NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADES SECONDARY SCHOOL

SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: understand and use information about goods and services. SPECIFIC COMPETENCY: 1st grade: give and receive information for performing community service. 2nd grade: offer and understand suggestions in order to buy or sell a product or a service. 3rd grade: express oral complaints about a health service. LEARNING ENVIRONMENT: Familiar and community environment ACHIEVEMENT: Ss will be able to: identify topic, purpose, sender, and intended audience, respond to greeting, courtesy, and farewell expressions, distinguish expressions in oral exchanges, produce expressions to provide information, search for information in an oral exchange, adjust tone, rhythm, and intonation while producing oral texts, establish the motive or reason for a complaint, infer the general meaning from implicit information, fill out application forms with personal information. PRODUCT: " Application forms and posters about community services" Stage 1. Select the service to be included in the poster, then, design the poster format. Stage 2. Explore different application forms, select and design one with the teachers help. Stage 3. Write statements about the service included in the poster, and check that the statements comply with grammar, spelling, and punctuation conventions. Stage 4. Present the poster to the selected audience and encourage it to sign in. Stage 5. Ask audience to fill out the application forms, and confirm the information orally. DEVELOPMENT OF ACTIVITIES: Have Ss explore different application forms (get them from www.applicationforms.com or the annex) ask them to fill them out without any help, then, ask them to share their answers, finally, Ss correct their information with the teachers help. ( Ss might not be able to express their ideas or answers in English, help if need be). Lead Ss to understand the function of the application forms e.g. asking for a job, signing in for a special service, etc. In teams, Ss design and use a gossip column in order to get some personal information. Ss divide a piece of sheet into 6, 7 or 8 columns, and write a question in each one BEGINNING: e.g. Whats your name?, Whats your address?, Whats your last name?, How old are you?, Whens your birthday?, Whats your favorite sport?, Do you have a girlfriend or boyfriend? , Whats your favorite color?, Whats your lucky number?, etc. (see example in the annex). Have Ss use the gossip column to interview 5 classmates and write the information on the column. (Make sure to check pronunciation and intonation) T. brings examples of informative posters, have Ss take a look at them and identify the topic, special features, layout, and the content details (make sure they can identify the poster components and what they are for). In teams Ss talk about the posters and select the service and a format to design their own. Write the words COMMUNITY SERVICE on the board, and ask Ss to mention some of them, e.g. electricity, running water, sewage, health, school service, and litter collection, etc. Have Ss discuss which one is the most badly needed. (help Ss to express their ideas in English) With the information mentioned T makes a chart & asks Ss the qsts: Who pays for the community service?, How can a person ask for community service?, What do the people need to do to get it? T explains to Ss that the public school is a community service, and it needs to be repaired DEVELOPMENT: in some areas so, ask Ss to label all the rooms and places inside the school, and at the same time make a list of things that need to be repaired ( Ss are asked to find the way to say and write the objects mentioned by looking them up in a dictionary or other sources). Have Ss in teams and ask them to draw, get the cutouts, pictures, etc. to make their posters. In teams Ss design their own posters under T's supervision to get a product which is catchy, assertive & effective. T monitors the activity and helps whenever Ss need it or when mistakes impede communication. Check correctness and appropriacy of language. Towards the end of the month Ss exhibit their posters on the walls of the classroom and prepare a short presentation of the failures, damages, services needed in the school trying to incorporate most or all the vocabulary recently learnt. T may decide on the structure(s) to be used for this purpose and which are used naturally to express this function, e.g. The doors need painting, the grass needs cutting, the faucets need changing, the laboratory needs refurbishing, the infirmary needs a first-aid kit, etc. The rest of the groups make suggestions as to where to go, who to go to in order to get the relevant service: eg. You should contact the carpenter, CLOSURE: you should buy faucets in Home Mart, etc. If you need paint, go to Comex. If you need a carpenter, contact Mr. Llamas. You should buy faucets in Home Mart, etc. Have Ss use the information on the poster to fill out the corresponding application form to request the services needed, and attach the poster with all the Sssignatures. Apoint a couple of Ss to present their requests to the Principal of the school. On the very last day of the month, provide Ss with a format so that they evaluate themselves or each other on the important attitudes & strategies used to carry out the tasks expected from this practice. Alternatively, the T may ask meta-cognitive qsts. to make the Ss reflect upon their own learning processes. BEING THROUGH THE LANGUAGE: Foster respect towards others opinions. Understand and appropriately contribute in discussions. Show assertiveness when making decisions. Stand up for citizens rights. KNOWING ABOUT THE LANGUAGE: Topic, purpose and intended audience. List of suitable words. Similarities and differences between the mother tongue and the target language (English) Connectors to give cohesion to the information (e.g., if, then, and, because). Verbs: modals. Contextual clues. Sentence types. Structure of complaints: opening, body, and closure. Conditionals. Verb tenses: present, past, and future. DOING WITH THE LANGUAGE: Activate previous knowledge. Find out the meaning of words. Identify words used to link ideas. Choose a suitable word repertoire for this practice of the language. Write sentences. Read sentences to practice pronunciation. Organize sentences to establish turns of participation. Formulate and answer questions to give and request information. Start a dialogue with the help of written guidelines. Detect expressions to argue or object. Select and adjust verbal and non-verbal behaviors for a specific audience. Include relevant details and interesting information. Seek confirmation of information in a dialogue. Determine place or addressee for a complaint. Detect strategies to adjust the action of speaking & listening, such as: pauses, rhythm, tone, etc. Use strategies to repair failed communication. SESSIONS: UNIT: 1.1 - 1.12 1 Social Practice 1A

