROMENT: Academic and EducationalSPECIFIC COMPETENCE: Understand and write istructions to face an environment emergencyPRODUCT (PROJECT): Instructions manual to face an environmental emergencyCYCLE: 4GRADE: 2UNIT: 2-A

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALUse language to prevent and face problems. Take decisions to protect and safeguard physical integrity. Act a supportive and responsible way with the group and the community.INITIAL

SESSION 1-2Read emergency instructions manuals.Chiose environmental emergency and look for information on how to face it.Anticpate the general meaning.Predict content.Identify specfic language.Draw the istructions to confirm understanding.List of suitable words.Syntactic particularities of the English language.What can be an environmental emergency?How do these emergencies come about? Can you exlain your ideas?EnvironmentEmergencyFloodsTornadoesEarthquakesVolcanoOil spillPandimoniumProvisionsProvide Ss with newspaper or magazine articles about various nature or environmental emergencies.Have Ss discuss the information.Have them ask questions to fully understand the text.

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SESSION 3-10Write istructions on how to face an environmental emergency.Order the sequence of sintructions and illustrate them.Edit the instructions to write the final versions fo the instruction manual.Agree on a design to display the instruction manual in a bulletin board.Identify the purpose and intended audience.Examine the distribution and use of the graphic and textual components.Identify textual organization.Identify abbreviations and clarify the meaning of unknown terms.Recognize steps an the descripton that explain or exemplify them.Enlist words that determinate the sequence of steps.Write steps in simple and complex sentences.Broaden, explain and exemplify steps.Arrange steps ina sequence.Make instructions manuals based on the writing of steps.Read to check punctuation an spelling convention.Mark and solve doubts.Remove, add, and change information about the text.Write a final versin.Topic, purpose and intended audience.Graphic and textual components.Atterns of textual arangements: list of steps or instructions.Sentence types.Adverbs of time and relative adverbs.Abbreviations.Prepositions and prepositional phrases.Punctuation.Suffixes and prefixes.Who would read this information?Its distributedWhat is the meaning of?I dont undertstand.Lets look in the dictionary.First you wouldYou have to considerLet me explain.How do you spell?Can you check my spelling?Let me check.I have to change thisAudience.Topic.Purpose.Meaning.Organization.Texts.Questions, exclamations.Sentences.Early, late, rapidlySlowly, quicly.To, for, behind.Between.To the park.Prefex: a, an, be, bi.Contra: di, extra, fore, infra, intro, pre, un.Sufix: able, dom, ful, Hood, ish, ment, ship.Have Ss decide on an environmental emergency and have them look for information that will help them face the emergency.Talk about the most important factors.Begin a rough draft.Have Ss check their first draft and have them make the appropriate changes, focusing on the most important or relevant ppints that will help their survival.Have Ss write the final versin of the manual.

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SESSION 11-12Set up a bulletin board to disseminate the manuals among the school community.Display the manual son bulletin boards around the school.PronounciationThis ir our manual.Any questions?Give Ss time to present the works.

Achievements (tick when reached)___ clarifies the meaning of unknown terms in order to broaden and refine vocabulary.___ understand and points out the order of components, useful information and main ideas of an emergency manual.___ writes and classifies sentences in order to create sequence instructions.___ removes add and changes information to edita n instruction manual.

SOCIAL PRACTICE OF THE LANGUAGUE: interpreta and express information published in diverse media.ENVIROMENT: Familiar and CommunitySPECIFIC COMPETENCE: write dialogues and interventions for a silent short filmPRODUCT (PROJECT): script for the dubbing of a silent short filmCYCLE: 4GRADE: 2UNIT: 2-B

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALValue cinema as a means to reflect emotions and experiences of people and their culture. Aprreciate cultural expressions particular to English language. Know particular behavior of people from English speaking countries.

