CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015

GRADE:

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS

UNIT:

First grade
Interpret and express everyday life instructions
Familiar and community
Understand and express specific warnings of public places.
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE LANGUAGE

BEING THROUGH THE

LANGUAGE
Use language to
prevent problems and
respect social norms.
Assume
responsibilities in
society.
Recognize cultural
differences in social
norms.

5B

PRODUCT

ORAL WARNINGS
Check warnings relative to public places.
Acoustic features.
Identify topic, purpose and intended
Conditionals (e.g., If there is an
Stage 1
audience from previous knowledge.
emergency, you must).
Select a situation or event in
Recognize situations and public places
Verb forms: imperative.
which it is convenient to
Understands conditional
in which warnings are communicated.
Connectors.
convey a warning to prevent a
and non-conditional
Distinguish speakers attitudes and turns
Sentence types.
problem.
warnings.
of participation.
Repertoire of words necessary for
Stage 2
Identify volume, intonation and tone.
this social practice of the
Structure the sentences to
Requests information to
Understand the general meaning and
language.
convey warnings appropriate
confirm the understanding
main ideas of warnings.
Lexical differences between British
to the selected place.
of warnings.
Listen to warnings particular to public
and American variants (e.g., car
Stage 3
places.
park, parking lot: motorway, Organize sentences to state a
Indicates causes and
Anticipate the general meaning.
freeway)
warning.
effects of warnings.
Establish the reason for some warnings.
Stage 4
Distinguish between conditional and
Create a notice with the
Associates warnings to
non-conditional warnings.
warning.
particular situations.
Determine sequence of statements (e.g.,
Stage 5
description, instruction).
Practice the announcement of
Relate warning statements to their
the notice.
written form.
Stage 6
Identify speech register.
Publish the announcement.
Express warnings particular to public
places.
Organize sentences into a sequence.
Use non-verbal language to aid the
elaboration of warnings.
Use strategies to emphasize meaning.
Express causes and effects of warnings.
Paraphrase the message of some
warnings.
Express warnings particular to public
places.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011
Adjusts volume, tone and
intonation to emphasize
warnings.

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PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

In a plenary session, ask Ss to brainstorm situations or events where warnings are desirable to prevent problems. Then, ask Ss to go round the school and take
note of this kind of situations. Ss come back to the classroom with their information to be shared.
Expose Ss to written warnings used in different situations and ask Ss to mention where they can find them (airports, malls, subway, etc.). Ss make notes about
what to do and what not do in those situations.
Divide the group into teams. Each team should work on a different situation or event in order to create appropriate warnings and notices.
Have Ss check a variety of visual warnings and elicit the corresponding suggestions or rules. Then, have Ss play a memory game with visual and written
warnings.
In order for Ss to create their warnings, model the type of utterances Ss can produce using the previous examples. Several models could be put forward and
retaken from Ss. At the beginning, do it with the whole group. Gradually, as Ss get confident and accurate, let them work in teams. Ask Ss to use their
dictionaries to look up the vocabulary they do not know. Check vocabulary to make sure Ss count on the basic elements to work with according to the situation
they chose.
Once Ss have written the warnings, make sure they are using one type of construction accurately (imperative). Additionally, expose Ss to a conditional type of
warning and a non-conditional one, perhaps with the same idea of to be contrasted, for example: If there is an earthquake, you must follow the instructions. /
Follow instructions when there is an earthquake. Emphasize the idea that with the aid conditionals we can express consequences or effects.
As Ss feel comfortable and confident using the language under study, have them start organizing their ideas to formulate a warning. To avoid confusion and
misunderstandings, give a model for Ss. to follow. Analyze the model in terms of contents: 1) State the situation or event. 2) Mention the causes of this
particular warning, if necessary. 3) Present the steps or warnings in a logical sequence. 4) Join the ideas with connectors, such as: First, next, then, finally.
Ss should attempt their first written versions in their notebooks in pencil to facilitate correction and revision. Give them feedback rather than straight correction
hoping they are in a good position to self-correct and enrich their pieces of writing by themselves.
Have Ss rewrite their warnings in order to create a notice. A format with subheadings may help, for example: A) Situation or event. B) Steps to follow. C)
Additional information.
Supervise as Ss proceed with their writing pieces. Make sure you go over each and every teams written production. While Ss are writing their final versions,
take advantage of the time slot to produce language verbally in order to go over volume, intonation and tone. Check language, cohesive devices and the right
speech register
Ask Ss to produce their notices verbally looking after volume, tone and intonation to place emphasis where the warnings require it. Have all teams practice their
own notices in a low voice so that when this is published there is still an element of surprise for the other teams. If possible, expose Ss to authentic oral
warnings for better modelling. Then, encourage Ss to record themselves reading their notices several times in order to do self-correction.
If time allows, ask Ss to create some kind of visual support to make this more attractive and more memorable for the other teams. Ask Ss to combine text and
images in a balanced way. If the level of the group allows, ask Ss to produce their announcements without much written help. They may include words that
carry the meaning or the concept of their announcement, rather than the whole message.
In order to publish the announcements, raffle turn-taking and ask the teams that are seated to take notes in order to formulate questions and/or add comments
to confirm the understanding of what they are listening to.
Given the importance of this type of information, make arrangements with the school authorities to have this presented in other groups and levels of the school
community. When this has been presented to the whole school, leave the final versions on the bulletin board, at the entrance of common areas like the library,
the principals office, or the entrance.
If time allows, device some kind of evaluation instrument, such as a checklist, for the Ss to during their classmates presentations to make them reflect upon
their learning processes during this Social Practice.

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BOOKS
Publishing house

Teachers Book

Activity Book

Readers Books

All Ready! 1
Macmillan

pp. 140-152

pp. 142-155

Reader
pp. 124-135

Brilliant! Teens 1
Santillana

pp. 188-206

pp. 132-195

Stories
pp.57-70

Crossover 1
University of Dayton

pp. 202-221

pp. 99-108

Informative
pp. 117-128

Teens Club 1
Castillo

pp. 148-151

pp. 148-165

Narrative
pp. 67-72

Yes, we can! 1
Richmond

pp. 97-103

pp. 94-103

Fiction
pp.49-60

Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Warnings and notices: http://www.esltower.com/VOCABSHEETS/taboos/taboos.html
http://www.englishclub.com/english-for-work/airline-announcements.htm
http://www.esl-lab.com/airport/airportrd1.htm

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

antes PNIEB