CYCLE 4, SECOND GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Second Grade

SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC
COMPETENCY:

2B

Interpret and express information published in diverse media

Familiar and community
Write dialogues and interventions for a silent short film
CONTENTS

ACHIEVEMENTS
DOING WITH THE LANGUAGE
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.

Explore a silent film.

Identify topic, purpose, and intended audience.
Establish setting(s) where the action takes place.
Identify different characters.
Identify non-verbal language.
Identify the relationship between settings, actions, and sound
effects.
Determine the intention of actions (e.g., funny, melodramatic,
tragic, etc.).
Understand the general meaning and main ideas.
Anticipate the general meaning and main ideas.
Identify structure.
Clarify the name of unknown objects, actions, or concepts.
Establish genre (e.g., comedy, melodrama, and suspense).
Formulate questions to understand content.
Answer questions to describe motivations, hopes,
aspirations and/or ambitions.

KNOWING ABOUT
THE LANGUAGE
Genre, topic,
purpose, and
intended
audience.
Contextual clues.
Non-verbal
language.
Repertoire of
words necessary
for this social
practice of the
language.
Acoustic features.
Types of
sentences.
Adverbs.
Connectors.
Modal verbs.

BEING
THROUGH THE
LANGUAGE
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

PRODUCT
SCRIPT FOR THE DUBBING OF A
SHORT SILENT FILM
Stage 1
Select a silent short film.
Stage 2
Watch the scenes and choose one.
Stage 3
Suggest and write dialogues and/or
interventions for each character
Stage 4
Organize dialogues and/or
interventions for the scene.
Stage 5
Check that structure of dialogues and
interventions comply with grammar,
spelling and punctuation conventions.
Stage 6
Put together a script which contains
dialogues and/or interventions
corresponding to the short film scene.
Stage 7
Associate the writing with dialogues
and/or interventions.
Stage 8
Practice the reading aloud of the
script.
Stage 9
Perform the dubbing

Produce dialogues and interventions for a silent short film.

Suggest sentences to write dialogues and interventions.
Organize sentences into sequences to form dialogues.
Write dialogues and interventions.
Include examples, relevant details, and interesting
information.

Use linguistic resources to link sentences together (e.g.,

since, before, as, so that, etc.) and/or rephrase expressions.
Read dialogues aloud in order to adjust verbal and nonverbal language according to a specific audience (e.g.,
youngsters and adults).
Adjust volume and speed.
Make the dubbing of dialogues and interventions.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT
STAGES

Stage 1

Stages 2
and 3

Stages 4
and 5

Stages 6
and 7

Stages 8
and 9

SUGGESTED ACTIVITIES
Provide Ss with a quiz and ask them to search for information about the history of films, some questions might be: When did films appear? Could movies be
heard at the very beginning? What is a silent movie? Could you mention some popular actors or actresses from that age? Motivate students to share their ideas
with their classmates. Then, in a plenary session make sure everybody gets the correct answers.
Ask Ss what types of films they watch at the cinema or at home. In teams or as a whole group, invite Ss to divide the title of some movies into different categories
and describe their characteristics e.g. suspense, romantic, action, etc. Also, ask Ss to mention how the films make them feel when they watch them (e.g. happy,
scared, angry, etc.). Ss might not be able to express their ideas or answers in English, help if needed by promoting collaborative work and the use of different
linguistic resources.
Use the ICT lab and ask Ss to look for a silent movie. Ask Ss to watch it and chose a scene they like. Then, ask them to make a pause and make a short
illustrated composition about the scene saying why they liked it and how it made them feel. Ss should also include in the composition the different
elements that used to appear in silent movies such as color, time, plot, speed, actors performance, etc.
Ask Ss to work on the scene they chose, and write a list of suitable words and expressions they might use to suggest and write dialogues or interventions
for the different characters that appear in the film. Tell Ss they can look for useful vocabulary up in a bilingual dictionary to get some ideas. They do not
need to write complex words or expressions. Encourage them to use every single word and expressions they have learned in English (you might guide
them by acting out a short scene and providing some examples). While Ss are attempting this stage of the product, make sure you monitor their production
to avoid unnecessary mistakes.
Prepare a set of diverse scenes and have sentences suitable for those scenes pasted on the walls. Make teams and explain to SS they have to find
expressions/sentences that match those scenes. Have Ss organize the dialogues and interventions for the scene.
Once Ss have finished writing their dialogues, tell them they will have to perform it to the rest of the group. Give them some time to practice it and
encourage them to get into the character as much as possible. Ask the rest of the team to pay attention to the performance and make contributions to
improve it. Make emphasis on correct pronunciation, correct use of language, logic and coherence of ideas. Within the teams, rearrange and adjust the
dialogues depending on the feedback provided by the teams.
Have Ss exchange their dialogues so they help each other check that punctuation, spelling, and grammar comply with their dialogues. Monitor and provide
help as required, always promoting collaborative work.
Have Ss write a script which includes all the dialogues they wrote taking into account each characters intervention with your support. Have them exchange them
so that versions can be enriched and corrected
Have Ss check the script with the scene they chose so that they match as much as possible. Ss need to adjust their dialogues with the characters interventions
as much as they can.
Ask Ss to practice their dialogues by reading aloud as many teams as necessary. Emphasize the importance of the volume and speed of their voices as well as
their intonation while reading. Make sure they understand the importance of using non-verbal language, too. Monitor Ss oral production so that it comes out with
the highest quality of information, precision and fluency to present to the group.
Have Ss perform the dubbing, first within their teams to gain confidence, and finally for the whole class. If possible, ask them to characterize themselves and
contextualize the environment. for example: create the cinema, buy the ticket, look for their seats and even buy pop-corn. Turn the lights off.
Have Ss talk about the scenes performed, and give their opinion on changing parts of the scene. Ss look at the scenes they have filmed while the actors and
actresses read their dialogues, according to the scenes. As soon as Ss have got familiarized with their script, ask them to perform the dubbing of the scene they
chose. Finally, ask Ss to share their emotions and reactions caused by the performance
Ss might present their scenes in other classrooms, and the groups can guess what film the scene belongs to. Ss can appreciate cultural expressions particular to
the English language. Guide reflection so that Ss come to value cinema as a means to reflect emotions and experiences of people and their culture.

BOOKS
Teachers
Book

Activity
Book

All Ready! 2
Macmillan

pp. 62-74

pp. 52-65

Fiction
pp. 46-58

Brilliant! Teens 2
Santillana

pp. 74-92

pp. 66-85

Facts
pp. 87-100

Crossover 2
University of Dayton

pp. 83-101

pp. 39-48

Narrative
pp. 77-88

Teens Club 2
Castillo

pp. 7183

pp. 58-69

Narrative
pp. 48-55

Yes, we can! 2
Richmond

pp. 3443

pp. 34-43

Fiction
pp. 17-28

Publishing house

Readers

Other resources
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/
http://www.learn-english-today.com/fun/fun_activities.html
http://a4esl.org/
http://www.onestopenglish.com/teenagers/skills/warmers/
Using silent movies: http://quickshout.blogspot.mx/2012/03/create-and-exploit-silent-movies-for.html
http://esl-teaching-resources.blogspot.mx/2008/03/kungzoo-english-episode-34-silent-movie.html
http://www.michellehenry.fr/cinema3b.htm#chaplin
http://ddeubel.edublogs.org/2011/03/23/using-silent-video-in-the-efl-classroom/