CYCLE 2, FORTH GRADE

SCHOOL TERM 2014-2015

GRADE: Forth Grade UNIT: 1A

SOCIAL PRACTICE: Talk and write to participate in everyday dialogues
LEARNING ENVIRONMENT: Familiar and community
SPECIFIC COMPETENCY: Interpret a dialogue about school-related concerns

ACHIEVEMENTS
CONTENTS

PRODUCT DOING WITH THE LANGUAGE
KNOWING ABOUT
THE LANGUAGE
BEING THROUGH
THE LANGUAGE

Identifies speakers and their
turns in a dialogue.

Identifies the structure of a
dialogue.

Identifies some words to
express concerns.

Uses contextual clues to
understand meanings.

Identifies punctuation in the
transcription of a dialogue.


Listen to the audio or reading aloud of
dialogues about school-related concerns.
Predict general sense.
Point out speakers and distinguish their turns of
participation.
Notice tone, fluency, pauses and intonation.
Identify structure of dialogues.
Clarify the meaning of unfamiliar words and
colloquial terms.

Identify what the speakers express in
dialogues.
Identify greetings and farewell expressions.
Identify words that express concerns.
Identify sentences to express concerns.
Use contextual clues to understand meaning.
Complete sentences orally.

Participate in the writing of sentences that
express concerns.
Dictate and complete sentences.
Compare sentences.
Identify punctuation and spaces between words.
Write ones own sentences, based on models.

Play the role of speakers in dialogues and read
the dialogue aloud.
Complete sentences based on a set of words.
Use sentences as a model to express personal
concerns.

Check spelling and punctuation conventions.

Structure of dialogues.
Topic, purpose,
participants, and
intended audience of
the communicative
situation.
Contextual clues.
Acoustic
characteristics.
List of suitable words.
Adjectives, personal
pronouns and
prepositions.
Conventional spelling
of words without
alterations,
substitutions, or
contractions.
Punctuation.


Show respect
towards the
participation of
others.
Promote the use of
basic norms of
dialogue interaction:
listen to and look at
the person speaking,
and respect turns of
participation.

COMIC STRIPS
Stage 1
Choose a classmate to start a dialogue in
which one or more school-related
concerns are expressed.
Stage 2
Decide on the number of turns each
speaker will have, the order of the
sentence sequence and the materials
which will be used to make the comic
strip (card, poster, etc.).
Stage 3
Write the sentences respecting turns of
participation.
Stage 4
Add greetings and farewell expressions
to the dialogue.
Stage 5
Check that the writing of sentences is
complete and complies with spelling
conventions.
Stage 6
Write the final version of the expressions
on the comic strip format.
Stage 7
Read the dialogues aloud respecting
turns of participation; address the
concerns of the members of the team to
whom it may concern (teachers,
principal, etc.) so that they can be
resolved.
Stage 8
Share the story with other teams.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 1. Fase de expansin. Mxico, 2011





PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1

Ask Ss to work in teams and to brainstorm ideas about different school matters they are concern about such as homework, recess, exams, festivals, the end of the
school year, passing to the next year, or even a student leaving school to enter a new one. Ask them to share ideas about the characteristics of each matter and list
them on a chart (on a separated piece of paper or in their notebooks).
Provide Ss with question prompts and form teams and encourage them to write questions related to school matters such as Do you like your English class?,
Why?, Do you have lots of homework?, What subject?. Then, through mingling Ss complete their quiz. Ask Ss to respect their partners opinion as well as their
turn to speak.

Stage 2

Ss are provided with images related to school concerns; use speech bubbles to indicate they have to write the dialogue.
Ss decide the order of the dialogue and the order in which they will participate. Encourage them to practice it and perform it to other teams. Have Ss decide on the
number of participation turns they will take and the sequence of the comic strip. Monitor as necessary to guarantee equal and even participation.

Stages
3 and 4

Have Ss write personal concerns about school matters in teams. Then, ask them to write a dialogue and use it to make a comic strip. This comic strip must be
related to a school matter they are interested in. Ss decide what kind of vocabulary they will use to create their comic strip as well as the appropriate images. Try to
avoid spoon-feeding; in case they need some help, assist them but remember to promote peer help and the use of different sources in the classroom.

Stages
5 and 6

Ask Ss to work in teams. First, they present their comic to the members of their teams, then they exchange comics so that they can be corrected if necessary (peer
correction). Once the correction is made, Ss return the comics to their owners to realize what they have to improve. Remind them to use the different sources in the
classroom; in case they need support, encourage them to do it in English.
In teams Ss make decisions on the final version of their comic strips. Monitor as necessary to make sure there is a sequence, a balance and the relevant language
needed.
Ss incorporate the final version into the comic strip template; they also decide the suitable scenario for their story, colors, graphics, letter size, etc. Suggest to Ss
that they should use a pencil instead of a pen or markers when writing the dialogues until they are sure about spelling conventions, graphic spaces and sizes.

Stages
7 and 8

Make a class presentation and, if possible, invite parents. Ss present their scenes by teams. Have teams identify the scene and the event. Others could be
encouraged to participate guessing or anticipating the story and characters.
Paste work around the classroom or the bulletin board and have Ss act out the dialogues.
Display final versions in the classroom. Have Ss share with other groups and school authorities, so that they step into the classroom to learn about the class
concerns shown on the comic strips displayed.
Have Ss comment the process they went through and what they did to improve their work. Ask questions to make Ss reflect about their own learning processes.










BOOKS
Publishing house
Teachers
Book
Activity
Book
Readers
"Brilliant! four"
Santillana
pp. 13-24 pp. 6-17
Stories
pp. 5-12
"Do it! 4"
University of Dayton
pp. 15-24 pp. 3-9
Fact
pp. 6-17
"English 4"
Fernndez Editores
pp. 17-28 pp. 6-16
Fact
pp. 4-7
"Play and Do 4"
Trillas
pp. 14-27 pp. 9-19
Reader
pp. 9-20
"Play and Play 4
Nuevo Mxico
pp. 11-21 pp. 7-15
Informative
pp. 5-14
"Think! in English 4"
Ediciones SM
pp. 15-24 pp. 5-11
Reader
pp. 5-18
"Yes, we can! 4"
Richmond
pp. 4-10 pp. 1-4
Fiction
pp. 3-12

Other resources
http.www.teachchildrenesl.com,
http.www.learnenglishkids.britishcouncil.org
http.www.teachingenglish.org.uk
http.www.teachingenglishgames.com
http.www.eslgamesworld.com
http://busyteacher.org/classroom_activities-vocabulary/everydaysocial_english-worksheets/
http://www.esl-library.com/lessons.php?section_id=27
http://www.focusenglish.com/dialogues/emotions/emotionsindex.html
http://www.eslfast.com/easydialogs/ec/dailylife003.htm