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									                                                                                             NATIONAL ENGLISH PROGRAM FOR BASIC EDUCATION
                                                                                            NEPBE CYCLE 2 - 4TH GRADE PRIMARY TERM 2010 - 2011

SCHOOL NAME:
TEACHER:                                                                                                                                                              SESSIONS:             1.1 - 1.12
GRADE & GROUP:
                                                                                                                                                                             UNIT:          1                                           Social Practice
NO. STUDENTS:
SOCIAL PRACTICE: Talk and write to participate in      SPECIFIC COMPETENCY : Interpret a dialogue with school-related concerns.
everyday dialogues.
LEARNING ENVIRONMENT:                                  ACHIEVEMENT: Ss can identify speakers and their turns in a dialogue, recognize the structure of a dialogue, use contextual clues to comprehend meanings, and recognize and interpret the
Familiar and community environment                     punctuation used in the transcription of dialogues.
PRODUCT: " Comic Strip"                                DOING WITH THE LANGUAGE: Listen to the audio or reading aloud of dialogues that express the students´concerns about school with the support of visual aids. Predict the general idea of
Distribute among pairs the actions to produce a        the dialogue based on non-verbal language and illustrations. Point at the speakers and differentiate their turns of intervention. Notice the tone, fluency, pauses, and intonation of the
comic strip.                                           dialogue. Recognize the structure of the dialogue. Find out the meaning of unfamiliar words and colloquial terms using contextual clues, an illustrated bilingual dictionary, and the
Stage 1. Choose a classmate to start a dialogue in     teacher’s help. Identify what the speakers express in dialogues with the teacher’s help. Recognize expressions of greeting, farewell, and concern while listening. Use contextual clues
which one or more school-related concerns are          to comprehend the meaning of oral expressions. Complete sentences orally based on a repertoire of words suitable for the context. Participate in the writing of sentences that express
exchanged with the teacher’shelp.                      concerns with the teacher’s help. Dictate or complete sentences or words. Compare the content of the sentences. Recognize punctuation and spaces between words used in written
Stage 2. Decide the number of turns each speaker       dialogues. Assume the role of speakers in dialogues and read aloud the sentences to practice pronunciation and intonation, considering punctuation with the teacher’s help. Use
will have, the order of the sequence of the            previously written sentences as models to express a personal concern orally. Write sentences that express personal concerns about school based on a model and with teacher´s help.
sentences and the materials which will be used to      Check spelling and writing conventions with the teacher’s help.
make the comic strip (a card, a poster, etc.).         KNOWING ABOUT THE LANGUAGE: Features and types of oral and written texts. Structure of dialogues: opening, body, ending. The topic, purpose, participants, and intended audience of the
Stage 3. Write the sentences respecting turns of .     communicative situation Contextual clues: non-verbal language (gestures, body language, signals, glances, etc.). Phonic, syntactic, and semantic elements of the texts. Acoustic
intervention.                                          characteristics: volume, tone (concern, aggression, humor, etc.), fluency (rhythm and speed). Conventional letter-sound correspondences. Repertoire of words suitable for this practice
Stage 4. Add greeting and farewell expressions to      of the language (Surprise, concern, etc.). Adjectives. Personal Pronouns (I, you, he, we…). Prepositions (about, etc.). Mechanics of writing. Conventional writing of the word: without
the dialogue.                                          alterations, replacements or omissions of letters. Upper and lower-case letters. Punctuation.
Stage 5. Check that the writing of sentences is        BEING THROUGH THE LANGUAGE: Basic norms of dialogue interaction: listen to and look at the person speaking, respect turns of intervention.
complete and complies with spelling conventions,
first within pairs and then with the teacher’s help.
Stage 6. Write the final version of the expressions
on the comic strip format: Read aloud the
dialogues respecting turns of intervention.
Stage 7. Inform the appropriate authority ( T,
the principal, etc.) the concerns brought up by the
members of the class so they can be addressed.
                                                                                        DEVELOPMENT OF ACTIVITIES:                                                                                                   BOOKS

