CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015

GRADE:
SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:

UNIT:

First Grade
Read and rewrite informative texts from a particular field.
Academic and Educational

3B

Write notes to describe the components of different human body systems in a chart
CONTENTS

ACHIEVEMENTS
Answers questions in order to
give a description.
Structures and writes
sentences.
Organize terms and
descriptions into a table.
Writes sentences in order to
write notes.
Verifies spelling conventions
in order to edit notes.

DOING WITH THE LANGUAGE

KNOWING ABOUT
THE LANGUAGE

Select and check charts of human body systems

Graphic and textual
components.
Examine distribution of graphic and text components.
Recognize text organization.
Text organization
patterns.
Reflect on the use of images and /or illustrations.
Repertoire of words
Identify topic, purpose and intended audience.
necessary for this social
Understand information from reading out loud.
practice of the
Recognize description of components.
language.
Identify new words.
Verb tense: simple
Point out information.
present.
Answer questions to describe components
Determiners:
Identify the graphic resources used to link components and
demonstratives.
descriptions.
Nouns: with/without
Write notes to describe a chart.
determiner, compound,
Complete sentences in order to describe components.
countable /
Organize terms and descriptions on a table.
uncountable. Verb
Rewrite simple sentences about descriptions.
forms: passive, past
Determine the number of descriptions necessary in relation to
participle.
images.
Adjectives: comparative
Choose graphic resources in order to link the text to images.
and superlative.
Structure and write sentences.
Punctuation.

Edit charts, with the teachers guidance.

Check punctuation and spelling conventions.
Mark and clarify doubts.
Add or remove information to improve a text.
Adjust language in accordance to intended audience and
purpose. Write final version.

BEING
THROUGH THE
LANGUAGE

PRODUCT

Take the proper

decisions to
favor ones self
and ones
surroundings.

CHARTS OF HUMAN
BODY SYSTEMS
Stage 1
Select a system of the
human body.
Stage 2
Search and choose
information of the
selected human body
system from various
sources.
Stage 3
Write notes to explain
the social components
of the human body
system and include
them in a chart.
Stage 4
Use graphic resources
in the chart to link the
components to the
notes.
Stage 5
Edit the notes of the
chart to write the final
version.
Stage 6
Display charts in a
visible place in the room
for exhibition

Reflect and act

on ones own
and others
physical wellbeing.
Promote
respect and
collaboration at
work.

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

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PRODUCT
STAGES

Stages
1 and 2

Stages
3 and 4

Stage 5

Stage 6

SUGGESTED ACTIVITIES
Ask Ss to bring information about different body systems and in a tombola organize a raffle for Ss to choose one to work on. Once Ss have chosen their
body system, ask them to elicit information about it so that they have more or less an idea about its composition. Allow students to use different information
sources such as picture dictionary, bilingual dictionaries, English- Spanish dictionaries, etc. so that when they carry out the task they have the vocabulary
needed.
Use different word games so that Ss can recycle previous knowledge, encourage them to work in teams and illustrate the vocabulary. Having gone through
the pictorial input, have the same teams search and choose information on the internet, in encyclopedias, their biology textbooks, previous lessons, etc. to
enable them to describe the components of the system and their functions.
Use simple sentences and introduce the passive construction so as to lead the Ss into the use of passive utterances. Use model sentences like: The food is
processed in the stomach, The blood is purified in the kidneys. The blood is pumped by the heart, etc.
Have Ss draw or get a sketch of the human system they are in charge of. Have them label the different components and add a short comment on the main
function of that organ or part of the human body.
Previously select a body system and in plenary describe how the system works by writing sentences on the board as a model.
Have Ss work in pencil in order to facilitate correction and changes. Ss write out what they originally attempted without mistakes and have this production
enriched by the Ss themselves and the teacher. This can be done in a plenary format for everyone to learn from one another.
Have Ss combine both, the pictorial and the textual components to produce a chart that is attractive and big enough for everyone to look at. While Ss are
doing this, make sure they are producing this language verbally in preparation for the final display in front of the other teams.
Before producing the final version ask Ss to come to the front and show their partners their work; while doing this, monitor them and write down mistakes so
they can be corrected as soon as they finish their exposition.
In their teams have Ss write out and complement their charts to have them well finished with no grammar, punctuation or information mistakes. Make sure Ss
keep a balance between the graphic and textual component of the chart and make it catchy and attractive for everyone to look at.
Have Ss reflect on the type of questions needed to establish an interesting exchange of information. Equip teams so that they truly engage in a questionanswer type of practice.
Have Ss exhibit their charts in visible places in the classroom, but accompany the presentation with comments or the same exchange of questions and
answers they have been practicing. You may allow questions from other teams as far as possible.
Have Ss pay attention to the teams presentation and show respect and collaboration at all times.
For a proper closure of the unit, pose meta-cognitive questions of different sorts: questions that refer to the charts themselves, about their learning processes
and extended questions on how to keep oneself in good health? and what to do to help others keep fit? Ss can be encouraged to ask and answer questions
about the different posters exhibited, such as how many body systems exist? how each body system works? what is the heart used for?, etc.; so that Ss are
encourage to ask and answer questions about different human body systems. If at all possible, gradually let Ss pose the questions themselves. Intervene only
if mistakes impede understanding and communication.

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BOOKS
Publishing House

Teachers Book

Students Book

Readers

All Ready!
Macmillan

pp. 8-100

pp. 82-95

Readers
pp.72-84

Brilliant!
Santillana

pp.112-130

pp.104-123

Facts
pp.101-114

Crossover 1
University of Dayton

pp.122-141

pp. 59-68

Informative
pp. 29- 44

Teens Club
Castillo

pp. 83-101

pp. 78-105

Narrative
pp. 55-62

Yes, We Can!
Richmond

pp. 54-63

pp. 54-63

Fiction
pp. 27-38

Other resources
http://sciencespot.net/Pages/classbio.html
http://www.ehow.com/list_6496823_middle-body-systems-lab-activities.html
http://www.sciencekids.co.nz/humanbody.html
http://www.teacherplanet.com/resource/humanbody.php
http://museumvictoria.com.au/pages/2314/our-human-body-classroom-1-13.pdf

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