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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 gree

produce expressions to provide information, search for information in an oral exchange, adjust tone, rhyth

for a complaint, infer the general meaning from implicit information, fill out application forms with persona PRODUCT: " Application forms and posters about community services"

DOING WITH THE LANGUAGE: Activate previous knowledge. Find out the meaning of words. Identify word

Write sentences. Read sentences to practice pronunciation. Organize sentences to establish turns of partic

Start a dialogue with the help of written guidelines. Detect expressions to argue or object. Select and adjus 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: BEING THROUGH THE LANGUAGE:

and interesting information. Seek confirmation of information in a dialogue. Determine place or addressee as: pauses, rhythm, tone, etc. Use strategies to repair failed communication.

KNOWING ABOUT THE LANGUAGE: Topic, purpose and intended audience. List of suitable words. Similarit

Connectors to give cohesion to the information (e.g., if, then, and, because). Verbs: modals. Contextual clu Conditionals. Verb tenses: present, past, and future.

Foster respect towards others opinions. Understand and appropriately contribute in discussions. Show ass

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,

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 BEGINNING:

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 in

e.g. Whats your name?, Whats your address?, Whats your last name?, How old are you?, Whens your birthday?, Whats your favorite sport?, Do yo

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

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 sur

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 a 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) DEVELOPMENT:

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 th 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

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 te

get a product which is catchy, assertive & effective. T monitors the activity and helps whenever Ss need it or when mistakes impede communication. C

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

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. T CLOSURE:

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 t

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 Hom

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 t

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 use the T may ask meta-cognitive qsts. to make the Ss reflect upon their own learning processes.

DIDACTIC SUGGESTION

www.teachchildrenest.com, www.poetrykids.com/stories, ww Stories about values: http://freestoriesforkids.com/#cue www.kidsfront.com/rhymes-for-ki http://www.teachingenglish.org.uk/try/activities/act www.smart-central.com/index, www.bussongs.com, ww

a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make

e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesso

g) Try to introduce the grammar structures in a deductive way (students discove

ASSESSMENT INSTRUMENTS USED IN THIS UNIT

ONDARY SCHOOL 2012

SESSIONS: UNIT:

1.1, 1.12 1 Social Practice 1A

ce.

oduct or a service.

ntended audience, respond to greeting, courtesy, and farewell expressions, distinguish expressions in oral exchanges,

n oral exchange, adjust tone, rhythm, and intonation while producing oral texts, establish the motive or reason

out application forms with personal information.

e meaning of words. Identify words used to link ideas. Choose a suitable word repertoire for this practice of the language.

ntences to establish turns of participation. Formulate and answer questions to give and request information.

o argue or object. Select and adjust verbal and non-verbal behaviors for a specific audience. Include relevant details

gue. Determine place or addressee for a complaint. Detect strategies to adjust the action of speaking & listening, such

tion.

nce. List of suitable words. Similarities and differences between the mother tongue and the target language (English)

use). Verbs: modals. Contextual clues. Sentence types. Structure of complaints: opening, body, and closure.

contribute in discussions. Show assertiveness when making decisions. Stand up for citizens rights.

DEVELOPMENT OF ACTIVITIES:

l them out without any help, then, ask them to share their answers, finally, Ss correct

need be). Lead Ss to understand the function of the application forms e.g. asking for a job,

mation. Ss divide a piece of sheet into 6, 7 or 8 columns, and write a question in each one Whats your favorite sport?, Do you have a girlfriend or boyfriend? , Whats your favorite

assmates and write the information on the column. (Make sure to check pronunciation and intonation)

, and the content details (make sure they can identify the poster components and what they are for).

UNITY SERVICE on the board, and ask Ss to mention some of them, e.g. electricity, running water,

Ss to express their ideas in English) With the information mentioned T makes a chart & asks Ss the qsts:

o to get it? T explains to Ss that the public school is a community service, and it needs to be repaired

s that need to be repaired ( Ss are asked to find the way to say and write the objects mentioned

es, etc. to make their posters. In teams Ss design their own posters under T's supervision to

istakes impede communication. Check correctness and appropriacy of language.

n of the failures, damages, services needed in the school trying to incorporate most or all

urally to express this function, e.g. The doors need painting, the grass needs cutting, the

ups make suggestions as to where to go, who to go to in order to get the relevant service: eg. You should contact the carpenter,

mas. You should buy faucets in Home Mart, etc.

ed, and attach the poster with all the Sssignatures. Apoint a couple of Ss to present their requests to the Principal of the school.

mportant attitudes & strategies used to carry out the tasks expected from this practice. Alternatively,

DACTIC SUGGESTIONS

etrykids.com/stories, www.learnenglishkids.britishcouncil.org estoriesforkids.com/#cuentos-clasificados-por-valores. sfront.com/rhymes-for-kids.html h.org.uk/try/activities/activities-using-comic-strips. www.bussongs.com, www.teachingenglishgames.com

ivities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises.

ments all the time. f) This lesson plan has some suggestions that you will not find in your teachers book.

uctive way (students discover grammar rules while working through exercises.)

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 will be able to: use known comprehension strategies, recognize the general meaning fr

information. Express personal reactions to literary texts using known oral expressions, retell events using im

meaning & main ideas from details, use strategies to support the understanding of narratives, anticipate th 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:

formulate and answer qsts. To distinguish & verify specific infor. / use various strategies to understand nar

answer questions in order to infer information, write opinions regarding moods, organize paragraphs in o

DOING WITH THE LANGUAGE: Select & explore fantasy narratives, identify textual arrangement, publishin

audience. Read & understand the general meaning & main ideas of a classic tale, predict contents based o

(e.g. skimming, scanning , adjusting speed & rhythm, detect sounds represented by different letters or the

identify key events, recognize the general meaning, determine number and order of key events, speak abo

& opinions of an event, retell events from illustrations, re-write sentences of key events, complete sentenc in a sequence.

Read fantasy narratives & understand the general meaning, main ideas & some details, use different comp

arrangement, etc., clarify meaning of words, identify actions used as names or as charactristics / qualities (

recognize events in paragraphs, detect words & expressions used to describe physical features of character

Describe characters, express personal reactions to a text (e.g. I didnt like..) listen to others' opinions to ide

sentences based on one or more abilities of characters, complete sentences with verb forms used as name into paragraphs, describe physical characteristcs, abilities and actions to discover characters.

KNOWING ABOUT THE LANGUAGE: Topic, purpose & intended audience, graphic & textual components, n

adverbs of time & pronouns, non-frequent or absent letter groups found in the mother tongue (e.g., ee, gh

theater/theatre. Types of sentences: aff, neg., qsts., imperatives. Adjectives in compaative & superlative fo

BEING THROUGH THE LANGUAGE: Acknowledge reading as a recreational activity, understand & appropri

acknowledge creativity & imagination in the perception of reality, enjoy reading, stimulate an aesthetic ple

Ss are exposed to the different types of literary texts mentioned in the product: classic , fantasy, narrative or suspense stories. Ideally Ss should be exp

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 t

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 already detected. Have Ss identify the grammatical points needed to narrate stories, that is: past tense and past continuous form, adjectives, adverbs, BEGINNING:

the right sequencing. With all these vocabulary items, have Ss produce some kind of graphic organizer to identify, separate and have the lexical compo

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 the

enjoyment, have Ss revisit one or several of the stories selected for purposes of punctuation & spelling conventions to be discussed and verbalized also

The teacher should expose Ss to different narrations read out loud by herself/himself where the different emotions are made evident by the tone, rhyt

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 expo

communication and understanding of the story. With the whole group reconstruct the stories chosen asking Ss to start thinking about what changes th

Have Ss take notes on everybody's conributions to enrich their own narrations and even start an exercise of creativity and imagination for the illustrate

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

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 th

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 an their personalities & roles in the stories. At the same time, have Ss identify the feelings they experiment while reading and writing the different parts

On susbsequent occasions the teams have to decide what to illustrate and combine it with the textual component of the stories. T monitors as necess cohesive devices that are necessary to give the story the right sequencing. Group these words under headings according to their function, that is; "To DEVELOPMENT:

addition", " to contrast information : but, however", " to sequence events: to begin with, next, then, after that, finally", " to make concessions "althoug

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 intonati

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 r

school community, parents included; therefore, it is of the utmost importance that they rehearse the story in the most professional and convincing wa 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 improv

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 brillia

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, t 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 t 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

Have Ss organize the event where they present their works to the school community or other groups. Add background music, have a master of ceremo realistic as possible.

