Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
GRADE: First grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
 Identifies and distinguishes
types of sentences that
express main ideas within
paragraphs, using
previously established
goals.
 Uses various strategies in
order to point out relevant
information.
 Selects information in order  Distinguish the types of sentences used to express key ideas and
to re-write and paraphrase
sentences.
 Organizes sentences to
make a paragraph.
 Points out and clarifies
doubts in order to edit
notes.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 4. Fase de expansión. México, 2011
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 4, FIRST GRADE
SCHOOL TERM 2015-2016
UNIT: 5A
Produce texts to participate in academic events
Academic and educational
Rewrite information to explain a graphic exhibition
CONTENTS
DOING WITH THE LANGUAGE KNOWING ABOUT THE BEING THROUGH PRODUCT
LANGUAGE THE LANGUAGE
Check a Science topic in diverse sources  Text organization  Show willingness to
EXHIBITION ABOUT A
 Select illustrated texts about a scientific topic. patterns. learn to learn. SCIENCE TOPIC
 Activate previous knowledge.  Repertoire of words  Make efforts and
 Identify topic, purpose and intended audience. necessary for this dialogue to reachStage 1
 Examine graphic and text components. social practice of the common goals. Choose a scientific topic to
 Recognize textual organization. language.  Take action and present a graphic
Understand the general meaning and main ideas in diverse  Composition of exhibition.
favorable decisions
texts. expressions. about our Stage 2
 Read texts from diverse sources. Anticipate the general meaning.  Relative pronouns environment. Read texts and classify the
 Detect new words. (e.g., because, as for, information.
Stage 3
 Identify key ideas in paragraphs. despite).
 Verbs: modals Rewrite the classified
phrasal. information to make notes
back-up information.
 Verb forms: passive. for the presentation.
 Use diverse strategies to point out relevant information. Stage 4
 Classify information based on purpose.  Differences between
Re-write information British and American Produce posters with
variants: -l-/-ll- (e.g., illustrations (photographs,
 Select previously classified information. maps, drawings, charts,
 Complete sentences with key ideas from a text. canceled,
cancelled, etc.). etc.) to support the notes
 Add information to key ideas of sentences to exemplify, support or contents.
enrich them.  Punctuation period,
Stage 5
 Formulate and write questions concerning the information in a colon, indentation.
Edit the notes and rewrite
text. them on a card taking into
 Order words to construct sentences that answer questions. account the font size so
 Paraphrase sentence in order to rewrite them. the content can be easily
 Rewrite sentences. read.
 Order re-written sentences to articulate them and form Stage 6
paragraphs. Decide the order in which
 Choose paragraphs to construct notes. every chart will be
 Write notes to fill-in cards. presented with its
 Check cards to present a graphic exhibition. respective informative
Edit notes with the teacher’s guidance. card.
 Check the use of punctuation and spelling conventions. Stage 7
 Mark and clarify doubts. Display the exhibition to a
selected audience in a
 Detect mistakes and correct them.
previously agreed place.
 Write final version.
Programa de Inglés en Educación Básica en el Distrito Federal
 Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal

PRODUCT
STAGES SUGGESTED ACTIVITIES
 Have Ss brainstorm different scientific topics of interest. These topics may be taken from the Junior High school syllabi or topics Ss may have seen before or
are about to see in school months to come in their science subject, such as biology (biodiversity, global warming, photosynthesis, evolution, etc.).
Stage 1  Have the topics exhibited on the board or pieces of folding paper to cast votes on them for an exhibition. You can make this a communicative situation in
itself by having Ss at the front counting votes and representing these in charts or graphs of some kind. Ss may report the results in utterance like these: 10
Ss out of 30 preferred environmental issues. 2 Ss out of 30 wanted nutrition, etc.
 Introduce Ss to the K-W-L technique (What I Know, What I Want to know, What I Learned) so that Ss identify their prior knowledge about the topic they
chose, what they want to know, and at the end of the social practice, highlight what they learnt. Keep a record of these on pieces of folding papers to be
retaken at the end of the month. Ss may resort to their mother tongue in order to do this.
 Hand out a short science text without a heading. Read it aloud with Ss and ask them to identify key words. Provide them with options about possible
headings in order to recognize the main idea of the text. Then, ask Ss to answer questions about it (what, where, when, etc.) to identify supporting details.
Stage 2 This information can be incorporated into a graphic organizer or mind map for Ss’ better understanding.
 Organize Ss into teams. Provide each team with a short text of different science topics. Stick different titles on the board in order for Ss to match them to
their texts. Ask Ss to underline the sentence they consider contains this information (main idea), which is usually located at the beginning of the paragraph.
 Have Ss look for short texts about their chosen topic (suggest websites to do so, especially educational). Ask Ss to bring their texts to class in order to select
and classify the information they will later use in their presentations. Monitor and refer Ss to the use of a bilingual dictionary as necessary.
 Once the information has been selected, ask Ss to rewrite the information to start making notes for their presentation. Ideally, they should give this
information the right sequence. Make sure Ss include relevant information as well as necessary examples to support the main ideas.
Stage 3  Introduce Ss to the idea of cohesive devices to start, continue, and bring the presentation to an end, for example: first, then, next, finally. Connectors such
as: to begin with, in addition, and to sum up, may be useful to know before they attempt their notes.
 Have Ss explore different visuals about the same topic (drawings, pictures, photographs, cartoons, etc.). Have them discuss on their appropriateness,
formality and clarity.
 Give Ss the freedom to choose among visuals from authentic sources to go with their notes. Make sure they get the right balance between images and
Stages information at the same time they make it catchy and attractive.
4 and 5  After Ss have chosen the images, make them think of the written part of their poster. Ask Ss to edit their notes from their original information in pencil to allow
corrections, enrichment, and changes as necessary. Monitor all the time to avoid mistakes of any kind.
 Then, ask them to rewrite the notes on cards to be presented along with the illustrations. Encourage Ss to produce the text properly typed out with a size font
that is easy and inviting to read. Make sure their notes are legible and accessible for their classmates. Insist on neatness and a logical order of information.
 Have the cards exhibited for everyone in the group to look at in order to give opinions on the best and most logical order of the information. At this point in
time Ss should have no trouble identifying what should come first, next and last. Monitor all the time, pointing out elements seen so far, rather than direct
Stage 6 correction. The idea is to make Ss reflect upon their processes to find out how they got to the expected learning outcomes. Have Ss combine textual
components with images and start reading this information out of the cards themselves in preparation for the exhibition.
 Make previous arrangements to have the exhibition displayed in the classroom or a bigger space (auditorium, library, multi-purpose room, etc.), if bigger
audiences are being invited. Have Ss produce nice, attractive invitations to be exhibited at the school entrance, on the bulletin board, along the corridors, or
in common areas. Alternatively, Ss may also produce their own invitations to be addressed to different members of the school community stating what the
purpose and the topic of the exhibition are and having them distributed personally to those invited. On the day of the exhibition have Ss ad and complement
Stage 7 their cards with interesting facts and figures. Make sure all the members of teams have an active role in this exhibition.
 As a follow up, have Ss attempt a self-evaluation or co-evaluation sheet that they should have been introduced to beforehand to assess themselves or one
another with a clear idea of the expected achievements for this social practice.
 Ask Ss to complement the K-W-L chart with ideas about what they learned about the topic they developed in this Social Practice. Have a plenary session to
comment on new knowledge and facts shared about the different topics studied.

Programa de Inglés en Educación Básica en el Distrito Federal

 Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal

BOOKS

Publishing house Teacher´s Book Activity Book Reader’s Books

“All Ready! 1” pp. 127-152 pp. 126-141 Reader

Macmillan pp.111-123
“Brilliant! Teens 1” pp. 170-187 pp. 162-179 Facts
Santillana pp.129-142
“Crossover 1” pp. 182-201 pp. 89-98 Informative
University of Dayton pp.53-66
“Teens Club 1” pp. 126-135 pp. 146-161 Informative
Castillo pp.28-38
“Yes, we can! 1” pp. T84-T93 pp. 84-93 Nonfiction
Richmond pp.51-60

WEBSITE 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

Science topics for teenagers: http://kids.usa.gov/teens-home/science/

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/evolutionrev1.shtml
http://www.neok12.com/Genetics.htm

N.B. Website resources enclosed are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic sequence according to every particular classroom
reality and student´s needs and preferences.

Programa de Inglés en Educación Básica en el Distrito Federal