INITIAL

SESSION 1-2Select a salient short film.Watch the scenes and choose one.Anticipate the general meaning and main ideas.Establish genere.Identify topic, purpose, and intended audience.Establish settings where the actions take place.Identify different characters.Identify relationships between settings, actions and sound effects.Dtermine the intention of actions.Genre, topic, purpose, and intended audience.Contextual clues.Non verbal language.What kind of movies do you like?What kind of audience watches that kind of movie?Who is the main carcter?Who are the supportive chercaters?AudienceTopicModosActionsFastSlowFunnyDramaticScary

Have Ss watch an old movie (Charlie Chaplin)Have Ss think about the importance of the actions in roder to understand without sound.Have Ss identify characters and plot of the movie.

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SESSION 3-10Suggest and write dialogues and interventions for echa character.Organize dialogues and interventions for the scene.Check the structure of dialogues and interventions comply with gramar, spelling and punctuation conventions.Put together a script which contains dialogus and interventions corresponding to the short film scene.Associate the writing with dialogues and or interventions.

Suggest sentences to write dialogues and interventions.Organize sentences into sequences to perform dialogues.Write dialogues and interventions.Use linguistic resources to link sentences together and reprashe expressions.Include examples, relevant details and interesting information.Formulate questions to understand content.Answer questions to describe motivations, hopes, aspirations and ambitions.Clarify the name of unknown objects, actions or concepts.List of suitable words.Types of sentences.Adverbs.Connectors.Modal verbs.What do you think should happen first?According to the plotThe next part is aboutThe story has a happy/ sad/ tragic ending.The main idea is.The details areWh questionsWhats the name again?DialoguesArgumentPlotSequenceBeginningMiddleEndMotivationHopeAspirationAmbitionWh questions.

Have Ss think of an argument for their movie.Have them think about the beginning, the middle and end of story.Make up the characters and the sequence of the scenes.Work out the details of ecah scene.Prepare a script for the movie.

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SESSION 11-12Practice the Reading aloud of the script.Perform the duccing.Read dialogues aloud in order to adjust verbl and non verbal language according to specific audience.Adjust volumen and speed.Make the dubbing of dialogues and interventions.Acoustic features.Its my turn nextYou should go slower/ fasterDont shout.Speaker loud.Funny BoringInterestingBravoDialogueinterventionsHave Ss acto ut the scenes of their movie to an audience.

Achivements: (tick when reached)___ anticipates the general meaning and main ideas from previous knowledge and nonverbal language.___ writes expressions to produce oral exchanges___ exemplifies main ideas in an oral Exchange___ rephrases expressions produced during an oral Exchange.

SOCIAL PRACTICE OF THE LANGUAGUE: participate in language games to work with specific linguistic aspectsENVIROMENT: literary and ludicSPECIFIC COMPETENCE: particpate in language games in order to identify sentences rhythm, stress and intonationPRODUCT (PROJECT): hangman gameCYCLE: 4GRADE: 2UNIT: 3-A

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALUse the language to foster the enjoyment of schoolwork. Participate in activities of common interest amog students. Compite with effort and respect.INITIAL

SESSION 1-2Determine the number of teams, players and turns of particpation.Establish rules for the hangman game using sentences.Identify names of games.Identify topic, purpose, and intended audience.Determine the elements that make up the language game.Identify the function of graphic and textual components.Identify participants and the role they play.Determine the number of players and their turns to participation.Identify the steps taken by player and detect the sequence.Define the number of words used in each sentence.Topic, purpose and intended audience.Graphic and textual components.How many languages gams do you know?Who plays this games?Do you like them?How do you use a Word cross puzzle?How many players are in your team?How many points did you get?

PlayersTurnPuzlesCrosswordWord soup ParticipateGuessWinnerPointshangmanPresent various language games like. Crosswords, Word soup, hangman, etc.Have Ss focus their attention on the graphic and textual components.Have them brainstorm for ideas for their posible layouts.Do a survey about preferences games.

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SESSION 3-10Propose and select, secretly within each team a list of sentences with different rhythms, intonation, stress and with or without contractions.Write the sentences.Revise that the sentences comply with grammar, spelling and punctuation cenventions

Suggest a complete sentence.Write sentences.Break up sentences to observe the difference in Word stress when words are isolated and when they are in a sentence.Identify rhythm, stress, intonation in sentences.Read a list of sentences aloud.Guess, infer and discover sentences to practice rhythm, stress and intonation.Composition of expressions: gramatical.Components of expressions and statements.Conventional writing of words.Punctuation. Apostrophe.Upper and lower case lettersDipthongsAcoustica features.How many words should we have in our sentences?Where is the stress in that Word?Read the sentences aloud.The rhythm is different because the contraction.Its a question?Dont forget the question mark.It is a statement.PlayersTurnsPuzzleCrosswordsWord soupParticipateGuessWinnerPointsHangmanStressRhythmIntonationStatementQuestion

Give various examples of sentences in order for students to infer the stress, intonation and rhythm.Model the various sentences.Have Ss practice saying the sentences out loud.

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SESSION 11-12Play hangman.Read the sentences aloud at the end of each round to practice their rhythm, stress and intonation.Dictate sentences.Read sentences aloud to practice rhythm, stress and intonation.Acoustic featuresCan you guess the Word?Can you guess the sentence?Read the sentences aloud.Our team won.How many points did you get?StressRhythmIntonationStatementQuestion

Pay hagnman or anyother language game.Have Ss guess in roder to win.

Achivements: (tick when reached):___ become acquainted with various games.___ identifies the stress of specific sentence parts___ reads and writes sentences to practice rhythm, intonation and stress___ contrasts the stress of words, both on their own and within sentences.

SOCIAL PRACTICE OF THE LANGUAGUE: read and rewrite informative texts for a particular fieldENVIROMENT: academic and educationalSPECIFIC COMPETENCE: rewrite information to explain how a machine or device worksPRODUCT (PROJECT): poster about the operation of a machine or device.CYCLE: 4GRADE: 2UNIT: 3-B

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALINITIAL

SESSION 1-2Choose a machine or device.Search and select information from various resources.Select information from various sources.Identify purpose and intended audience.Recognize textual organization.Reflect on the use of images and illustrations.Topic, purpose and intended audience.Textual and graphic components.How does the stapler work?Is the pulley in a icycle chain a machine?

MachineMechanismTolosForceEffortWork

Present Ss with various machines or devices, ex bicycle, door knob, stapler, etc.Brainstorm for ideas of how these machines work.

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SESSION 3-10Write explanations about its operation.Add illustrations to the explanations.Edit the explanations written.Select information to explain how things work.Clarify technical terms.Point out main ideas and information that broadens them.Use a flow chart to order and link ideas and explanations together.Complete a flow chart with notes that explains main ideas.Write main ideas.Use comparisons as writing strategies.Paraphrase information.Identify graphic resources used to explain the operation of a machine or device.Answer questions to understand comprehension.Patterns of text arrangements.List of suitable words.Comparative and superlatives.Modal verbs.Connectors Phrasal verbs.Adverbs.Why do we use a machines?Why do we use simple machines?How do machines help us?How do simple machines work?What does pulley mean?What kind of machine is a clothes pin?Why does it work?Is a broom a machine?LeverScrewPulleyWheel and axleInclined planeWedgeClothes pinleverBolt screwTape dispenser pulleyDoor knob Wheel and axleInclined plane hndicap rampPocket knife wedgeSimple machines.Encourage Ss to use dictionaries to understand technical terms.Have Ss make notes on the topic of investigation.Have Ss make comparisons of various machines to understand the use of force and effort.Focus on comparatives and superlatives and the ways they are used.

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SESSION 11-12Write the final versin of a poster.Ask for permission to display the posters in different places of the school.Read to check spelling and punctuations conventions.Verify the sequence of sentences.Add, remove and change information.Adjust language according to intended audience and purpose.Write a final versinDisplay Ss work.Syntactics features of English: Split infinitive.Differences between British and American variants.Punctuation.Do you have to charge anything in your poster?Can you verify the spelling and punctuation?Presentation

Have Ss check their work so they can display and present their posters.