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 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 teachers 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

TEACHERS COMMENTS

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADES SECONDARY SCHOOL
SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: read and understand different types of literary texts of English-speaking countries. SPECIFIC COMPETENCY: 1st grade: read classic tales and write a short story based on them. 2nd grade: read fantasy literature and describe characters. 3rd grade: read suspense literature and describe moods. LEARNING ENVIRONMENT: Literary and ludic environment ACHIEVEMENT: Ss can use known comprehension strategies, recognize the general meaning from some details, formulate and answer qsts. in order to locate & infer specific information. Express personal reactions to literary texts using known oral expressions, retell events using images, organize sentences into a sequence of actions infer the general meaning & main ideas from details, use strategies to support the understanding of narratives, anticipate the general meaning & main ideas from details, distinguish explicit from implicit information, PRODUCT: " a big book " Distribute the actions to make a big book in the form of a comic strip: Stage 1. Select & read a classic story / fantasy narrative or a suspense narrative. Stage 2. Determine the key events or episodes, choose & make a list of emotions provoked by the reading of these literary pieces. Stage 3. Write & arrange the sentences based on key events and design the format for the comic strip, defining spaces for dialogues & illustrations. Stage 4. Check that the sentences comply with grammar, spelling & punctuation conventions. Stage 5. Put together and illustrate the big book, incorporating the dialogues & describing the relevant emotions provoked & selected. Stage 6: Rehearse the oral reading out loud of the text & practice pronunciation. Stage 7: Organize an event to read the book out loud or perform a dramatized reading of the big book with comic strips. DEVELOPMENT OF ACTIVITIES: Ss are exposed to the different types of literary texts mentioned in the product: classic , fantasy, narrative or suspense stories. Ideally Ss should be exponsed to these stories with the aid of recorded material. Ss attention is drawn to key events and the division of the story by episodes, while at the same time the target vocabulary is elicited and emphasized to be used later on. Make sure Ss have the chance to express how they feel at different moments of the story-telling. In teams have Ss choose the type of book they enjoyed the best and try to reconstruct the story basing themselves on the key elements already detected. Have Ss identify the grammatical points needed to narrate stories, that is: past tense and past continuous form, adjectives, adverbs, comparatives and cohesive devices to give their story the right sequencing. With all these vocabulary items, have Ss produce some kind of graphic organizer to identify, separate and have the lexical components ready for their own narrations. BEGINNING: Have Ss mechanize and practice the tenses needed in contexts that are very significant and familiar to them so that they can then be transferred to their adapted or invented stories. As an approach to reading enjoyment, have Ss revisit one or several of the stories selected for purposes of punctuation & spelling conventions to be discussed and verbalized also for further use. The teacher should expose Ss to different narrations read out loud by herself/himself where the different emotions are made evident by the tone, rhythm and the performance given to the dialogues or the narrated parts. T may rely on some Ss for this task, but special attention should be given to the Ss own English levels so that Ss are not over exposed to mistakes that would impede communication and understanding of the story. With the whole group reconstruct the stories chosen asking Ss to start thinking about what changes they would propose to make the stories different. Have Ss take notes on everybody's conributions to enrich their own narrations and even start an exercise of creativity and imagination for the illustrated part of their story Teacher identifies which Ss liked the different literary genres to form teams in order to start working on the creation of their new, adapted or abridged version of the type of story chosen. Have Ss attempt writing the key events in the sequence where they think they should go and the T monitors as necessary. T should keep moving all the time to help Ss if need be, making sure there are no mistakes that would block the natural flow of the narration and the sequence of events. Have Ss identify the characters in their stories and associate the adjectives to formulate and answer qsts. To distinguish & verify specific infor. / use various strategies to understand narratives, infer the general meaning & main ideas from details, formulate & answer questions in order to infer information, write opinions regarding moods, organize paragraphs in order to create texts. DOING WITH THE LANGUAGE: Select & explore fantasy narratives, identify textual arrangement, publishing data, activate previous knowledge to determine topic, purpose & intended