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NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2011 - 2012
SCHOOL NAME:
TEACHER: SESSIONS: 5.1 - 5.12
GRADE & GROUP:
UNIT: 5 Social Practice 5A
NO. STUDENTS:
SOCIAL PRACTICE: read and record information SPECIFIC COMPETENCY: record information about a topic to design a questionnaire.
to design questionnaires and reports.
LEARNING ENVIRONMENT: ACHIEVEMENT: Ss can identify purpose and intended audience for questionnaires, identify parts of questionnaires, locate and discriminate sources for finding information, use table of contents, titles,
Academic and educational environment and keywords in sources to locate information, complete open-ended and closed-ended questions about the main ideas of a topic.
PRODUCT: "Message mailbox" DOING WITH THE LANGUAGE: Explore questionnaires with different types of questions. Identify the parts of a questionnaire. Identify purpose and intended audience. Mention uses of questionnaires.
Stage 1: Select a topic of interest to ask questions. Distinguish open-ended questions from closed-ended questions. Read questionnaires with different types of questions. Predict topic. Identify auxiliaries and questions words. Identify expressions used
Stage 2: Decide how many and which questions will to distinguish types of questionnaire questions: (“true and false”, “multiple choice”, “comprehension”, and “opinion”) while listening. Identify the types of questions a questionnaire may present.
be included in the questionnaire. Clarify the meaning of words in different questions to understand the expected answer. Ask oral questions about aspects of a specific topic. Answer closed-ended questions. Find and interpret printed
Stage 3: Find and select useful information to ask information about a topic. Activate previous knowedge. Identify consultation sources for the search of information. Use tables of contents, titles, and key words in sources to find specific information.
questions about the topic. Identify key words. Interpret visual aids that support content. Write questions about a topic. Highlight main ideas. Complete a pattern to write open-ended and closed-ended questions about the main
Stage 4: Write open ended, and closed questions. idea of a topic. Classify open-ended and close-ended questions about a specific topic to design questionnaires. Check spelling and punctuation conventions.
Step 5: Determine the order of questions, and put KNOWING ABOUT THE LANGUAGE: Structure of questionnaires: instructions and questions sequence. Topic, purpose and intended audience. Types of questions: closed (true and false, multiple choice)
the questionnaire together. and open (comprehension, opinion). Acoustic characteristics. Questions words. Verb forms: auxiliaries. Verb tenses: present and past. Punctuation.
Step 6: Check writing conventions. BEING THROUGH THE LANGUAGE: Value and respect questions formulated by others. Cooperate to work on the solution of problems.
Step 7: Make a final draft, exchange it and
answer it.
DEVELOPMENT OF ACTIVITIES: BOOKS
Ss are exposed to good examples of questionnaires to be analyzed in terms of features presented in "Knowing with the language". T gives examples of topics Ss Editorial Teacher´s Activity
woud like to ask about, including examples of common surveys and interviews Ss may have contact with outside school. Ss are introduced to the two types of BOOKS Book Book
questions (closed and open), and practice them verbally first. It would be of great help if Ss got some help with several types of graphic organizers to decide the "Yes We Can 5"
BEGINNING: correct word order of questions. In groups Ss order the right sequencing of a series of instructions that are in disorder so that they design a good questionnaire. Richmond from 68 to 75 from 68 to 75
Ss are exposed to different formats and indicators to choose from an assortment to include in their own questionnaires. With the T's guidance Ss answer a "Do it! 5"
questionnaire together in preparation for the one they are going to create on their own in teams. Univ. Of Dayton from 100 to 110 from 60 to 65
In teams Ss play question-answer matching. For this, T puts in a box slips of paper with only questions, and places only pieces of paper with answers on the floor. "Think! in English 5"
One student takes a question. The student who recognizes the answer first, picks it up from the floor and wins a point. The T can add the element of game, contest or Ediciones S.M . from 95 to 104 from 62 to 68
competition for the design of their own questionnaire. Before Ss prepare their questionnaire, ask them to make predictions about the topic they selected. "Play and play 5"
DEVELOPMENT: These predictions should be verified by means of the results from the questionnaire. If Ss have trouble, T advises Ss in the selection of a topic (Ss' healthy habits, Nuevo México from 98 to 109 from 86 to 95
Ss' favorite summer and winter activities, Ss' opinion about a topic, etc.). In pairs Ss design a questionnaire that will be exhibited on the walls for another pair to "Sunshine 5"
check. When all couples have finished answering the questionnaires, the authors and the respondents sit together and share their comments. Make sure Ss Pearson from 82 to 91 from 82 to 91
include open and closed questions. Ss prepare a final version of the questionnaire, and exchange it with their classmates to be answered. "Brilliant 5"
Ss get in teams to count the results of the questionnaire in order to present them in graphs, tables, percentages or numbers, and visual aids for the rest of the group. Ss Santillana from 101 to 113 from 94 to 105
should also say if their predictions about the results were verified. In a plenary session Ss and the T analyze the whole process they have gone through for the design,
CLOSURE: the organization and the actual application of the questionnaires. Have Ss verbalize the rules for question formation. In two teams ask Ss to write a question on a piece of
paper for everybody to listen to and state if it is right, wrong, complete or incomplete. The team that gets the most answers wins the contest. T prepares a series of meta-
cognitive questions to make Ss reflect upon their own learning processes. Gradually Ss pose the questions themselves with little or no help from the teachers.
DIDACTIC SUGGESTIONS
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, www.bussongs.com
http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
www.smart-central.com/index, 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
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NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2011 - 2012
SCHOOL NAME:
TEACHER: SESSIONS: 5.13 - 5.24
GRADE & GROUP:
UNIT: 5 Social Practice 5B
NO. STUDENTS:
SOCIAL PRACTICE: follow and give directions to SPECIFIC COMPETENCY: comprehend and ask for directions to walk from one place to another.
go to places.