Achivements: (tick when reached):___ selects and paraphrases sentences.___ organizes and links main ideas and the information explaining them, in a diagram.___ rewrites sentences in roder to give explanations.

SOCIAL PRACTICE OF THE LANGUAGUE: understand and produce oral exchanges related to leisure situationsENVIROMENT: familiar and communitySPECIFIC COMPETENCE: share personal experience in a conversationPRODUCT (PROJECT): autobiographical anecdoteCYCLE: 4GRADE: 2UNIT: 4-A

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALShow empathy in oral interactions. Collaborate and communicate succesfully with the speaker. Value language as a means for sharing common experiences.INITIAL

SESSION 1-2Select some personal experiences.Share with classmates this experiences.Wirte sentences to write the experiences.Observe and understand nonverbal language.Identify form of communication.Detect rhythm, speed and intonation.Clarify meaning of words.Anticpate the general meaning and main ideas.Identify words used to link ideas together.Identify the composition of expressions.Determine the sequence of enunciation.Topic, purpose and intended audience.Contextual tools.What happened was very funny, scary, etc.What does that mena?I think it meansAutobiographyAnecdoteLeisureActivitiesSituationsExperiencesShareMeaningHave Ss brainstorm for anecdotes related to leisure activities.Have Ss classify them by genre, funny, scary, sad, etc.

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SESSION 3-10Write sentences to express the personal experiences.Check the sentences are understood when said and Heard.Organize sentences into a text to put together the autobiographical anecdote.Practice the enunciation of autobiographical anecdotes.Write sentences to share personal experiences.Organize sentences into a sequence.Incorprate details to main ideas.Formulate questions to clear out doubts, broaden information and confirm understanding.Use expressions and linguistic resources to restore communication.Express personal experiences using direct and indirect speech.Language formula (Greetings, courtesy and fareweel expressions)List of suitable words.Direct and indirect speech.Syntactic differences between British and American varients: used of prepositions.Verbs: modals and causitives.Connectors.Can you write more details in your sentences?What is the main idea in this paragraph?Can you understand the main idea?How can you use gestures to restore communication?Can you expando n that idea?PersonalOrganizeSentencesSequenceIdeasDetailUnderstandCommunicationLanguageQuestionsExpress

Have Ss write thwir ideas in sentences and paragraphs.Have them check the sequence for it to make sense.Check for understanding.Have Ss ask each other questions to confirm their understanding.Have Ss share their experiences orally.

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SESSION 11-12Establish turns or participations.Have a conversation about autobiographical anecdotes.Enunciate personal experiences spontaneously.Use expressions to offer turns of participation.Use strategies to emphasize meaning.Start conversation.Form of communitacion.Acoustic features.Share your anecdote.Be spontaneous.Use mimes and gestures.SpontaneousParticpationEmphasizeConversation

Have Ss share their experiences orally and spontaneously.

Achivements: (tick when reached)___ seeks information___ enunciates personal experiences___ organizes sentences in q sequence___ adapts verbal and non verbal patterns of behavior for a specific audience___ anticipates the general meaning and main ideas to keep a conversation going___ use direct and indirect speech to share personal experiences

SOCIAL PRACTICE OF THE LANGUAGUE: understand and express differences between cultural aspects from Mexico and English speaking countriesENVIROMENT: literally and ludicSPECIFIC COMPETENCE: read short literary essays in order to compare cultural aspects from English speakings and MexicoPRODUCT (PROJECT): comparative chartCYCLE: 4GRADE: 2UNIT: 4-B

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALAcknowledge and respect differences between cultures. Appreciate cultural expressions particular to different countries. Develoe flexibility and value differences among people and cultures.INITIAL

SESSION 1-2Select a cultural aspect to compare between an English speaking country and Mexico.Consult different literary essays and other sources to get information about the selected cultural aspect.Select texts based in their indexIdentify textual organization.Identify publishing data.Determine the topic, purpose and intended audience.Establish link between familiar and foreign cultural aspects.Topic, purpose and audience.Textual and graphic componentPatterns of textual arrangement.What do you think the prpduct will be about?How do you want to get organized?What are the graphic components?ComparativeChartGraphicEssayDifferencesSimilaritiesForeing

Present the product they will be working with throughtout the month.Model the final product for Ss to understand what will be expected of them.Brainstorm for ideas on the stages of the product.