audience. Read & understand the general meaning & main ideas of a classic tale, predict contents based on graphic & textual components, use different comprehension strategies (e.g. skimming, scanning , adjusting speed & rhythm, detect sounds represented by different letters or their combination, establish forms that express continuous & past actions, identify key events, recognize the general meaning, determine number and order of key events, speak about & re-write key events of a classic tale, speak about personal reactions & opinions of an event, retell events from illustrations, re-write sentences of key events, complete sentences that express continuous & past actions, re-write key events & arrange them in a sequence. Read fantasy narratives & understand the general meaning, main ideas & some details, use different comprehension strategies (e.g.reading, self-questioning, vocabulary, text arrangement, etc., clarify meaning of words, identify actions used as names or as charactristics / qualities (e.g. flying on a broomstick was wonderful; He carries a lighted candle), recognize events in paragraphs, detect words & expressions used to describe physical features of characters, formulate & answer qsts. To describe characters' actions and abilities. Describe characters, express personal reactions to a text (e.g. I didnt like..) listen to others' opinions to identify different interpretations, complete sentences based on one or more abilities of characters, complete sentences with verb forms used as names or as characteristics/qualities, using conventional writing, put sentences into paragraphs, describe physical characteristcs, abilities and actions to discover characters. KNOWING ABOUT THE LANGUAGE: Topic, purpose & intended audience, graphic & textual components, narrative elements (character, events, narrator, etc.), list of suitable words, past adverbs of time & pronouns, non-frequent or absent letter groups found in the mother tongue (e.g., ee, gh), differences between British & American variants (e.g., neighbor / neighbour, theater/theatre. Types of sentences: aff, neg., qsts., imperatives. Adjectives in compaative & superlative forms, reflexive & relative pronouns, 1st. conditional, upper & lower-case letters. BEING THROUGH THE LANGUAGE: Acknowledge reading as a recreational activity, understand & appropriately contribute in discussions, foster respect towards othersopinions, acknowledge creativity & imagination in the perception of reality, enjoy reading, stimulate an aesthetic pleasure for literature, and develop empathy towards different moods. SESSIONS: UNIT: 1.13 - 1.24 1 Social Practice 1B

their personalities & roles in the stories. At the same time, have Ss identify the feelings they experiment while reading and writing the different parts of their stories. Ss may do it in pencil On susbsequent occasions the teams have to decide what to illustrate and combine it with the textual component of the stories. T monitors as necessary making sure the Ss make use of the cohesive devices that are necessary to give the story the right sequencing. Group these words under headings according to their function, that is; "To add information: and, besides, in DEVELOPMENT: addition", " to contrast information : but, however", " to sequence events: to begin with, next, then, after that, finally", " to make concessions "although, even though" Ss attempt the reading aloud of the story in teams, the teacher helps as necessary both with the right pronunciation of all words and the right intonation according to the authors' intentions. While Ss are engaged in this activity, remind them that this literary production of theirs is meant to be read and or performed in front of a real audience, other groups or even the school community, parents included; therefore, it is of the utmost importance that they rehearse the story in the most professional and convincing way. Teacher makes corrections as necessary trying to include the Ss in this correction process as much as they can detect. In teams Ss come to the front and read out and perform their stories. The rest of the group listens and takes notes of what they think should be improved. Credit can be given for this analysis exercise and note-taking which is so useful as a study skill. Ss can be informed about this to motivate them to take it seriously and contribute with brilliant ideas. When all the stories have been read the Ss may be asked to think of alternative versions to these stories; versions may range from a different ending, to different characters, or a totally different story, depending on Ss contributions. CLOSURE: The T may direct an activity where the Ss themselves either in teams or groups formulate questions that would lead them to reflect upon all the steps they followed to create their story, to identify the learnings they obtained and to express their own feelings and moods at the different stages of the lesson. Finally, the Ss may organize a contest to acknowledge the good work done on the following aspects: creativity, art work, acting, English level, attitudes and values Have Ss organize the event where they present their works to the school community or other groups. Add background music, have a master of ceremonies, circulate invitations and make it as realistic as possible.

