CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Third grade

SOCIAL PRACTICE:

Understand and produce oral exchanges related to leisure situations

LEARNING ENVIRONMENT:

Familiar and community

SPECIFIC COMPETENCY:

4A

Interpret and offer descriptions regarding unexpected situations in an oral exchange

CONTENTS
ACHIEVEMENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH
LANGUAGE
THE LANGUAGE
TESTIMONY
Listen to and explore descriptions of unexpected
Determines the function of
Topic, purpose, and
Show confidence
situations shared in an oral exchange.
pauses, rhythm, and
intended audience.
in the use of
Stage 1
intonation.
Identify topic, purpose, and intended audience.
English.
Contextual clues.
Select and unexpected
Observe and understand non-verbal language.
Promote
Speech register.
situation
Negotiates meaning.
constructive
Identify attitudes and emotions.
Direct and indirect speech.
Stage 2
dialogues.
Establish speakers profiles.
Acoustic features.
Write sentences to
Rephrases ideas.

Appreciate
Determine the place where an exchange occurs.
Repertoire of words
describe an unexpected
credibility and
necessary for this social
situation.
objectivity in
Uses strategies to restore a
Interpret general sense, main ideas, and some details.
practice of the language.
Stage 3
different
failed conversation.
Clarify meaning of words.
Types of sentences.
Check that sentences
descriptions.
Identify ways to describe an unexpected situation.
Adjectives and adverbs.
are understood when
Anticipates general sense,
Identify main ideas and information that broadens,
Adverbs: of time and
said and heard.
main ideas, and some
exemplifies or explains them.
quantitative.
Stage 4
details in order to produce
Identify strategies used to rephrase ideas, adjust volume
Language formulae (e.g.
Organize sentences into
an oral text.
greetings, and courtesy
0||and speed, and negotiate meaning.
a text to put together a
and farewell expressions).
Determine sequence of enunciation.
testimony.
Syntactic particularities of
Formulate questions to understand a description.
Stage 5
English: absence of double
Notice regional accents.
Practice the enunciation
negative (for example, they
of testimonies.
didnt go anywhere; they
Describe unexpected events.
Stage 6
had no time to lose).
Write sentences to describe unexpected situations.
Establish turns of
Add details to main ideas.
participation
Change direct speech into indirect speech and vice versa.
Stage 7
Adjust speed, rhythm, diction, and intonation.
Participate in an
exchange of
Rephrase ideas.
testimonies.
Use strategies to influence on meaning.
Use strategies to restore a failed conversation.
Produce spontaneous descriptions of unexpected
situations.
Maintain an oral exchange with the support of non-verbal
language.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4

Stages
5 and 6

Stage 7

Share with your Ss an unexpected situation. It could be yours or someone they may be interested in. Have your Ss remember an
unexpected situation from their personal experience and share with the whole class.
Play Chain story: Have a tape recorder ready and have your Ss sit in a horse shoe arrangement. Have one student say a sentence for
telling an unexpected situation
Have the whole class listen to the recording. Encourage self and peer correction.
Have your Ss decide if they want to write about a personal situation or about something that happened to them as a group. Depending
on it, arrange teams or have SS work individually.
Have Ss take a look at Readers Digest magazine or any other source where Ss can find interesting situations or testimonies. Have them
analyze the parts of it and relate them to the previous expressions or discover new ones they can use to write their own anecdote.
Have your Ss circle the connecting words and to observe how ideas are linked, organized and sequenced.
Check sentences are understood when said and heard by having your Ss read them aloud. Promote different types of correction and
encourage the use of connectors or cohesive devices such as: Suddenly, immediately, but, so, and, fortunately, etc.
Place on the wall a word box resource for your Ss to check and add details to their anecdotes.
Have your Ss exchange their sentences to enrich their versions and determine the feelings produced by the anecdote.
Have your Ss organize their sentences into a text to put together the testimony. Do this orally first and tackle the problems as they come
up.
Emphasize the relevance of having a coherent testimony by having Ss structure their paragraphs in a way that the sentence holding the
main idea is the first one, and the remaining sentences provide the complementary details.
Remind Ss that their testimonials should be able to answer who, what, where, when and why. Walk around the class offering help but do
not stop to check unless you are required to do so.
Ask Ss to exchange their texts, proofread them and provide feedback as far as Ss can go. Complement as necessary. Monitor Ss work
all the time to avoid unnecessary mistakes.
Ask Ss to sit in alphabetical order according to their first name and then divide the class in groups of four. The idea is that Ss work with
different classmates..
Have Ss establish the turns to share their anecdotes in their groups.
Ask Ss to make follow up questions to get more details and get to know better their classmates through testimonies.
Tell students to move around to share their anecdotes with different teams. Remind them to give feedback and emphasize empathy.
Have Ss choose another team to exchange their testimonials. Establish the time for every group to share their testimonial and answer
questions about it.
When everyone has finished sharing their testimonials have a small poll and get every pair of group to choose whose testimonial
featured the most unexpected situation.
If time allows, equip Ss with an assessment instrument that should be prepared by the teacher and the Ss together to clarify those
elements of the program that need to be assessed. Once prepared and written out, produce the number of copies needed for all Ss to
have the chance to evaluate at least one team at a time.

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BOOKS
Publishing house
All Ready!
Macmillan
Brilliant! Teens
Santillana
Crossover
University of Dayton
Teens Club
Castillo
Yes we can!
Richmond

Teachers
Book

Activity
Book

Readers
Book

pp.101-111

pp.96-111

pp.131-149

pp.124-141

pp.142-161

pp. 69-78

pp.106-118

pp.108-125

pp.T64-T73

pp.64-73

Reader
pp.85-97
Facts
pp.43-56
Informative
pp.41-52
Informative
pp.20-27
Nonfiction
pp.37-48

Other resources
http://kids.nationalgeographic.com/
www.onestopenglish.com/
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.bbc.co.uk/newsround/
http://www.dogonews.com/

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB