THIRD GRADE

ENGLISH III
UNIT 2
FROM: October 27th TO: November 15th 2013.
TEACHER:
PABLO GARZA RAMÍREZ

SECONDARY SCHOOL GRADE AND GROUPS CITY

“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
SOCIAL PRACTICE Understand and express information related to goods and services
ENVIRONMENT Familiar and community
TOPIC Doing with the language
SPECIFIC Express oral complaints about a health service
COMPETENCY
Produce short, conventional texts that respond to personal, creative, social, and academic
PURPOSES
purposes
• Establishes the motive or reason for a complaint.
• Infers the general meaning from explicit information.
ACHIEVEMENTS
• Distinguishes between main ideas and some details.
• Uses strategies to influence on meaning.
Listen to and explore complaints about a health service.
• Identify topic and purpose.
• Establish form of communication.
CONTENTS
• Determine place or addressee for a complaint.
• Distinguish attitudes of speakers.
• Detect ways to adjust the actions of speaking and listening: pauses,rhythm, tone, etcetera.
COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
Understand detailed instructions to solve problems related to familiar and common situations.

CURRICULAR PRODUCTION
STANDARDS Participate in exchanges on everyday topics and familiar environments.
TO WORK Have a range of strategies to open, keep, and close simple interactions on familiar topics or
personal interest.

MULTIMODALITY
Associate body and visual language with oral language.
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Set of instructions album
o Make a set of instructions album.
LEVEL OF Assessment Qualification o Choose an experiment and search for
PERFORMANCE information about it.
4 Above the Standard A+ 10.0 o Write the instructions to perform the
3 The Standard A 9.0 experiment.
o Arrange the instructions in a sequence and
3 The Standard B 8.0
illustrate them.
2 Next to Standard C 7.0
o Edit instructions to write the final version of the
2 Next to Standard D 6.0 set of instructions.
1 Requires Support R 5.0 o Agree on a design to present the set of
instructions in an album format.
o Make an index.
Put the album together and place it in the
classroom’s library.

5
 THIRD GRADE
ENGLISH III
UNIT 2
LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE:

INTERPRET AND WRITE INSTRUCTIONS TO PERFORM A SIMPLE EXPERIMENT
Check instruction manuals to perform experiments based on contextual clues, with the teacher’s supervision.
––Select instruction manuals to perform experiments based on topic and purpose (e.g., liquid filtration, carbon dioxide,
etc.).
––Examine distribution and function of text and graphic components.
––Recognize text arrangement.
––Identify purpose and intended audience.

Interpret instructions to perform an experiment from independent reading and with the teacher’s coordination.
––Read instruction manuals.
––Clarify meaning of words.
––Anticipate general meaning through self-questioning.
––Go through procedure components (e.g., steps, descriptions, activities, times, etc.).
––Distinguish details that describe steps.
––Identify use of punctuation.
––Follow instructions to confirm understanding.
––Recognize instruction order.

Write instructions to perform a simple experiment, with the teacher’s guidance.

––Determine procedure components.
––Make questions about the procedures to complete sentences.
––Establish number of steps.
––Use bullets, ordinary numbers or words that indicate sequence to point out steps.
––Write simple and complex sentences.
––Complete sentences with the descriptions of steps and activities.
––Arrange sentences in a certain procedure’s sequence.
––Give support to sentences with illustrations.

Edit instruction manuals to perform an experiment, with the teacher´s coordination.

––Read to revise punctuation and spelling conventions.
––Verify the arrangement of the sequence in sentences.
––Remove, add, change and/or rearrange information to improve a text.
––Write final version.

5
 THIRD GRADE
ENGLISH III
UNIT 2

Features and types of oral and written texts.

––Topic, purpose and intended audience.
––Text components: titles, subtitles, etc.
––Graphic components: illustrations, images, typography, etc.
––Patterns of text arrangement.

Phonic, syntactic and semantic elements of texts.

––Word list suitable for this practice of language.
––Adverbs: of sequence (e.g., after, firstly, next), frequency (e.g., twice, often, never).
––Verb forms: imperative, gerund and infinitive.
––Verb tenses: simple present.
––Sentence types.
––Prepositive phrases (e.g., instead of, at last).

Mechanics of writing.
––Punctuation: period, semicolon, apostrophe.
––Homographs (e.g., lead, live).

Language as a means to:

––Learn about our surroundings.

––Construct and consolidate knowledge.
––Promote creative and proactive attitudes during collaborative work.

Product: instruction album

Distribute among teams the necessary actions to make an instruction album.
––Choose an experiment and search information about it.

––Write down the instructions to perform the experiment.

––Arrange the sequence of instructions and illustrate them.

––Edit instructions to write the final version of the instruction manual.

––Agree on a design to display the instruction manual in an album.