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SESSION 3-10Choose information about the selected cultural aspect of both countries.Compare differences and similarities about the cultural aspect from the selected information.Rewrite the selected information to complete the comparative chart and include the information.Read short literary essays about cultural aspects.Use different comprehension strategies.Formulate and answer questions.Identify sentences used to describe a cultural aspect.Distinguish between examples and explanations frommain ideas.Compare cultural aspects.Enlist characteristics foa cultural aspects.Propose titles for a description.Wirte sentences to describe cultural aspects.Arrange sentences in paragraphs.List of suitable words.Key wordsSentence typeAntonymsVerb tenses: preogressive, past and present.Adjectives, adverbs and nounsPunctuationHomophonesUpper and lower case letters.What is culture?Underline the sentences that describe the various aspects of the culture.Are the differences/ similarities between our culture and another?Write about these differences and similarities.CultureAspectsLiteraryExplanationsDescriptionsInformationToleranceCharacteristicsHolidaysHistoryEventsCulture shockTaboos

Once Ss have selected the literary essay, have them read and analyze.See examples.Identify similarities and differences.Have Ss write notes.Elaborate the charts according to their notes.Illustrate their charts.

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SESSION 11-12Check taht writing is complete and complies with grammar, spelling and puncutation conventions.Display the comparative chart in an exhibition.Propose titles for a description.Edit and write a final versin.Acoustic features.Explain what you have discovered.Can you explain a bit further?EditVersionsExhibitionDisplay

Have Ss edit and make adjustments to their charts.Present their charts and explain their work.

Achivements: (tick when reached)___ distinguishes between exmaples and explanatiosn from main ideas.___ formulates and answer questions about literary essays.___ compares information using antonyms.___ writes sentences to describe cultural aspects.

SOCIAL PRACTICE OF THE LANGUAGUE: produce texts to participate in academic eventsENVIROMENT: academic and educationalSPECIFIC COMPETENCE: write points of view to participate in a round tablePRODUCT (PROJECT): round table discussionCYCLE: 4GRADE: 2UNIT: 5-A

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALLearn to live in a community. Promote respect towards others opinions. Foster cooperation when working in teams.INITIAL

SESSION 1-2Chose a civic and ethical topic to participate in a round table.Read texts from various sources.Select texts about a topic of civics and ethic from various sources.Identify purpose and intended audience.Predict topic.Anticpate the general meaning.Identify textual components.Topic, purpose and intende audience.Textual and graphic components.Patters of textual arragement.The function of sitting around a circular table to have a discussion implies that everyone is an equal.What topic do you want to discus?Lets investigate that topic.Who will be te audience?What is the context of the text?DiscussOpinionsStrategiesTacticsOutcomesCreationOpenHonestRespectDirectGive an introduction of what constitutes a round table. What are posible subjects / themes and how its carried out.Provide Ss wth a topic which they can investigate and draw thier own conclusin.

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SESSION 3-10Read texts from various sources.Contrast different personal points of view with information fron the text.Write personal points of view.Edit personal points of view and make a clean versin in a notebook card.Organize turns and times of participation.Anticpate the gegral meaning.Select information that supports a personal point of view.Contrast personal views with main ideas of the text.Identify synonyms used by the author to express the same ideas.Recognize sentences used to write opinions.Establish connections between personal opinions and information that broadens, exemplifies and explains them.Use strategies to point out information in accordance with personal opinions.Organize main ideas of a text on a graph and contrast them with personal opinions.Rewrite main ideas using synonyms.Complete sentences to write personal opinions.Write simple and complex sentences base don personal opinions.Broaden or emphasize ideas using linguistic resources.Wirte a paragraph taht express points of view.List of suitable words.SynonymsConnectorsConditionalsPunctuationSufixes and prefixesDigraphsCan you explain your idea a bit more?Your time is up.Can you reformulate your question?In my opininI thinkWe should reconsiderOrganizeIdeasCompareRoundTableDiscussOpinionsStrategiesTacticsOutcomesCreationOpenHonestRespectDirectHave Ss select the information that reflects their personal view.Compare the authors views with Ss own.Organize Ss ideas in the right sequence.Have Ss wirte their opinions in sentences.Have Ss use those sentences to write paragraphs.Have Ss read each others paragraphs to understand others views on the same topic.

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SESSION 11-12Decide the place and date the round table of each team will take place.Read the points of view to participate in the round table.Read to check punctuation and spelling conventions.Solve doubts and provide feedback.Wirte a final versin.I didnt understand.Can you repeat your suggestionss?Thats great idea.OpenHonestRespectDirect

Organize Ss in groups so they can have their round table discussions.

Achievements: (tick when reached)___ use various strategies to point out information.___ selects and organizes information to write sentences with personal opinions.

SOCIAL PRACTICE OF THE LANGUAGUE: interpret and express everyday life situationsENVIROMENT: familiar and communitySPECIFIC COMPETENCE: understand and give instructions to perform everyday life activities.PRODUCT (PROJECT): poster with instructions to perform a day activityCYCLE: 4GRADE: 2UNIT: 5-B

SESSIONSSTAGE OF THE PRODUCTDOINGKNOWINGBEINGSUGGESTED LANGUAGE STRUCTURESVOCABULARYSUGGESTED ACTIVITIES

INITIALINITIAL

SESSION 1-2Select and veryday activity.Prepare instructions for the selected activity.Identify topic, purpose and intended audience.Recognize modos from nonverbal language.Distinguish speakers attitudes and turns of participation.Detect volume, tone, rhythm, speed and intonation.Anticpate meaning.Topic, purpose and intended audience.Contextual clues.Acoustic features.List of suitable words.Think of everyday activitiesWhy are instructions important?Is attitude important when giving instructions.CookingPlayingStudyingWashing teethWashing clothesGetting dressed

Have Ss brainstorm for everyday activities.Classify them.

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SESSION 3-10Prepare instructions for the selected activity.Wirte the instructions.Check that instructions are understood when Heard.Practice the enunciation of instructions.Recognize wods that link ideas together.Dtermine sequence of enunciation.Identify words and expressions that express orders.Identify words taht convey undefined quantities.Recognize strategies used to rephrase ideas, adjust volume and speed and negotiate meaning.Write sentences to give instructions.Organize sentences in to a sequence.Formulate questions to clarify doubts and broaden information.Use nonverbal language.Use strategies to emphasize. Modify and nehotiate meaning.List of suitable words.Determiners: quantifiers (some, many, any, few)Articles (a, an, the)Nouns: countables and uncountables.Modal verbs and adverbs of manner.Verb forms: imperative.Connectors.Prepositions.Lexical differences between British and American variants.

Name everyday activities.Choose one and tell the sequence to complete it.What goes first?What comes next?What comes in between?Is that a countable or uncountable noun?Is there a way of saying that in a different maner?IngedientsMixStirPourFirstThenNextAfter tahtFinallySiftQuantitiesInstructionsOrganize

After Ss have chosen their activities, have them write the instructions.Make sure its written in the correct sequence.

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SESSION 11-12Display the poster in a visible place to use it whenever it is neccesary to give or receive instructions.Ask for instructions to carry out activities.Give instructions spontaneously.Paraphrase instructions to confirm understanding.Start with your presentation.Can you say taht again?Can you repea your instructions?PosterGive instructions.Carry out instructions.Paraphrase.Understand Have Ss display their posters in a visible place in the school.

Achivements: (tick when reached)___ adjust volume, intonation and tone to emphasize or alter instructions.___ understands and requests instructions to perform an activity.___ writes sequences of enunciation to give instructions.___ use linguistic respurces to ensure the understandin of instructions___ produces instructions spontaneously.