CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS

UNIT:

Third Grade

Anticipates main ideas

and the information that
explains or supports
them.

Clarifies the meaning of

some words.

Formulates and
answers questions to
share emotions and
reactions.

Explains main ideas

through an oral
exchange.

2B

Interpret and express information published in various media

Familiar and Community
Share emotions and reactions caused by a T.V. program
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore a TV program.
Contextual clues.
Determine genre, topic, purpose, and intended
Visual resources
audience.
(marquee, subtitles,
etc.) and sound
Identify speakers non-verbal language and attitudes.
resources (soundtrack,
Identify setting(s) or place(s) where actions take
sound effects, etc.).
place.
Speech register.
Determine roles of participants.
Non-verbal language.
Identify visual and sound effects.
Repertoire of words
Interpret the general meaning and some details of a
necessary for this social
TV program.
practice of the
Clarify meaning of words.
language.
Reflect on the relationship between actions, images,
Differences and
dialogues and sound effects.
similarities between
Infer general sense.
mother tongue and
Identify the function of pauses, rhythm, and intonation.
English.
Interpret technical or specialized information.
Acoustic features.
Distinguish between main ideas and the information
Syntactic differences
that broadens, exemplifies or explains them.
between British and
Identify strategies to rephrase, adjust volume/speed,
American variants:
or negotiate meaning.
modal verb, to need
Point out speech register.
(e.g., You neednt do it,
You dont need to do it).
Share emotions and reactions caused by a TV
Syntactic particularities
program.
of the English language:
Formulate and answer questions about content and
lack of gender in nouns
the emotions caused by it.
and adjectives
Write expressions to share emotions.

BEING THROUGH THE

LANGUAGE
Use language to
transmit and
disseminate
information
objectively.
Value the credibility of
mass media.
Acknowledge the
influence of media in
everyday life.

PRODUCT
ORAL PRESENTATION
Stage 1
Select a TV program.
Stage 2
Decide on the length of the
presentation.
Stage 3
Write sentences to express
emotions and reactions about a
program.
Stage 4
Check that the sentences are
understood when said and
heard.
Stage 5
Define turns of participation, and
their length.
Stage 6
Practice the enunciation of
emotions and reactions.
Stage 7
Make the oral presentation.
Stage 8
Pay attention to the participations
of others.
Stage 9
Formulate questions to obtain
further information and ask for
something to be repeated,
clarified or said slower.

Include explanations of main ideas during an

exchange.
Exchange emotions and reactions.
Use strategies to repair a failed conversation.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

PRODUCT
STAGES
Stage 1

Stage 2

Stage 3

Stage 4

SUGGESTED ACTIVITIES
Label a chart on the board with the following headings: reality show, cartoons, drama, sitcom, news travel, documentary, cookery and soap opera. Have Ss
infer the topic of the class. Under these headings, ask Ss to write down examples they know of the different genres.
Have Ss check the inventory of emotions they made for unit 1B and elicit emotions resulted from watching those TV shows. You might ask the secretaries to
draw a happy, sad or scared. face depending on the emotion produced by the show.
You might use the web site http://www.info-esl.com/index.php to create a word soup you can use to review vocabulary.
Divide the class into groups and have them make a chart in their notebooks with the following headings: title of the program, speech register, intended
audience, subject matter, place where action occurs, visual and sound effects, and emotions produced. Add, with Ss help, any other items they consider
relevant to describe a TV program.
Tell Ss they are going to watch short segments of different programs. Pause after each segment and ask SS within their teams to complete the above
mentioned chart. Ask Ss to pay attention to the roles of the participants, the visual and sound effects, non-verbal communication, the speakers attitudes as
well as the relationship between actions, images, dialogues and sound effects. Make sure Ss understand the meaning of each item by asking them to provide
examples. In case SS are not able, provide them with examples.
Have SS discuss within their teams what program they would like to talk about for their project. Explain to them that the product to be developed is an oral
presentation about a TV show they would really like to talk about. Ask SS to name a spokesperson to share the teams answers.
Determine as a class, the length of the presentation depending on the number or teams and Ss, since every Ss has to participate.
Recycle elements from unit 1B, so that SS remember expressions for emotions such as anger, sadness, happiness, fear, surprise. Make cards with different
situations such as I got a 10 at Math class. I lost my wallet. Have Ss work in pairs, one classmate reads the card and the other tells him/her how she/he feels.
Exchange cards and switch roles. If possible, allow for freer productions, having Ss themselves come up with the situations.
Place on the board flashcards or actions that show different emotions. Elicit from Ss language they use to express emotions, likes, dislikes or indifference. Have Ss
write within their teams sentences to express emotions and reactions about a TV program. Another possibility is to have every team write down sentences for a
specific emotion or a couple of emotions and then share with the whole class. The website http://www.eslprintables.com/cinema_and_television/tv_programmes/
might provide some useful activities/vocabulary.
Have Ss share their sentences with the whole class in order to make corrections, check pronunciation, intonation, non-verbal language, etc. Ask SS to work in pairs
to talk about the emotions produced by the TV programs they watch using the previously learned expressions.
If there is no oral production. T can provide a handout with useful chunks of language for Ss to use (e.g. I enjoy watching, I'm mad about, I cant stand, I don't
like, I don't mind, etc.). The web site http://acainnerpeace.ncf.ca/feelings.htm provides a long list of emotions as well. Ss can look up the unknown words in
their dictionaries.
Have Ss write down an outline to include all the opinions an emotions transmitted by the TV show they selected. Have Ss practice within their teams. To revise if
the sentences are understood when spoken and listened to, and to practice the enunciation of emotions and reactions.
Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and rewrite them without any mistakes.
Monitor and provide help when necessary. Make sure they all have their sentences corrected.

Stages 5
and 6

Have Ss determine within their teams the turns of participation as well as their length. Let them know that every student has to express their emotions about the TV
program.
Have Ss practice their presentations several times. Encourage peer and self-correction whenever possible.

Stages 7
and 8

Ask Ss to give their oral presentations. If possible ask them not to read what they prepared and just use it as cues. Ask the rest of the SS to listen to other groups
and make notes on anything that is unclear or they would like to ask about.

Stage 9

After each groups presentation, ask and answer questions about each groups chosen program.

BOOKS
Teachers
Book

Activity
Book

All Ready! 3
Macmillan

pp. 62-74

pp. 52-65

Fiction
pp. 46-58

Brilliant! Teens 3
Santillana

pp. 74-92

pp. 66-85

Stories
pp. 19-30

Crossover 3
University of Dayton

pp. 82-101

pp. 39-48

Narrative
pp. 81-92

Teens Club 3
Castillo

pp. 69-81

pp. 60-71

Narrative
pp. 44-47

Yes, we can! 3
Richmond

pp. 34-43

pp. 34-43

Fiction
pp. 17-26

Publishing house

Readers

Other 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
Media: http://www.bbc.co.uk/tv/
http://acainnerpeace.ncf.ca/feelings.htm
http://www.esolcourses.com/topics/television.html
http://www.eslprintables.com/cinema_and_television/tv_programmes/