NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADES SECONDARY SCHOOL CYCLE 4, SCHOOL TERM

2011 - 2012
SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: understand and use information about goods and services. SPECIFIC COMPETENCY: 1st grade: give and receive information for performing community service. 2nd grade: offer and understand suggestions in order to buy or sell a product or a service. 3rd grade: express oral complaints about a health service. LEARNING ENVIRONMENT: Familiar and community environment ACHIEVEMENT: Ss will be able to: identify topic, purpose, sender, and intended audience, respond to greeting, courtesy, and farewell expressions, distinguish expressions in oral exchanges, produce expressions to provide information, search for information in an oral exchange, adjust tone, rhythm, and intonation while producing oral texts, establish the motive or reason for a complaint, infer the general meaning from implicit information, fill out application forms with personal information. PRODUCT: " Application forms and posters about community services" Stage 1. Select the service to be included in the poster, then, design the poster format. Stage 2. Explore different application forms, select and design one with the teachers help. Stage 3. Write statements about the service included in the poster, and check that the statements comply with grammar, spelling, and punctuation conventions. Stage 4. Present the poster to the selected audience and encourage it to sign in. Stage 5. Ask audience to fill out the application forms, and confirm the information orally. DEVELOPMENT OF ACTIVITIES: Have Ss explore different application forms (get them from www.applicationforms.com or the annex) ask them to fill them out without any help, then, ask them to share their answers, finally, Ss correct their information with the teachers help. ( Ss might not be able to express their ideas or answers in English, help if need be). Lead Ss to understand the function of the application forms e.g. asking for a job, signing in for a special service, etc. In teams, Ss design and use a gossip column in order to get some personal information. Ss divide a piece of sheet into 6, 7 or 8 columns, and write a question in each one BEGINNING: e.g. Whats your name?, Whats your address?, Whats your last name?, How old are you?, Whens your birthday?, Whats your favorite sport?, Do you have a girlfriend or boyfriend? , Whats your favorite color?, Whats your lucky number?, etc. (see example in the annex). Have Ss use the gossip column to interview 5 classmates and write the information on the column. (Make sure to check pronunciation and intonation) T. brings examples of informative posters, have Ss take a look at them and identify the topic, special features, layout, and the content details (make sure they can identify the poster components and what they are for). In teams Ss talk about the posters and select the service and a format to design their own. Write the words COMMUNITY SERVICE on the board, and ask Ss to mention some of them, e.g. electricity, running water, sewage, health, school service, and litter collection, etc. Have Ss discuss which one is the most badly needed. (help Ss to express their ideas in English) With the information mentioned T makes a chart & asks Ss the qsts: Who pays for the community service?, How can a person ask for community service?, What do the people need to do to get it? T explains to Ss that the public school is a community service, and it needs to be repaired DEVELOPMENT: in some areas so, ask Ss to label all the rooms and places inside the school, and at the same time make a list of things that need to be repaired ( Ss are asked to find the way to say and write the objects mentioned by looking them up in a dictionary or other sources). Have Ss in teams and ask them to draw, get the cutouts, pictures, etc. to make their posters. In teams Ss design their own posters under T's supervision to get a product which is catchy, assertive & effective. T monitors the activity and helps whenever Ss need it or when mistakes impede communication. Check correctness and appropriacy of language. Towards the end of the month Ss exhibit their posters on the walls of the classroom and prepare a short presentation of the failures, damages, services needed in the school trying to incorporate most or all the vocabulary recently learnt. T may decide on the structure(s) to be used for this purpose and which are used naturally to express this function, e.g. The doors need painting, the grass needs cutting, the faucets need changing, the laboratory needs refurbishing, the infirmary needs a first-aid kit, etc. The rest of the groups make suggestions as to where to go, who to go to in order to get the relevant service: eg. You should contact the carpenter, CLOSURE: you should buy faucets in Home Mart, etc. If you need paint, go to Comex. If you need a carpenter, contact Mr. Llamas. You should buy faucets in Home Mart, etc. Have Ss use the information on the poster to fill out the corresponding application form to request the services needed, and attach the poster with all the Sssignatures. Apoint a couple of Ss to present their requests to the Principal of the school. On the very last day of the month, provide Ss with a format so that they evaluate themselves or each other on the important attitudes & strategies used to carry out the tasks expected from this practice. Alternatively, the T may ask meta-cognitive qsts. to make the Ss reflect upon their own learning processes. BEING THROUGH THE LANGUAGE: Foster respect towards others opinions. Understand and appropriately contribute in discussions. Show assertiveness when making decisions. Stand up for citizens rights. KNOWING ABOUT THE LANGUAGE: Topic, purpose and intended audience. List of suitable words. Similarities and differences between the mother tongue and the target language (English) Connectors to give cohesion to the information (e.g., if, then, and, because). Verbs: modals. Contextual clues. Sentence types. Structure of complaints: opening, body, and closure. Conditionals. Verb tenses: present, past, and future. DOING WITH THE LANGUAGE: Activate previous knowledge. Find out the meaning of words. Identify words used to link ideas. Choose a suitable word repertoire for this practice of the language. Write sentences. Read sentences to practice pronunciation. Organize sentences to establish turns of participation. Formulate and answer questions to give and request information. Start a dialogue with the help of written guidelines. Detect expressions to argue or object. Select and adjust verbal and non-verbal behaviors for a specific audience. Include relevant details and interesting information. Seek confirmation of information in a dialogue. Determine place or addressee for a complaint. Detect strategies to adjust the action of speaking & listening, such as: pauses, rhythm, tone, etc. Use strategies to repair failed communication. SESSIONS: UNIT: 1.1, 1.12 1 Social Practice 1A

DIDACTIC SUGGESTIONS

DIDACTIC SUGGESTIONS
www.teachchildrenest.com, www.poetrykids.com/stories, www.learnenglishkids.britishcouncil.org Stories about values: http://freestoriesforkids.com/#cuentos-clasificados-por-valores. www.kidsfront.com/rhymes-for-kids.html http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips. www.smart-central.com/index, www.bussongs.com, www.teachingenglishgames.com
a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises. e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesson plan has some suggestions that you will not find in your teachers book.

g) Try to introduce the grammar structures in a deductive way (students discover grammar rules while working through exercises.)

ASSESSMENT INSTRUMENTS USED IN THIS UNIT

TEACHERS COMMENTS

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADES SECONDARY SCHOOL CYCLE 4, SCHOOL TERM 2010 - 2011
SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: read and understand different types of literary texts of English-speaking countries. SPECIFIC COMPETENCY: 1st grade: read classic tales and write a short story based on them. 2nd grade: read fantasy literature and describe characters. 3rd grade: read suspense literature and describe moods. LEARNING ENVIRONMENT: Literary and ludic environment ACHIEVEMENT: Ss can use known comprehension strategies, recognize the general meaning from some details, formulate and answer qsts. in order to locate & infer specific information. Express personal reactions to literary texts using known oral expressions, retell events using images, organize sentences into a sequence of actions infer the general meaning & main ideas from details, use strategies to support the understanding of narratives, anticipate the general meaning & main ideas from details, distinguish explicit from implicit information, PRODUCT: " A BIG BOOK " Distribute the actions to make a big book in the form of a comic strip: Stage 1. Select & read a classic story / fantasy narrative or a suspense narrative. Stage 2. Determine the key events or episodes, choose & make a list of emotions provoked by the reading of these literary pieces. Stage 3. Write & arrange the sentences based on key events and design the format for the comic strip, defining spaces for dialogues & illustrations. Stage 4. Check that the sentences comply with grammar, spelling & punctuation conventions. Stage 5. Put together and illustrate the big book, incorporating the dialogues & describing the relevant emotions provoked & selected. Stage 6: Rehearse the oral reading out loud of the text & practice pronunciation. Stage 7: Organize an event to read the book out loud or perform a dramatized reading of the big book with comic strips. DEVELOPMENT OF ACTIVITIES: Ss are exposed to the different types of literary texts mentioned in the product: classic , fantasy, narrative or suspense stories. Ideally Ss should be exponsed to these stories with the aid of recorded material. Ss attention is drawn to key events and the division of the story by episodes, while at the same time the target vocabulary is elicited and emphasized to be used later on. Make sure Ss have the chance to express how they feel at different moments of the story-telling. In teams have Ss choose the type of book they enjoyed the best and try to reconstruct the story basing themselves on the key elements already detected. Have Ss identify the grammatical points needed to narrate stories, that is: past tense and past continuous form, adjectives, adverbs, comparatives and cohesive devices to give their story the right sequencing. With all these vocabulary items, have Ss produce some kind of graphic organizer to identify, separate and have the lexical components ready for their own narrations. BEGINNING: Have Ss mechanize and practice the tenses needed in contexts that are very significant and familiar to them so that they can then be transferred to their adapted or invented stories. As an approach to reading enjoyment, have Ss revisit one or several of the stories selected for purposes of punctuation & spelling conventions to be discussed and verbalized also for further use. The teacher should expose Ss to different narrations read out loud by herself/himself where the different emotions are made evident by the tone, rhythm and the performance given to the dialogues or the narrated parts. T may rely on some Ss for this task, but special attention should be given to the Ss own English levels so that Ss are not over exposed to mistakes that would impede communication and understanding of the story. With the whole group reconstruct the stories chosen asking Ss to start thinking about what changes they would propose to make the stories different. Have Ss take notes on everybody's conributions to enrich their own narrations and even start an exercise of creativity and imagination for the illustrated part of their story Teacher identifies which Ss liked the different literary genres to form teams in order to start working on the creation of their new, adapted or abridged version of the type of story chosen. Have Ss attempt writing the key events in the sequence where they think they should go and the T monitors as necessary. T should keep moving all the time to help Ss if need be, making sure there are no mistakes that would block the natural flow of the narration and the sequence of events. Have Ss identify the characters in their stories and associate the adjectives to formulate and answer qsts. To distinguish & verify specific infor. / use various strategies to understand narratives, infer the general meaning & main ideas from details, formulate & answer questions in order to infer information, write opinions regarding moods, organize paragraphs in order to create texts. DOING WITH THE LANGUAGE: Select & explore fantasy narratives, identify textual arrangement, publishing data, activate previous knowledge to determine topic, purpose & intended audience. Read & understand the general meaning & main ideas of a classic tale, predict contents based on graphic & textual components, use different comprehension strategies (e.g. skimming, scanning , adjusting speed & rhythm, detect sounds represented by different letters or their combination, establish forms that express continuous & past actions, identify key events, recognize the general meaning, determine number and order of key events, speak about & re-write key events of a classic tale, speak about personal reactions & opinions of an event, retell events from illustrations, re-write sentences of key events, complete sentences that express continuous & past actions, re-write key events & arrange them in a sequence. Read fantasy narratives & understand the general meaning, main ideas & some details, use different comprehension strategies (e.g.reading, self-questioning, vocabulary, text arrangement, etc., clarify meaning of words, identify actions used as names or as charactristics / qualities (e.g. flying on a broomstick was wonderful; He carries a lighted candle), recognize events in paragraphs, detect words & expressions used to describe physical features of characters, formulate & answer qsts. To describe characters' actions and abilities. Describe characters, express personal reactions to a text (e.g. I didnt like..) listen to others' opinions to identify different interpretations, complete sentences based on one or more abilities of characters, complete sentences with verb forms used as names or as characteristics/qualities, using conventional writing, put sentences into paragraphs, describe physical characteristcs, abilities and actions to discover characters. KNOWING ABOUT THE LANGUAGE: Topic, purpose & intended audience, graphic & textual components, narrative elements (character, events, narrator, etc.), list of suitable words, past adverbs of time & pronouns, non-frequent or absent letter groups found in the mother tongue (e.g., ee, gh), differences between British & American variants (e.g., neighbor / neighbour, theater/theatre. Types of sentences: aff, neg., qsts., imperatives. Adjectives in compaative & superlative forms, reflexive & relative pronouns, 1st. conditional, upper & lower-case letters. BEING THROUGH THE LANGUAGE: Acknowledge reading as a recreational activity, understand & appropriately contribute in discussions, foster respect towards othersopinions, acknowledge creativity & imagination in the perception of reality, enjoy reading, stimulate an aesthetic pleasure for literature, and develop empathy towards different moods. SESSIONS: UNIT: 1.13 - 1.24 1 Social Practice 1B

their personalities & roles in the stories. At the same time, have Ss identify the feelings they experiment while reading and writing the different parts of their stories. Ss may do it in pencil On susbsequent occasions the teams have to decide what to illustrate and combine it with the textual component of the stories. T monitors as necessary making sure the Ss make use of the cohesive devices that are necessary to give the story the right sequencing. Group these words under headings according to their function, that is; "To add information: and, besides, in DEVELOPMENT: addition", " to contrast information : but, however", " to sequence events: to begin with, next, then, after that, finally", " to make concessions "although, even though" Ss attempt the reading aloud of the story in teams, the teacher helps as necessary both with the right pronunciation of all words and the right intonation according to the authors' intentions. While Ss are engaged in this activity, remind them that this literary production of theirs is meant to be read and or performed in front of a real audience, other groups or even the school community, parents included; therefore, it is of the utmost importance that they rehearse the story in the most professional and convincing way. Teacher makes corrections as necessary trying to include the Ss in this correction process as much as they can detect. In teams Ss come to the front and read out and perform their stories. The rest of the group listens and takes notes of what they think should be improved. Credit can be given for this analysis exercise and note-taking which is so useful as a study skill. Ss can be informed about this to motivate them to take it seriously and contribute with brilliant ideas. When all the stories have been read the Ss may be asked to think of alternative versions to these stories; versions may range from a different ending, to different characters, or a totally different story, depending on Ss contributions. CLOSURE: The T may direct an activity where the Ss themselves either in teams or groups formulate questions that would lead them to reflect upon all the steps they followed to create their story, to identify the learnings they obtained and to express their own feelings and moods at the different stages of the lesson. Finally, the Ss may organize a contest to acknowledge the good work done on the following aspects: creativity, art work, acting, English level, attitudes and values Have Ss organize the event where they present their works to the school community or other groups. Add background music, have a master of ceremonies, circulate invitations and make it as realistic as possible.

DIDACTIC SUGGESTIONS
www.teachchildrenest.com, www.poetrykids.com/stories, www.learnenglishkids.britishcouncil.org Stories about values: http://freestoriesforkids.com/#cuentos-clasificados-por-valores. www.kidsfront.com/rhymes-for-kids.html http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips. www.smart-central.com/index, www.bussongs.com, www.teachingenglishgames.com
a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises. e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesson plan has some suggestions that you will not find in your teachers book.

g) Try to introduce the grammar structures in a deductive way (students discover grammar rules while working through exercises.)

ASSESSMENT INSTRUMENTS USED IN THIS UNIT

TEACHERS COMMENTS