PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

Understand and express information related to goods and services

ENVIROMENT: Familiar and Community SPECIFIC COMPETENCE: Express oral complaints about a health service PRODUCT: Telephonic complaint voice mail

CYCLE: 4 GRADE: 3 UNIT: 1-A SUGGESTED LANGUAGE VOCABULARY STRUCTURES INITIAL

I didn't like the service you offered. I'm not happy with the quality of your product. I would like a refund. BEING

STAGE OF THE PRODUCT

DOING INITIAL

KNOWING

SUGGESTED ACTIVITIES

Model a telephonic complaint Produce telephonic complaints

Activate previous knowledge. Identify topic and purpose. Establish form of communication. Determine place or addressee for a complaint. Distinguish attitudes of speakers.

Topic, purpose, and intended audience Contextual clues Form of communication

Complaints Verbal
Letters

Brainstorm for possible circumstances in which we could make a complaint. How would we make the complaint, verbal (face to face) via telephone, or through a letter (e-mail). Identify the person we would complain to. Have Ss repeat various complaints, using various attitudes and voice tones and to identify how these are related to complaint making Identify how rythm, tone, and pauses are important in order to convey meaning. Have Ss identify and give details about their complaint. Make a dialogue where Ss make complaints about a service they have received.

Achievements: (Tick when reached):

Establishes the motive or reason for a complaint. Infers the general meaning from explicit information. Distinguishes between main ideas and some details. Uses strategies to inflluence meaning.

SESSIONS 1-2
SESSIONS 3-10

Select and cuncult information to make a complaint.

Service Quality Refund Product E-mail Telephone

Stand up for citizen's rights. Become aware of the attitudes of oneself and others.

Detect ways to adjust the actions of speaking and listening: pauses, rhythm, tone, etc. Clarify meaning of words. Infer general sense.

You must give me and my family another room.

DEVELOPMENT
Select and cuncult information to make a complaint. Determine the topic or reason to make the complaint. Create the statements to express complaint. Check that the complaint is understood Detect and interpret technical or specialized information. Establish motive or reason for a complaint. Contextual clues Structure of complaints: opening, body, and closure List of suitable words Modal verbs, adverbs, and adjectives Conditionals Verb tenses: present. Past and future Connectors

DEVELOPMENT
The food was terrible. The waiter brought our food one hour later, and it was cold. Our hotel room was dirty and there was a banging noise in the middle of the night.

Identify main ideas and information that explains or complements them. Detect expressions to suggest solutions.
Identify strategies to emphasize meaning. Choose a suitable word repertoire. Use and adapt speech register according to the addressee. Express motive or reason. Write expressions to suggest solutions. Use strategies to influence on meaning.

when said or heard.

Practice the enunanciation of the complaint.

Attitude Intonation Pauses Convey Context Tone Terrible Bad Cold Noisy Dirty

COLSURE
Practice the enunanciation of the Express complaints and make adjustments to improve fuency. Use strategies to repair failed communication List of suitable words

CLOSURE
Ecxuse me, what did you say?

complaint. Make the complaint.

Acoustic features

I don't understand what you mean.

This was terrible.

Terrible Bad Cold Noisy Dirty

Have Ss practice giving their complaint and practice using various tones intonation, and attitudes. Have Ss take turns to role play their dialogues of complaints, using various tones, intoniation, and attitudes.

SESSIONS 11-12

How can you promote

the service when it's so

bad?

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

Read and understand different types of literary texts from English-speaking countries

ENVIRONMENT: Literary and Ludic SPECIFIC COMPETENCE: Read suspense literature and describe moods PRODUCT: Emotionary (inventory of emotions)

CYCLE: 4 GRADE: 3 UNIT: 1-B SUGGESTED LANGUAGE VOCABULARY STRUCTURES INITIAL

My favorite I like mystery novels. The title and author are always on the front page. I don't like horror books. Ken Follet is a briliant author of historical novels. BEING

STAGE OF THE PRODUCT

DOING INITIAL

KNOWING

SUGGESTED ACTIVITIES

Foster respect towards the opinions of others. Stimulate an aesthetic pleasure for literature. Develop empathy towards different moods.

Select, from a number of sourses, a suspence narrative. Read the selected narrative in silence.

Identify textual arrangement. Determine topic and purpose. Detect intended audience from explicit information. Read and re-read narratives. Use diverse comprehension strategies. Detect frequently used words.

Elements in narratives

Novels Mystery Suspense Science fiction Fairy tales Author Illustrator Title

Provide Ss with various types of literature: novels, mystery, suspense,horror, romance, science fiction, classic tales, fairy tales, Identify author, illustrator, and genre.

Achievements (Tick when reached):

Uses various strategies to undderstand narratives. Infers the general meaning and main ideas from details. Formulates and answers questions in order ti infer information. Writes opinions regarding moods. Organizes paragraphs in order to create texts.

SESSIONS1-3 SESSIONS 4-10 SESSIONS 11-12

DEVELOPMENT
Read the selected narrative in silence. Choose and make a list of emotions that the narrative presents or provokes. Make links within texts using ecplicit and implicit information. Infer main ideas from details. Answer questions to infer characters' moods from explicit information. Relate moods to specific moments in a narrative. Express and justify personal impressions towards a text. List odf suitable words Types of sentences Types of sentences Adjectives: comparatives and superlatives Pronouns: reflexive and relative Conditionals Homophones Upper and lower case letters

DEVELOPMENT
Extract What is the character feeling? Emotions How does he/she show his/ Genre her feelings? Scared How do you know he/she Horrified feels that way? Happy What is that feeling? Interested How can you tell? Outraged I think he is showing Inspired happiness/excitment. Love He looks happier. Jealousy Envy Angry Sad Depresed Frustrated Excited Discouraged Elated
Who is the main character? Provide Ss with a extract of a suspense novel. Have Ss identify the feelings they have as they read this kind of text. Write as many emotions as possible and compare with other kinds of genre. Have Ss make up a game where they can role play the emotions they thought of. Have Ss justify impressions of a text. Have Ss write the meanings of all the kinds of feelings they found as in a dictionary. Check the first draft and edit as necessary. Write a final draft. Display where possible.

Proppose and write examples of the

situations that describe the emotions. Check that the examples comply with grammar, spelling, and punctuation

conventions.

Relate moods to characters.

Make sentences from words that express moods. Complete sentences to express moods.

CLOSURE
Organize an event to present and read the emotionary. Describe characters' moods.

CLOSURE
Frustrated means to bring to nothing, to block. Look in the dictionary all the emotions you wrote. Edit your emotionary. Disappointed Expectant