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CYCLE: 4 GRADE: 1 UNIT: 4 - Secretaría de Educación Coahuila

CYCLE: 4 GRADE: 1 UNIT: 4 - Secretaría de Educación Coahuila

CYCLE: 4 GRADE: 1 UNIT: 4 - Secretaría de Educación

SOCIAL PRACTICE OF THE LANGUAGE: PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA CICLO ESCOLAR 2011-2012 Understand and produce oral exchanges related to leisure situations CYCLE: 4 ENVIRONMENT: Familiar and Community GRADE: 1 SPECIFIC COMPETENCE: Exchange likes and dislikes in a dialogue UNIT: 4 - A SESSIONS 1-3 SESSIONS 4-10 SESSIONS 11-12 PRODUCT: Interview STAGES OF THE PRODUCT DOING KNOWING Listen to and observe an interview in order to use as a model. Select a leisure activity. Decide time, place, and length of the interview. Listen to and observe an interview in order to use as a model. Anticipate the general meaning. Identify words to link ideas. Write sentences. Organize sentences in a sequence. Structure questions about likes and Include details in main ideas. Identify and dislikes. Check that the questions compare forms for expressing likes and are appropriate regarding the topic, dislikes. Use linguistic resources to the purpose, and intended audience. Invite the person or classmates to be interviewed. confirm comprehension. Express points of view in favor and against. Recognize behavior adopted by speakers to clarify and confirm comprehension. Recognize Assign the roles of interviewer and the appropriate time to interrupt a interviewee. Practice the speaker. Use non-verbal language. formulation of questions Practice and follow rhythm, speed, and and their answers. pronunciation. Carry out the interview. ACHIEVEMENTS (Tick when reached): Recognizes the speakers and listeners behavior that supports the construction of meaning. Requests clarifications. Writes sentences. Formulates questions to clarify doubts. Anticipates the general meaning to start the dialogue. INITIAL INITIAL Recognize situations in which likes and dislikes are shared. Observe and comprehend non-verbal communication. Identify topic, purpose, and intended audience. Identify speech register. CLOSURE CLOSURE Start a dialogue to express likes and dislikes about leisure activities. Recognize behavior adopted by speakers to clarify and confirm comprehension. Recognize the appropriate time to interrupt a speaker. Use non-verbal language. Practice and follow rhythm, speed, and pronunciation. Context clues. Speech register. Topic, purpose, and intended audience. Acoustic features. List of suitable words. Syntactic particularities of the English language: sentences using "like", stranded prepositions. Syntactic differences between British and American varieties: collective nouns concordance. Use the language to exchange common interests. Promote interpersonal relationships. DEVELOPMENT DEVELOPMENT Structures of dialogues: opening, body, and closure. Establish sequence of statements. Sentence types. List of suitable words. Connectors. Question tags. BEING SUGGESTED LANGUAGE STRUCTURES What was the topic of the interview? What are the kinds of questions asked? What are his/her preferences? When would we share our preferences? Think about the person you are to interview, what kind of questions would you ask? What do you want to know? Write the appropriate questions. Think about the attitude and behavior you should have when interviewing people. Can you expand on that idea? What do you mean? Can you say that again? Can you speak a little bit slower? VOCABULARY Interview Interviewee Leisure Situation Sports Hobbies Preferences Dislikes Likes Express Exchange Favorite Communicate Understand Audience Ask Answer Comprehension Interview Interviewee Leisure Situation Sports Hobbies Preferences Dislikes SUGGESTED ACTIVITIES Present the product so Ss understand what is expected of them. Use a TV interview as a model. Have Ss think about the things they like to do, and write them on the Bb. Have Ss watch the TV interview again. Ask them to write the general meaning, then as a group have them think about the details and include them in their notes. Ask Ss to think about the kinds of questions they have to formulate to have a successful interview. Focus on mimes and gestures and the time given to ask and answer. Have Ss start their interviews taking into consideration the time limits.

Intervención docente - Secretaría de Educación Coahuila
seducoahuila.gob.mx
ENFOQUE DIDACTICO.pdf - Secretaría de Educación Coahuila
seducoahuila.gob.mx
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