LEARNING ENVIRONMENT: ACHIEVEMENT: Ss can identify the names of cardinal points and other points of references orally and in writing, formulate questions to ask for directions to get from one place to another, complete
Familiar and community environment sentences to describe a person's location based on a point of reference, understand and give oral and written directions to go from one place to another,
PRODUCT: "Quick guide to give directions to walk DOING WITH THE LANGUAGE: Explore dialogues. Identify, when hearing it, the name of the place one intends to visit. Identify words used to confirm what another speaker last said in a dialogue (tag
from one place to another within the community" questions). Describe immediate surroundings as a point of reference to move from. Identify the names of cardinal points in speaking and of points of reference (forth, back, left, right). Complete
Step 1: Make a sketch of the community. sentences to describe the position of a person in reference to a place or a man-made construction. Understand oral directions to walk from one place to another. Identify words that indicate
Step 2: Select locations you want to go to distance to be covered in order to reach a point. Identify words and/or phrases that indicate locations and near-by points of reference. Identify words that indicate distance to a specific point.
considering the school as point of reference. Ask questions to get to a place based on question words. Offer directions to move to a different place. Identify the place where one starts and the place where one is going to. Complete sentences
Step 3: Check natural features or man-made giving directions to follow a route from one place to another. Write directions to go from one place to another. Complete model sentences to indicate how to walk from one place to another.
constructions that can be used as points of Verify directions by tracing the route in a map or sketch.
reference on the map.
Step 4: Trace a route to go from the school to the KNOWING ABOUT THE LANGUAGE: Purpose and intended audience. Dialogue structure. Graphic resources: maps and sketches. Tag questions (…., do you?; …, don’t you?, etc.). Type of sentences.
selected location on the map. Repertoire of words necessary for this social practice of the language (distance units). Adverbs: of place (behind, across, near, and among others). Connectors. Punctuation.
Step 5: Write sentences with directions to follow Abbreviations: (meter - m., feet -ft., mile -mi., etc.).
a route to go from one place to another.
Stepy 6: Check that directions are clear, complete, BEING THROUGH THE LANGUAGE: Show assertiveness and confidence in the use of English. Use language as a means to establishing interpersonal relationships. Show courtesy and respect
and that they comply with writing conventions. when requesting for help.
Check that the shortest route is offered.
Stepy 7: Prepare a quick guide with directions to
move around the community and present it to the
class and other classes.
DEVELOPMENT OF ACTIVITIES: BOOKS
T prepares a map of the neighborhood, and familiarizes Ss with the different areas surrounding the school. On the map have Ss recognize: north, south, east, west, and Editorial Teacher´s Activity Readers
center. T decides beforehand on the places Ss would like to go to. Have Ss practice the vocabulary used to designate different types of buildings in their community. BOOKS Book Book
Follow the routes on the map and practice the language verbally. Ss are exposed to language used for asking for and giving directions through the use of a map on a "Yes, we can 5" Fiction
handout. Have Ss trace the routes to go to different places. T introduces: across, along, around, towards, up, down, away from, turn right / left, etc. In a short dialogue Richmond from 76 to 83 from 76 to 83 from 41 to 48
BEGINNING: have a formal presentation of how to ask for and give directions to go to these different places. In pairs Ss practice the dialogues, and then they compare with their "Do it! 5" Fiction
classmates the routes they traced. T exposes them to the same exchange of questions and answers for checking. Ss prepare a map of their community, and select Univ. of Dayton from 111 to 120 from 66 to 72 from 108 to 120
locations of interest or landmarks (including their school). Ss trace routes to go to different places from school. In a situation that is common to everybody, T introduces "Think! in English 5" Narrative
Ss to the idea of tag questions. T guides Ss so that they discover the grammar behind tag questions. Have Ss complete statements with the elements seen so far. Ediciones S.M from 105 to 114 from 69 to 74 from 126 to 136
T moves the tables and chairs by rows to simulate real blocks of buildings. Have Ss design the façades of well-known buildings in the neighborhood and take them as "Play and Play 5" NarrativeText
reference to give directions. In pairs, Ss simulate they are walking along, across the streets and round the corners so that they experience what it is like to ask for Nuevo Mexico from 110 to 119 from 96 to 105 from 54 to 64
directions and follow instructions. Have Ss place themselves in front, next to, or behind buildings or well-known places so that they are in a position to describe exactly "Sunshine 5" Story
DEVELOPMENT: where they are and how they are going to move to go to a different place. Ss describe their location with respect to each other. In pairs Ss write a short dialogue similar Pearson Educ from 92 to 101 from 92 to 101 from 56 to 61
to the ones presented to ask for and give directions. Some pairs come to the front and read their dialogue aloud so that everybody else listens to it, and contributes "Brilliant 5" Stories
with ideas to make it better or clearer. Have Ss illustrate the directionality of prepositions previously studied with the aid of arrows. Santillana from 114 to 122 from 106 to 115 from 47 to 56
Ss write the directions for going from school to different places of interest in their map. Ss exchange their quick guides or display them around the classroom in order
to share and check them. Using this information, Ss act out dialogues in pairs while the rest of the group decides if these dialogues have an introduction, body and
CLOSURE: conclusion. Ss give their opinion as to the accuracy of the language and the correctness of the directions given. T guides Ss reflection upon their learning processes
and the benefit of asking directions and giving instructions appropriately in real-life situations.
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, www.bussongs.com
http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips.
www.smart-central.com/index, 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