               Have Ss walk around the school (restrooms, yards, library, offices, etc), and ask them to reflect upon and express their concerns with the teacher´s help.               Editorial        Teacher´s
               (teacher has to use this time to introduce feelings, and concern expressions).                                                                                           BOOKS              Book
               Ss explore the Reader´s book or other resources and make predictions about the first chapter by looking at the book with teacher´s help.                            "Brilliant 4"    from 13 to 25
BEGINNING:     (Ss may express their ideas in Spanish because they are not able to use the structures, but the teacher has to teach them how to do it in English).            Santillana
               Have Ss read and act out the activities the story mentions in order to have the main idea and understand the next expressions: good at, concerned about,             "Do it! 4"      from 15 to 25
               worried about, interested in, afraid of, etc.                                                                                                                  Univ. Of Dayton
               Then ask Ss: Do you like _______? Have students talk about what they like and dislike in school, after that T makes a mind map with the adjectives Ss            "Yes We Can! 4"     from 4 to 11
               used to describe the school, like: dirty, clean, big, small, etc.                                                                                              Richmond
               T: writes a dialogue using a format that allows Ss to create one with their own ideas and recognize the structure of it. Have Ss write their own dialogue
               about school concerns using the example. Suggested example : A: Hello there! How are you today? B:Fine thank you, and you?                                     Ediciones S.M.
               A: I´m looking at the yard. Do you like the yard? B: No, I don´t. A: Why not? B:Because it is dirty. A. Let´s write a note to the director.
DEVELOPMENT:   Review school vocabulary and concerns by playing GIANT STEPS, divide the group into teams. One member of each team (the team leader) stands at the             Fernández E.
               back of the classroom , a member of the team says a word, another spells the word, the next one writes the word on the board, and the last one calls out
               a concern about the school. If the student gives the correct sentence with the word called out, the team leader gives a GIANT STEP, The first team to get to   Nuevo México
               the board wins. Have Ss write dialogues with different sentences on strips of paper. Put them in disorder. Then, change dialogues with another team and
               see if they can put the dialogue in the correct order. Work with students on suggesting things to do in order to improve the things they don´t like in the     Trillas
               school. Tell students that you are going to write suggestions in the form of dialogues, because they will have to make a comic strip (make sure they know
               what a comic strip is, and their components). Expected language: The yard is dirty. It should be clean. The English lesson is boring. The teacher should
               play with us. The classroom is small. We should move to another classroom. etc. Have Ss perform the dialogue in front of the class, make sure the Ss
               act it out so that the group gets good ideas to illustrate their comic strip. With the whole group's contributions, improve the dialogues and make sure
               all teams perform it at the front.
               Have Ss write personal concerns about the school in teams, then ask them to form a dialogue and use it to make a comic strip (a funny dialogue where two
               or more people talk or do funny things. We find comic strips in stories, books, comic books, and newspapers), Have Ss talk about their concerns with the
CLOSURE:       people who can make changes. Make a class presentation and if possible invite parents. Paste work around the classroom or school bulletin boards and
               have students act out the dialogues. Make sure the different teams end up with a nice comic strip or note to be forwarded to the director, or the teacher.
               Have Ss comment the process they went through and what they did to improve their work. The T may ask questions that make Ss reflect about their own
               learning processes.
                                                                                    DIDACTIC SUGGESTIONS
                                           www.teachchildrenest.com, www.poetrykids.com/stories, www.learnenglishkids.britishcouncil.org
                                                   Stories about values: http://freestoriesforkids.com/#cuentos-clasificados-por-valores.
                                                                         www.kidsfront.com/rhymes-for-kids.html
                                                       http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
                                                   www.smart-central.com/index, www.bussongs.com, www.teachingenglishgames.com
       a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises.
            e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesson plan has some suggestions that you will not find in your teacher´s book.
                                g) Try to introduce the grammar structures in a deductive way (students discover grammar rules while working through exercises.)