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 teachers 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

TEACHERS COMMENTS

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADE SECONDARY SCHOOL CYCLE 4 SCHOOL TERM 2011 - 2012

SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: Understand and produce oral exchanges related to leisure situations SPECIFIC COMPETENCY: 1st grade: Exchange likes and dislikes in a dialogue. 2nd grade: Share personal experiences in a conversation. 3rd grade: Interpret and offer descriptions regarding unexpected situations in an oral exchange LEARNING ENVIRONMENT: Familiar and community ACHIEVEMENT: Ss can recognize the speakers and listeners behavior that supports the construction of meaning, request clarifications, formulate questions to clarify doubts, enunciate personal experiences spontaneously, organize sentences in a sequence, use direct and indirect speech to share personal experiences, determine the function of pauses, rhythm, and intonation, use strategies to restore a failed conversation, anticipate general sense, main ideas, and some details in order to produce an oral text. PRODUCT: "My last unforgettable trip/vacations" Stage 1. Brainstorm about vacations/ Teacher models. Stage 2. Share things they liked and didn't like about their trip/vacations. Stage 3. Describe an unexpected/fun situation occurred during the trip / vacations. Stage 4. Illustrate what they liked and didn't like about their last trip and the unusual event (s). Stage 5. Oral presentation of their vacations in front of the class aided by the illustrations they made. Stage 6. Ask questions to add/clarify situations related to the mentioned trip/vacations. DEVELOPMENT OF ACTIVITIES: Ask Ss to bring some magazines or flyers (in English if possible) related to touristic places. Have them look at them and find out some places they know or places they have already visited. Encourage them to tell the class about it/them. Then, ask them to write down a list of activities they can do in those places. Prompt them to write as many as possible in English such as swimming, camping, bungee jumping, etc. There will be some activities that they don't know in English, so ask them to work in teams and to look up in a dictionary in order to get the meaning of those words. Guide them to get the best ones. Practise pronunciation and check understanding of each leisure activity. Use a matching game BEGINNING: to relate each leisure activity with their corresponding verb. Make sure Ss notice the use of those collocations (e.g. go swimming, try bungee jumping, etc.) to express leisure activities. Next, individually have Ss choose one trip or vacation they like the most or they remember more (if some Ss have never gone on a trip or vacation, ask them to invent or imagine that they have gone ). Have them answer a questionnaire provided by the teacher with questions such as Where did they go? What did they eat? What did they like the most? What didn't they like about it? Etc. Once they finish, have them share their experiences interviewing each other. Tell them the importance of sharing common interest and respecting others' opinions. Guide them to create longer sentences using some connectors such as when, so, and, but, etc. Provide some examples if need be. So, ask them to think about an unusual, funny, embarrassing or scary moment that happened to them in that trip/vacation. Have them write some sentences that describe that moment using the connectors seen before and adding some adverbs of time such as then, next, during, etc. (get more ideas from http://www.momswhothink.com DEVELOPMENT: /reading/list-of-adverbs.html). Help them to write their experience in a short paragraph following a sequence and providing complete ideas. Have some Ss present their experience to the whole group. Encourage Ss to formulate questions to clear out doubts such as What did you do?, Did you really like it?, How did you feel after that?, etc. Motivate them to express their experiences showing interest on others'. After that, tell them they have to recreate that trip/vacation using some pictures or images. They can do a power point presentation or make a poster with some cuttings or drawings. The purpose of these pictures or images is to help them present orally their last unforgettable trip/vacations to the whole group. Tell them they can only write the title of their presentation and nothing else. They have to mention the place, what they liked and didn't like, some leisure activities they did, and the unusual, funny, scary, or embarrasing situation as minimun. Give them enough time to do so. They can do it individually or in teams. Have some strong Ss present first in order to show confidence in the use of English for weak ones. Then ask for some volunteers to do it. Make sure they CLOSURE: know what kind of vocabulary and expressions they can use at the moment of presenting. Foster to appreciate credibility and objectivity in their classmates' presentations. Have Ss ask questions towards their presentations to clarify and/or add information related to the mentioned trip/vacations. Give them a hand to remind the questions they learned in the previous activities showing them the perfect time to participate in order to avoid disruptions. Finally, have them share their feelings about their presentations as a group. Make sure they understood the language as a means of promoting interpersonal relationships in oral interactions. DOING WITH THE LANGUAGE: Identify topic, purpose and intended audience. Speech register, identify and compare forms for expressing likes and dislikes, establish sequence of statements. Express likes and dislikes in a dialogue. Use linguistic resources to confirm comprehension. Express likes and dislikes in a dialogue. Organize sentences in a sequence. Incorporate details to main ideas. Use expressions and linguistic resources to confirm comprehension. Recognize the appropriate time to stop a speaker. Listen to and explore a conversation about personal experiences. Formulate questions to clear out doubts, broaden information and confirm understanding. Use expressions and linguistic resources to restore communication. Express experiences using direct and indirect speech. KNOWING ABOUT THE LANGUAGE: Topic, purpose and intended audience. List of suitable words necessary for this social practice (e.g beach, mountains, forest, valley, sunny, windy; leisure activities such as: swimming, hiking, cycling, canoeing, climbing, resting, adjectives as funny, amazing, etc). Connectors . Speech register. Question tags. Sentences using "like", stranded positions (e.g.,the man I talked to). Verbs: Syntactic pecularities of the English language: sentences using "like", stranded positions (e.g., The man I taked to).Verbs: modals and causative (e.g. have and get). Adverbs of time and quantity. Connectors. Direct and indirect speech. Syntactic peculiarities of English: absence of double negative (e.g., They didn't go anywhere, They had no time to lose). BEING THROUGH THE LANGUAGE: Use language to exchange common interests. Promote interpersonal relationships. Show empathy in oral interactions. Value of language as a means for sharing common experiences. Show confidence in the use of English. Appreciate credibility and objectivity in different descriptions. SESSIONS: UNIT: 4.1, 4.12 4 Social Practice 4A

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 teachers 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

TEACHERS COMMENTS

behavior adopted by people from English speaking countries and Mexico.

NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION 1st, 2nd, and 3rd GRADE SECONDARY SCHOOL CYCLE 4 SCHOOL TERM 2010 - 2011

SCHOOL NAME: TEACHER: GRADE & GROUP: NO. STUDENTS: SOCIAL PRACTICE: Understand and express differences and similarities between cultural aspects from Mexico and English speaking countries LEARNING ENVIRONMENT Literary and Ludic SPECIFIC COMPETENCY: 1st grade: Read and sing songs in order to identify human values in English-speaking countries and Mexico. 2nd grade: Read short paragraphs in order to compare cultural aspects from English-speaking countries and Mexico. 3rd grade: Read plays in order to compare attitudes and patterns behavior adopted of English speaking countries and Mexico. ACHIEVEMENT: Ss will recognizes main ideas in songs, formulate and answers questions about the treatment of information, compares information using known expressions, sings verses and choruses of songs, detect rhythm, speed and intonation of songs, use various comprehension strategies, distinguish between examples and explanations from main ideas, compare information using antonyms, writes sentences to describe cultural aspects. PRODUCT: "Recital" Stage 1. Search different sources to find out aspects of English-speaking countries around the world and select a cultural aspect (music genres). Stage 2. Get information about the most representative music genres for both countries and compare similarities and differences. Stage 3. Make a comparative chart and include the comparisons. Stage 4. Choose a music genre and search for a representative artist/group and song of both countries. Stage 5. Listen to the song in order to follow speed, rhythm, and intonation. Stage 6. Locate key words in verses and chorus. Stage 7. Determine place, date, and audience in order to present the song. DOING WITH THE LANGUAGE: Check songs that reflect human values. Select words based on key words. Determine topic and intended audience. Understand the general meaning and main ideas with songs. Anticipate content. Use diverse comprehension strategies. Clarify meaning of words. Identify implicit and explicit information. Identify key words in stanzas and chorus. Distinguish language features. Formulate and answer questions about the content. Compare how human values are expressed in songs of English speaking countires and of Mexico. Listen to and sing songs. Recognize combinations of words and the sounds they represent. Detect rhythm, speed and intonation. Follow the chorus and recite the lyrics. Write down verses and/or chorus. Sing songs with and without the help of written lyrics. Formulate and answer questions about the content. Identify sentences to describe a cultural aspect. Compare cultural aspects. Describe and compare cultural aspects. Enlist characteristics of a cultural aspect. Write sentences to describe cultural aspects. KNOWING ABOUT THE LANGUAGE: Topic, purpose and intended audience. Text diustribution: verses, stanzas and chorus. Acoustic features. Repertoire of words necessary for this social practice of the language. Verb language. Tenses: progressive forms, past and present. Verb forms: past participle. Antonyms. Nouns: singular/plural, compound. Adjectives and adverbs. Punctuation. Upper and lower case letters. BEING THROUGH THE LANGUAGE: Appreciate songs as a reflection of emotions, feelings and nature. Show interest in other people and cultures. Promote collective efforts in a cultural expression. Acknowledge and respect differences between cultures. Appreciate cultural expressions particular to different countries. Develop felixibililty and value differences among people and cultures. SESSIONS: UNIT: 4.13 - 4.24 4 Social Practice 4B

DEVELOPMENT OF ACTIVITIES: Have Ss search on the internet or any other source about English-speaking countries around the world as official language (go to the computer room if possible). Ask them to write down a list and choose only ten. Have Ss work in teams and search on the internet about the most representative music genres of each country. Have them reflect on the characteristics of those music genres and discuss them as a group. Then, elicit information from Ss to write a list of the most representative music genres of Mexico. Have them make a list identifying what type of music genres are similar from the English-speaking countries and the ones from Mexico. Then, have them write some differences in a comparative chart using some antonyms. BEGINNING: (e.g. Jazz music is soft, but rock music is luod). Get some ideas about music genres characteristics at http://en.wikipedia.org/wiki/_of_popular_music_genres. Make sure they understand the main characteristics of music genres. Discuss a group what type of music genres from English speaking countries and Mexico express human values (if they do). After that, ask Ss to work in teams and choose a country and a representative music genre of it. Ask them to search on the internet or any other source about a famous singer/band/group of that genre and the most popular song of him/her/them. Ask them to get the same information of Mexico. Encourage Ss to select a music genre and a song that expresses human values. Ask them to get the lyrics of the selected song and print it (you may get it from www.lyrics.com), they have to try to get the music, too. Make sure the music of the selected song is available on the internet. Otherwise, they have to choose a different one. Have Ss practice the lyrics of the selected song aloud with the teacher's help. Have them identify the text distribution, rhythm, speed, and intonation. After practicing, have Ss agree on only one country, one genre, and one song (encourage them DEVELOPMENT: to choose a song that reflects human values). Do the same with the Mexican song (both songs have to be of the same genre). Once they have chosen them, guide them to identify the main idea of each one and words or expressions that express human values (in case they have). Have them discuss about cultural aspects such as speech register, type of vocabulary, text distribution, etc. Have them underline the values, use brackets for stanzas, highlight chorus(es), and circle verses. Guide them to identify text organization such as punctuation, upper and lower case letters, etc., in both songs. Have them write some sentences expressing cultural differences and similarities in order to clarify understanding. Have Ss compare their sentences in teams, then, as a whole group. Make sure they appreciate and respect differences between cultures. Practice the English song in order to follow rhythm, speed, and intonation as many times as needed. Have them CLOSURE: get familiar with the song until they can sing it with and without the lyrics. Ask them to share with their classmates how they feel while singing each song and to reflect on the songs as a way of expressing feelings, emotions, etc. Make sure they they understand the importance of respecting different cultures. Finally, determine place, date, and audience in order to present the song. In a plenary session ask the rest of the group to react to the song expressing their likes and emotions. Equip Ss with functional language to express likes , dislikes and preferences. E.g. I like the song because I dont like the song because. I dislike the part about violence, etc. Etc. Make Ss reflect on their learnings.

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 teachers 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

TEACHERS COMMENTS