DIDACTIC SUGGESTION

www.teachchildrenest.com, www.poetrykids.com/stories, ww Stories about values: http://freestoriesforkids.com/#cue www.kidsfront.com/rhymes-for-ki http://www.teachingenglish.org.uk/try/activities/act www.smart-central.com/index, www.bussongs.com, ww

a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make

e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesso

g) Try to introduce the grammar structures in a deductive way (students discove

ASSESSMENT INSTRUMENTS USED IN THIS UNIT

ROGRAM

ONDARY SCHOOL 2011

SESSIONS: UNIT:

1.13 - 1.24 1 Social Practice 1B

, recognize the general meaning from some details, formulate and answer qsts. in order to locate & infer specific

al expressions, retell events using images, organize sentences into a sequence of actions infer the general

standing of narratives, anticipate the general meaning & main ideas from details, distinguish explicit from implicit information,

arious strategies to understand narratives, infer the general meaning & main ideas from details, formulate &

g moods, organize paragraphs in order to create texts.

tify textual arrangement, publishing data, activate previous knowledge to determine topic, purpose & intended

ssic tale, predict contents based on graphic & textual components, use different comprehension strategies

esented by different letters or their combination, establish forms that express continuous & past actions,

and order of key events, speak about & re-write key events of a classic tale, speak about personal reactions

es of key events, complete sentences that express continuous & past actions, re-write key events & arrange them

& some details, use different comprehension strategies (e.g.reading, self-questioning, vocabulary, text

mes or as charactristics / qualities (e.g. flying on a broomstick was wonderful; He carries a lighted candle),

cribe physical features of characters, formulate & answer qsts. To describe characters' actions and abilities.

e..) listen to others' opinions to identify different interpretations, complete

nces with verb forms used as names or as characteristics/qualities, using conventional writing, put sentences discover characters.

e, graphic & textual components, narrative elements (character, events, narrator, etc.), list of suitable words, past

d in the mother tongue (e.g., ee, gh), differences between British & American variants (e.g., neighbor / neighbour,

ves in compaative & superlative forms, reflexive & relative pronouns, 1st. conditional, upper & lower-case letters.

nal activity, understand & appropriately contribute in discussions, foster respect towards othersopinions,

reading, stimulate an aesthetic pleasure for literature, and develop empathy towards different moods.

DEVELOPMENT OF ACTIVITIES:

se stories. Ideally Ss should be exponsed to these stories with the aid of recorded material.

bulary is elicited and emphasized to be used later on. Make sure Ss have the chance to

yed the best and try to reconstruct the story basing themselves on the key elements

tinuous form, adjectives, adverbs, comparatives and cohesive devices to give their story

eparate and have the lexical components ready for their own narrations.

hey can then be transferred to their adapted or invented stories. As an approach to reading

to be discussed and verbalized also for further use.

are made evident by the tone, rhythm and the performance given to the dialogues or

levels so that Ss are not over exposed to mistakes that would impede

art thinking about what changes they would propose to make the stories different.

y and imagination for the illustrated part of their story of their new, adapted or abridged version of the type of story chosen.

ssary. T should keep moving all the time to help Ss if need be, making sure

fy the characters in their stories and associate the adjectives to

ng and writing the different parts of their stories. Ss may do it in pencil

f the stories. T monitors as necessary making sure the Ss make use of the

rding to their function, that is; "To add information: and, besides, in

ly", " to make concessions "although, even though" of all words and the right intonation according to the authors'

ad and or performed in front of a real audience, other groups or even the

st professional and convincing way.

ct.

f what they think should be improved. Credit can be given for this analysis

seriously and contribute with brilliant ideas.

ay range from a different ending, to different characters, or a totally

them to reflect upon all the steps they followed to create their story, to

n.

ork, acting, English level, attitudes and values

nd music, have a master of ceremonies, circulate invitations and make it as

DACTIC SUGGESTIONS

etrykids.com/stories, www.learnenglishkids.britishcouncil.org estoriesforkids.com/#cuentos-clasificados-por-valores. sfront.com/rhymes-for-kids.html h.org.uk/try/activities/activities-using-comic-strips. www.bussongs.com, www.teachingenglishgames.com

ivities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises.

ments all the time. f) This lesson plan has some suggestions that you will not find in your teachers book.

uctive way (students discover grammar rules while working through exercises.)

TEACHERS COMMENTS