ASSESSMENT INSTRUMENTS USED IN THIS UNIT                                                                                                            TEACHER´S COMMENTS
                                    1A




nd recognize and interpret the


ds. Predict the general idea of
es, and intonation of the
al dictionary, and the
g. Use contextual clues
of sentences that express
n words used in written
teacher’s help. Use
and with teacher´s help.


nts, and intended audience of the
he texts. Acoustic
s suitable for this practice
g of the word: without
BOOKS
        Activity         Reader´s
         Book             Books
  from 6 to 17     Fiction 6-12


  from 3 to 9      Fact 5-17


  from 4 to 10     Fiction 3-10
 d) Do some brain gym exercises.
find in your teacher´s book.
rcises.)


MMENTS
                                                                                   NATIONAL ENGLISH PROGRAM
                                                                                       IN BASIC EDUCATION
                                                                                        CYCLE 2, 4TH GRADE


SCHOOL NAME:

TEACHER:                                                                                                                                                                       SESSIONS:              1.13 - 1.24

GRADE & GROUP:
                                                                                                                                                                                       UNIT:          1                                             Social Practice      1B
NO. STUDENTS:

SOCIAL PRACTICE: Read and sing songs.                         SPECIFIC COMPETENCY: Interpret and sing songs of interest to the class.


LEARNING ENVIRONMENT:                                         ACHIEVEMENT: Ss can recognize the social situations in which songs are performed, use contextual clues and illustrated bilingual dictionaries to find out the meaning of words, sing
Literary and ludic environment                                parts of a song , follow the rhythm of a song based on its lyrics, complete phrases or verses based on a repertoire of words.
PRODUCT: " Album covers with new song lyrics"                 DOING WITH THE LANGUAGE: Listen to and explore song lyrics of interest to the class with the teacher’s help, predict the topic of songs based on the title, images and familiar vocabulary with
Distribute among teams the actions to produce the             the support of visual aids. Recognize the topic, purpose, intended audience and social situations in which the song is set. Identify the structure of a song. Listen to and follow the reading
cover/brochure of a new version of a song:                    aloud of songs with the teacher´s help. Deduce the meaning of words based on previous knowledge of English and the mo ther tongue, contextual clues and the help of an illustrated bilingual
Stage 1. Design and make the cover/brochure.                  dictionary, distinguish phonetic aspects and emotional effects ( sadness, joy, melancholy, etc.), follow the rhythm of a song based on the text, recognize changes in intonation while listening to
Stage 2. Divide the stanzas of the lyrics among the teams     the performance of a song with the support of audio aids, distinguish the rhythm, accent and intonation of words and phrases in songs. Identify the parts of song lyrics with the teacher`s help.
and rehearse their reading and singing aloud.                 to the performance of a song with the support of audio aids. Distinguish the rhythm, accent and intonation of words and phrases in songs. Identify the parts of song lyrics with the teacher`s
Stage 3. Rewrite the chorus and/or lyrics of the song and     help. Establish relationship between the reading aloud and writing of verses and phrases, complete verses or phrases based on a repertoire of words and a model, identify specific
place them on the cover/brochure.                             characteristics in the writing of words and sentences (words similar to those in Spanish, letters or consonant clusters that are less frequent or absent in the mother tongue, etc.) Use punctuation to read or sing
Stage 4. Check the rewriting of the song to make sure it is   punctuation to read or sing, parts of the song or the whole song. Check spelling and writing conventions with the teacher's help.
complete and complies with spelling conventions inside or     KNOWING ABOUT THE LANGUAGE: Features and types of oral and written texts, structure of songs: verses, stanzas, topic, purpose, and intended audience of songs, textual components: author,
outside of the classroom.                                     title, etc., contextual clues, phonic, syntactic, and semantic elements of the texts, acoustic characteristics: intonation, rhythm, rhyme, pronunciation, conventional letter-sound corres-
                                                              pondences, repertoire of words suitable for this practice of the language, absent or infrequent vocalic sounds in the native language (water, sun, go, etc), differences in letter-sound
                                                              correspondences in the foreign language and the mother tongue. Mechanics of writing, conventional writing of the words, upper and lower-case letters. Punctuation.
                                                              BEING THROUGH THE LANGUAGE: Social use of songs, song lyrics as a reflection of emotions and experiences, appreciation for cultural expressions particular to the foreign language,song lyrics
                                                              as an expression of cultural differences.
                                                                                          DEVELOPMENT OF ACTIVITIES:                                                                                                                 BOOKS