––Make an index.

Put the album together and place it in the classroom’s library.

COMMENTS:

5
 THIRD GRADE
ENGLISH III
UNIT 2
FROM: November 19th TO: December 13th 2013.
TEACHER:
PABLO GARZA RAMÍREZ

SECONDARY SCHOOL GRADE AND GROUPS CITY

“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
SOCIAL PRACTICE Interpret and express information published in various media
ENVIRONMENT Familiar and community
TOPIC Doing with the language
SPECIFIC Share emotions and reactions caused by a TV program
COMPETENCY
Express some judgments and opinions about issues that are interesting to them or resemble
PURPOSES
their everyday reality
• Anticipates main ideas and the information that explains or supports them.
• Clarifies the meaning of some words.
ACHIEVEMENTS
• Formulates and answers questions to share emotions and reactions.
• Explains main ideas through an oral exchange
Explore a TV program.
• Determine genre, topic, purpose, and intended audience.
• Identify speakers’ non-verbal language and attitudes.
CONTENTS
• Identify setting(s) or place(s) where actions take place.
• Determine roles of participants.
• Identify visual and sound effects
COMPREHENSION
Use known resources and strategies to interpret oral messages.
Monitor the oral production of others to adjust the interpretation of the message.

CURRICULAR PRODUCTION
STANDARDS Join short structures and expressions together to form sequences of ideas.
TO WORK Use paraphrasing to convey abstract concepts or express meanings of unknown words.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

Appreciate creativity and proactivity in teamwork in order to meet agreements of common
benefit.
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Oral presentation
o Select a TV program.
LEVEL OF Assessment Qualification o Decide on the length of the presentation.
PERFORMANCE o Write sentences to express emotions and
4 Above the Standard A+ 10.0 reactions about a program.
3 The Standard A 9.0 o Check that the sentences are understood when
3 The Standard B 8.0 said and heard.
o Define turns of participation, and their length.
2 Next to Standard C 7.0
o Practice the enunciation of emotions and
2 Next to Standard D 6.0 reactions.
1 Requires Support R 5.0 o Make the oral presentation.
o Pay attention to the participations of others.
Formulate questions to obtain further information
and ask for something to be repeated, clarified or
said slower.

5
 THIRD GRADE
ENGLISH III
UNIT 2

LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE:

READ SUSPENSE LITERATURE AND DESCRIBE MOODS
Check a TV program, based on context clues, with the teacher’s supervision.
––Establish genre, topic, purpose and intended audience.
––Identify speakers’ non-verbal communication and attitudes.
––Recognize adjustments made by participants when speaking and listening.
––Distinguish setting(s) or place(s) where actions take place.
––Determine roles of participants.
––Distinguish visual and sound effects.

Interpret general meaning and some details of a TV program, with the teacher’s supervision.
––Clarify meaning of words.
––Reflect on the relationship between actions, images, dialogues and sound effects.
––Infer general meaning.
––Identify the function of pauses, rhythm and intonation.
––Interpret technical or specialized information.
––Differentiate main ideas and information that enhances, exemplifies or explains them.
––Recognize strategies to rephrase, adjust volume/speed, negotiate meaning, etc.
––Point out speech register.

Share emotions and reactions caused by a TV program, with the teacher’s coordination.
––Formulate questions about emotions and reactions caused by a TV program.
––Answer questions about contents of a TV program.
––Write expressions to share emotions.
––Include the explanation of main ideas during an exchange.
––Exchange emotions or reactions.
––Use strategies to repair a failed conversation.

Features and types of oral and written texts.

5
 THIRD GRADE
ENGLISH III
UNIT 2
––Genre, topic, purpose and intended audience.
––Context clues: voices, behavior, setting, place, role.
––Visual resources: marquee, subtitles, etc.
––Sound resources: soundtrack, sound effects, etc.
––Speech register.
––Non verbal communication.

Phonic, syntactic and semantic elements of texts.

––Word list suitable for this practice of language.
––Similarities and differences between native and English language.
––Acoustic features.
––Consistency in the use of a variant.
––Syntactic differences between British and American variants: modal verb need (e.g., You needn’t do it,
You don’t need to do it).
––Syntactic particularities of the English language: Lack of gender in nouns and adjectives.
Language as a means to:
––Convey and spread information.
––Value the credibility of mass media.
––Recognize the influence of media in everyday life.

Product: oral presentation

Distribute among teams the necessary actions to participate in an oral presentation about a TV program.
––Select a TV program.
––Decide on the presentation length.
––Write sentences to express emotions and reactions about a TV program.
––Revise that sentences are understood when spoken and listened to.
––Establish turns and extension for each participation.
––Practice the enunciation of emotions and reactions.
Make the oral presentation.
––Pay attention to the participation of others.
––Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.

COMMENTS: