PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

CYCLE: 4
GRADE: 2
UNIT: 2-A

Understand and write instructions

ENVIROMENT: Academic and Educational

SPECIFIC COMPETENCE: Understand and write instructions to face an environmental emergency
PRODUCT: Instructions manual to face an environmental emergency

DOING

KNOWING

Anticipate the general meaning.

List of suitable words

Choose an environmental emergency

Predict content.

Syntactic particularities of the English language

and look for information on how to

Identify specific language.

face it.

Draw instructions to confirm understanding.

DEVELOPMENT
Write instructions on how to face an

Identify purpose and intended audience.

Topic, purpose, and intended audience

environmental emergency.

Examine the distribution and use of graphic and

Graphic and textual components

Order the sequence of instructions

textual components.

Patterns of textual arrangements: list of steps or

and illustrate them.

Identify textual organization.

instructions

Edit the instructions to write the final

version of the instruction manual.
Agree on a design to display the
instruction manuals in a bulletin

Identify abbreviations and clarify the meaning of

Sentence types

unknown terms.

Adverbs of time and relative adverbs

Recognize steps and the descriptions that explain

Abbreviations

or exemplify them.

Prepositions and prepositional phrases

board.

Enlist words that detrmine the sequence of steps.

Punctuation
Suffixes and prefixes

Write steps in simple and complex esntences.

Broaden, explain, and/or exemplify steps.

Arrange steps in a sequence.

Make instructions manuals based on the writing
of steps.
Read to check punctuation and spelling conventions
Verify the order in sentence sequences
Mark and solve doubts
Remove, add, and/or change information about the
text
Write a final version

CLOSURE
Set up a bulletin board to disseminate

Display the manuals on bulletin boards around

the manuals among the school

the school.

Pronouncitation

community.

Achievements (Tick when reached):

Clarifies the meaning of unknown terms in order to broaden and refine vocabulary.
Understands and points out the order of components, useful information and main ideas of an emergency manual.
Wrties and classifies sentences in order to create sequences of instructions.
Removes, add and / or changes information to edit an instruction manual.

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

INITIAL
Read emergency instruction manuals.

BEING

STAGE OF THE PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

SUGGESTED ACTIVITIES

STRUCTURES
INITIAL
Provide Ss with news-

Can you explain your

Environment
Emergency
Floods
Tornadoes
Earthquakes

idea?

Volcano

Have Ss discuss the

Oil spill

information. Have them

Pandimonium

ask questions to fully

Provisions

understand the text

What can be an
environmental emergency?
How do these emergencies
come about?

paper or magazine
articles about various
nature or environmental
emergencies.

DEVELOPMENT
Who would read this informationAudience
It's distributed
What is the meaning of..?
I don't understand
Let's look in the dictionary.
First you would
You have to consider
Let me explain.
How do you spell..
Can you check my spelling.
Let me check.
I/We have to change
this

Have Ss decide on an

Topic
Purpose
Meaning
Organization
Texts
Questions/exclamations
Sentences
Early, late, rapidly
Slowly, quickly
To, for, behind,
Between
To the park

environmental emergency

Prefex: a, an, be, bi,

or relevant points that

contra, di, extra, fore,

will help their survival.

infra, intro, pre, un

Have Ss write the final

Sufix: able, dom, ful,

version of the manual.

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
fist draft and have them
make the appropriate
changes, focusing
on the most important

hood, ish, ment, ship

CLOSURE
This is our manual.

Give Ss time to present

Any questions?

their work.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012
SOCIAL PRACTICE OF THE LANGUAGE:

CYCLE: 4
GRADE: 2
UNIT: 2-B

Interpret and express information published in diverse media

ENVIRONMENT: Familiar and Community

SPECIFIC COMPETENCE: Write dialogues and interventions for a silent short film
PRODUCT: Script for the dubbing of a silent short film

DOING

KNOWING

BEING

STAGE OF THE PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

INITIAL

INITIAL
Genre, topic, purpose, and intended audience

Watch the scenes and choose one.

Establish genre.

Contextual clues

Identify topic, purpose, and intended audience.

Non-verbal language

Establish setting(s) where the action takes place.

Identify different characters.
Identify non- verbal language.
Identify relationship between settings, actions,
and sound effects.
Determine the intention of actions.

DEVELOPMENT

SESSIONS 3-10

Suggest and write dialogues and / or

Suggest sentences to write dialogues and

List of suitable words

interventions for each character.

interventions.

Types of sentences

Organize dialogues and / or interventions

Organize sentences into sequences to perform

Adverbs

for the scene.

dialogues.

Connectors

Check the structure of dialogues and

Write dialogues and interventions.

Modal verbs

interventions comply with grammar,

Use linguistic resources to link sentences together

spelling and punctuation conventions.

and/or to rephrase expressions.

Put together a script which contains

Include examples, relevant details, and

dialogues and / or interventions

interesting information

corresponding to the short film scene.

Formulate questions to understand content

Associate the writing with dialogues

and / or interventions.

Answer questions to describe motivations,

hopes, aspirations, and ambitions

Clarify the name of unknown objects, actions, or
concepts

CLOSURE
SESSIONS 11-12

Read dialogues aloud in order to adjust verbal and

Perform the dubbing.

non-verbal language according to a specific

audience.
Adjust volume and speed.
Make the dubbing of dialogues and interventions.

Achievements (Tick when reached):

Anticipates the general meaning and main ideas from previous knowledge and non-verbal language.
Writes expressions to produce oral exchanges.
Exemplifies main ideas in an oral exchange.
Rephrases expressions produced during an oral exchange.

Acoustic features

Value cinema as a means to reflect emotions and experiences of people and their culture. Appreciate cultural
expressions particular to the English language. Know particular values and patterns of behavior of people from
English-speaking countries.

Anticipate the general meaning and main ideas.

SESSIONS 1-2

Select a salient short film.

Practice the reading aloud of the script.

SUGGESTED ACTIVITIES

STRUCTURES
What kind of movies
do you like?
What kind of audience
watches this kind of
movie?
Who is the main character?
Who are the supportive
characters?

Audience
Topic
Moods
Actions
Fast
Slow
Funny
Dramatic
Scary

What do you think should

happen first?
According to the plot
The next part is about
The story has a happy/
sad/ tragic ending.
The main idea is
The details are
Wh-questions
What's the name again?

Dialogues
Argument
Plot
Sequence
Beginning
Middle
End
Motivation
Hope
Aspiration
Ambition
Wh- questions

It's my turn next.

You should go slower/
faster.
Don't shout.
Speak louder.

Funny
Boring
Interesting
Bravo
Dialogue
Interventions

Have Ss watch an old

silent movie (Charlie
Chaplin). Have Ss think
about the importance
of the actions in order
to understand without
sound. Have Ss identify
characters and plot of
the movie.

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

CLOSURE
Have Ss act out the
scenes of their movie
to an audience.