               Make predictions. Have Ss look at the covers of their reading book, and make predictions about their contents. Invite Ss to read out the names of different chapters.                   Editorial         Teacher´s           Activity

               Ask Ss to point at the names of the characters, ask them to identify the titles. Write the answers on the board. On each page point to identify characters and key                       BOOKS              Book                Book
               words (to use them later in a context and to do some spelling practice). Have students identify the order of events by looking at the pictures of the reading                      "Brilliant 4"     from 13 to 25      from 6 to 17
BEGINNING:     book. Ss match words with events by using flash cards. Ss identify characters in dialogues and role play reading. Ss recognize topic, purpose, intended audience,             Santillana
               and social situation for songs. You can start with the Happy Birthday song to recognize topic, etc. Expose Ss to classical music and have Ss draw what comes to their minds             "Do it! 4"   from 15 to 25      from 3 to 9
               while listening to the music. Have Ss listen to music and write the words that music produces in them. Words should be in English. Have Ss practice previous                  Univ. Of Dayton
               and new cognates. Play a a new song and have Ss tell the words they hear. Have Ss explore different musical album covers to get ideas and to analize the elements to be         "Yes We Can! 4"      from 4 to 11       from 4 to 10
               used to design their own later on.                                                                                                                                            Richmond
               Ss vote for the song they´d like to sing by reducing it to 4 song titles on the board. They sing the chosen song with the melody of another song following same
               lyrics with different rythms.                                                                                                                                                 Ediciones S.M.
DEVELOPMENT:   Ss listen to another song and follow lyrics by reading. Then they answer a fill - in exercise with missing words heard in the song.
               Ss choose the music or rythm and create their own lyrics (rythm can be taken from other popular songs). Each team write the lyrics on the board to check                      Fernández E.
               spelling and punctuation.
               In teams Ss design their album cover basing themselves on the most relevant aspects of the song they chose or the lyrics they create.                                         Nuevo México
               Ss practice one syllable comparative adjectives by using flashcards. Ss complete sentences with comparative adjectives and then transfer to their musical creations. E.g.
               The rock song is more modern than the romantic one.                                                                                                                           Trillas
CLOSURE:       Ss write their favorite rhyme in English to rap it out. (use hands and snapping fingers).
               Ss go round the classroom to conduct a survey on favorite songs and kinds of music. They should interview at least 5 classmates. Then they report their findings to the
               group. In their presentation Ss can show examples of their favorite kind of music and interpreters by playing musical pieces in the classroom. Alternatively, the team at
               the front exposes the group to fragments of well known songs and the rest of the class guesses the name of the song and the interpreter. Then the teams socialize their
               album covers describing what is meant by their images. Ss reflect upon their own learning processes throughout the social practice and the way they worked in this unit.
                                                                                     DIDACTIC SUGGESTIONS
                                            www.teachchildrenest.com, www.poetrykids.com/stories, www.learnenglishkids.britishcouncil.org
                                                    Stories about values: http://freestoriesforkids.com/#cuentos-clasificados-por-valores.
                                                                          www.kidsfront.com/rhymes-for-kids.html
                                                        http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
                                                    www.smart-central.com/index, www.bussongs.com, www.teachingenglishgames.com
        a) Bulletin board of special dates. b) Before starting the lesson check warm-up activities in the T's guide. c) Make sure to prepare the material for each session. d) Do some brain gym exercises.
             e) Remember to follow the product stages, and pay attention to the achievements all the time. f) This lesson plan has some suggestions that you will not find in your teacher´s book.
                                g) Try to introduce the grammar structures in a deductive way (students discover grammar rules while working through exercises.)


ASSESSMENT INSTRUMENTS USED IN THIS UNIT                                                                                                              TEACHER´S COMMENTS
ng
      Reader´s

       Books
Fiction 6-12


Fact 5-17


Fiction 3-10

								
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