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SOCIAL PRACTICE OF THE

LANGUAGE:

ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:

PROGRAMA NACIONAL DE INGLS EN EDUCACIN


BSICA
CICLO ESCOLAR 2011-2012
Understand and produce oral exchanges related to leisure situations
Familiar and Community
Exchange likes and dislikes in a dialogue
Interview
STAGES OF THE
PRODUCT

DOING

KNOWING

CYCLE: 4
GRADE: 1
UNIT: 4 - A

BEING

SUGGESTED LANGUAGE
STRUCTURES

What was the topic of


the interview?

and dislikes

Identify speech register.

SESSIONS

10

DEVELOPMENT
Anticipate the general meaning.
Listen to and observe an
Identify
interview
words to link ideas. Write
sentences.
Organize sentences in a
in order to use as a model.
sequence.
Structure questions about
Structures of dialogues: opening,
Include details in main ideas.
likes and
body,
Identify and
compare forms for expressing likes
dislikes. Check that the
and
closure.
and
questions
are appropriate regarding the dislikes. Use linguistic resources to
Establish sequence of
confirm comprehension. Express
topic,
statements.
points
of view in favor and against.
the purpose, and intended
Sentence types.
Recognize
audience. Invite the person
behavior adopted by speakers to
or
List of suitable words.
clarify

classmates to be
interviewed.
Assign the roles of
interviewer and

interviewee. Practice the


formulation of questions
and their answers.

and confirm comprehension.


Recognize
the appropriate time to interrupt a
speaker. Use non-verbal language.

Connectors.
Question tags.

Practice and follow rhythm, speed,


and
pronunciation.

12

CLOSURE
adopted by speakers to clarify and
confirm

Carry out the interview.

comprehension. Recognize the


appropriate
time to interrupt a speaker. Use nonverbal

Syntactic particularities of the


language: sentences using "like",
stranded prepositions. Syntactic
differences between British and

questions asked?

interpersonal
relationships.

purpose, and intended audience.


Acoustic features. List of suitable
words.

What are the kinds of

Situation
Sports

What are his/her preferences?


When would we share

Hobbies

our preferences?

Preferences
Dislikes

Present the product so Ss


understand what is expected
of
them. Use a TV interview as a
model.
Have Ss think about the things
they
like to do, and write them on
the Bb.

DEVELOPMENT
Think about the person
you are to interview, what

Likes

Promote

comprehend non-verbal
communication. Identify
topic,
purpose, and intended
audience.

Context clues. Speech register.


Topic,

Interview
Interviewee
Leisure

kind of questions would

Express

you ask?

Exchange

interests.

are shared. Observe and

know?

Communicate

Write the appropriate

Understand

questions.

Audience

Think about the attitude

Ask

and behavior you should

Answer

have when interviewing

Comprehension

common

Listen to and observe an


interview
in order to use as a model.
Select a
leisure activity. Decide time,
place,
and length of the interview.

SUGGESTED ACTIVITIES

INITIAL

Recognize situations in which


likes

Use language
exchange

SESSIONS

13

INITIAL

VOCABULARY

Have Ss watch the TV


interview
again. Ask them to write the
general
meaning, then as a group
have them
think about the details and
include
them in their notes. Ask Ss to
think
about the kinds of questions
they
have to formulate to have a
successful interview. Focus on
mimes and gestures and the
time
given to ask and answer.

people.

CLOSURE
Can you expand on that
What do you mean?
Can you say that again?
Can you speak a little

Interview
Interviewee
Situation
Sports
Hobbies

Have Ss start their interviews


taking
into consideration the time
limits.

language. Practice and follow


rhythm,

American varieties: collective


nouns

speed, and pronunciation.

concordance.

bit slower?

Preferences
Dislikes

ACHIEVEMENTS (Tick when


reached):
Recognizes the speakers and listeners behavior that supports the construction of
meaning.
Requests clarifications.
Writes sentences.
Formulates questions to clarify doubts.
Anticipates the general meaning to start the
dialogue.
PROGRAMA NACIONAL DE INGLS EN EDUCACIN
BSICA
CICLO ESCOLAR 20112012

PRODUCT:

SESSIONS 1

STAGES OF THE
PRODUCT

DOING

KNOWING

Determine topic and


intended
audience. Select songs
based on
Select the songs.
key words. Anticipate
meaning.
Topic, purpose, and audience.
Understand content of songs.
Identify key words in stanzas Text distribution: verses, stanzas,
Locate key words in verses
and
and
and
chorus. Use diverse
chorus.
chorus.
comprehension strategies.
Recognize text distribution of
songs.

10

Understand content of songs.


Locate key words in verses
and
chorus. Read lyrics along
with the

Show

Identify key words in stanzas and


chorus.
Use diverse comprehension
strategies.
Recognize text distribution of songs.
Clarify
meaning of words. Identify explicit
and
implicit information. Formulate and
answer
questions about content. Compare
how
human values are expressed in the
songs of

interest

DEVELOPMENT

BEING

and cultures

SPECIFIC COMPETENCE:

CYCLE: 4
GRADE: 1

Literary and Ludic


Read and sing songs in order to identify human values in English-speaking countries and
Mexico
Recital

other
peoples

ENVIRONMENT:

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

List of suitable words.


Verb tenses: progressive forms,
past.
Verb forms: past participle.

andnature.

SOCIAL PRACTICE OF THE LANGUAGE:

SUGGESTED
LANGUAGE
STRUCTURES

UNIT: 4 - B

VOCABULARY

What music do you like?

Audience

Do you like the rhythm?

Verses

Do you like the lyrics?

Stranzas

Do you understand what


the song is about?
Who is it trying to reach?
Who is the audience?

Chorus
Music
Songs
Values

SUGGESTED ACTIVITIES

Present the product to the


class so
they know what is expected of
them.
Model if necessary.

DEVELOPMENT
What are the key words
in this song?

Lyrics
Comprehension

Have Ss choose the song

Distribution

they want to work with.

Is the song talking about


Clarify

Make sure Ss understand

Meaning

the song, the lyrics, the

future?

Message

mood of the song, etc.

How do you know?

Information

Does it have a message?

Content

the past, present, or

Have Ss break up the song

follow the rhythm. Intonate


the

English-speaking countries and of


Mexico.
Distinguish language features.
Recognize

What kind of message


does

Nouns: singular/plural,
compound.

Upper and lower case letters.


as
refectionof
emotions,

represent. Detect rhythm, speed,


and
intonation. Follow the chorus and
recite the
lyrics. Write down verses and / or
chorus.
Sing songs with and without the help
of
written lyrics.

SESSIONS 11 12

CLOSURE
Determine place, date, and
audience for which the songs
will
be interpreted. Perform
Sing songs with and without
recital to
the
the selected
help of written lyrics.
audience at the planned
place and
date.

Acoustic features.

ACHIEVEMENTS (Tick when


reached):
Recognizes main ideas in songs.
Formulates and answers questions about the treatment of information.
Compares information using known expressions.
Sings verses and choruses of songs.
Detects rhythm, speed, and intonation of songs.

PDF to Word

Appreciate songs

intonation in English while


singing.

feelings,

combination of words and the sounds they

Rhythm

it give?
Is it positive or
negative?

Instruments
Rock

How can you tell?


Is there a difference in
the
messages given in
English
and Spanish songs?

Jazz
Pop
Hip-Hop
Country music
Heavy Metal
Ballads

with it.

key words.
Use activities such as fill
in the blanks, or change
the lyrics.

CLOSURE
Stage

What song are you going


to

Audience

Have Ss perform their

perform?
Do you like this song?

Applause
Attire

songs to the rest of the


class or other guests.

Why?

Perform
Performance