PROGRAMA NACIONAL DE INGL S EN EDUCACI N B SICA CICLO ESCOLAR 2012-2013 SOCIAL PRACTICE OF THE LANGUAGE: Understand and express

information related to goods and services CYCLE: 4 ENVIROMENT: Familiar and Community GRADE: 3 SPECIFIC COMPETENCE: Express oral complaints about a health service UNIT: 1 PRODUCT: Telephonic complaint voice mail STAGE (ACHIEVEMENT) DOING KNOWING BEING SUGGESTED LANGUAGE STRUCTURES VOCABULARY SUGGESTED ACTIVITIES WEEK 1 Establishes the motive or reason for a complaint. Identify topic a nd purpose. Establish form of communication. Determine place or addressee for a complaint. Activate previous knowledge. Topic, purpose, and intended audience Contextual clues Form of communication Stand up for citizen's rights. Become aware of the attitudes of oneself and othe rs. I didn't like the service you offered. I'm not happy with the quality of your product. I would like a refund. You must give me and my family another room. The food was terrible. complaints verbal letters / e-mail / telephone service quality refund product Brainstorm for possible circumstances in which we could make a complaint . How would we make the complaint, verbal (face to face) via telephone, or through a letter (e-mail). Identify the person we would complain to. WEEK 2 Infers the general meaning from explicit information. Distinguish atti tudes of speakers. Detect ways to adjust the actions of speaking and listening: pauses, rhythm, ton e, etc. Clarify meaning of words. Infer general sense. Contextual clues I didn't like the service you offered. I'm not happy with the quality of your product. I would like a refund. You must give me and my family another room. The food was terrible. attitude intonation pauses convey complaints context ton e Have Ss repeat various complaints, using various attitudes and voice ton es and to identify how these are related to complaint making Identify how rythm, tone, and pauses are important in order to convey meaning. WEEK 3 Distinguishes between main ideas and some details. Detect and inter pret technical or specialized information. Establish motive or reason for a complaint. Identify main ideas and information that explains or complements them. Detect expressions to suggest solutions. Structure of complaints: opening , body, and closure List of suitable words Modal verbs, adverbs, and adjectives Conditionals Verb tenses: present. Past and future Connectors The food was terrible; the waiter brought our food one hour later, and it was cold.

Our hotel room was dirty and there was a banging noise in the middle of the night. terrible bad cold noisy dirty Have Ss identify and give details about their complaint. Make a dialogue where Ss make complaints about a service they have received. WEEK 4 Uses strategies to influence on meaning. Identify strategies to e mphasize meaning. Choose a suitable word repertoire. Use and adapt speech register according to the addressee. Express motive or reason. Write expressions to suggest solutions. Use strategies to influence on meaning. Use strategies to repair failed communication Express complaints and make adjustments to improve fuency. List of suitable words Acoustic features Modal verbs, adverbs, and adjectives Conditionals Verb tenses: present. Past and future Connectors You must give me and my family another room. Our hotel room was dirty and there was a banging noise in the middle of the night. The food was terrible; the waiter brought our food one hour later, and it was cold. terrible bad cold noisy dirty service quality refund product Have Ss practice giving their complaint and practice using various tones intonation, and attitudes. Have Ss take turns to ro le play their dialogues of complaints, using various tones, intoniation, and attitudes. PROGRAMA NACIONAL DE INGL S EN EDUCACI N B SICA CICLO ESCOLAR 2011-2012 SOCIAL PRACTICE OF THE LANGUAGE: Read and understand different types of literar y texts from English-speaking countries CYCLE: 4 ENVIRONMENT: Literary and Ludic GRADE: 3 SPECIFIC COMPETENCE: Read suspense literature and describe moods UNIT: 1 PRODUCT: Emotionary (inventory of emotions) STAGE (ACHIEVEMENT) DOING KNOWING BEING SUGGESTED LANGUAGE STRUCTURES VOCABULARY SUGGESTED ACTIVITIES WEEK 1 Uses various strategies to understand narratives. Identify textual arrangement. Determine topic and purpose. Detect intended audience from explicit information. Read and re-read narratives. Use diverse comprehension strategies. Detect frequently used words. Elements in narratives Foster respect towards the opinions of others. Stimulate an aesthetic pleasure f or literature. Develop My favorite I like mystery novels. The title and author are always on the front page. I don' t like horror books. Ken Follet is a briliant author of historical novels. novels mystery suspense science fiction fairy ta les author illustrator title Provide Ss with various types of literature: novels, mystery, suspense,h orror, romance, science fiction, classic tales, fairy tales, Identify author, il lustrator, and genre.

WEEK 2 Infers the general meaning and main ideas from details. Formulates and answers questions in order to infer information. Make links within texts using ecplicit and impli cit information. Infer main ideas from details. Answer questions to infer characters' moods from explicit information. List odf suitable words Types of sentences Who is the main character? What is the character feeling? How does he/she show his/ her feelings? How do you know he/she feels that way? extract emotions genre scared horrified happy interested outraged Provide Ss with a extract of a suspense novel. Have Ss identify the feelings they have as they read this kind of text. Write as many emotions as possible and comp are with other kinds of genre. WEEK 3 Writes opinions regarding moods. Relate moods to specific moments in a narrative. Express and justify personal impressions towards a text. Relate moods to characters. Types of sentences Adjectives: comparatives and superlatives Pronouns: reflexive and relative Condi tionals Homophones Upper and lower case letters What is that feeling? How can you tell? I think he is showing happiness/excitment. inspired love jealousy envy angr y sad Have Ss make up a game where they can role play the emotions they though t of. Have Ss justify impressions of a text. WEEK 4 Organizes paragraphs on order to create texts. Make sentences from word s that express moods. Complete sentences to express moods. Describe characters' moods. Types of sentences Adjectives: comparatives and superlatives Pronouns: reflexive and relative Condi tionals Homophones Upper and lower case letters He looks happier. Frustrated means to br ing to nothing, to block. Look in the dictionary all the emotions you wrote. Edit your emotionary. depresed frustrated excited discouraged elated disappointed expectant Have Ss write the meanings of all the kinds of feelings they fou nd as in a dictionary. Check the first draft and edit as necessary. Write a final draft. Display where possible.