CUADERNILLO DE ACOMPAÑAMIENTO “STORIES IN PRIMARY

PROGRAMA DE EDUCACIÓN PLURILINGÜE
CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
DIRECCIÓN GENERAL DE CULTURA Y EDUCACIÓN
UNIDAD DE COORDINACIÓN DE PROGRAMAS
Provincia de Buenos Aires
Gobernador
Dn. Daniel Scioli
Vicegobernador
Lic. Gabriel Mariotto
Directora General De Cultura y Educación
Dra. Nora De Lucia
Vicepresidente 1ro del Consejo General de Cultura y Educación
Dr. Claudio Crissio
Jefe de gabinete
Cdor Fernando Spinoso
Subsecretario de Educación
Dr. Néstor Ribet
Coordinadora Ejecutiva de Unidad Coordinación de Programas
Lic María Elena Patzer
Coordinadora Programa de Educación Plurilingüe
Prof. Ana Cendoya
programasba.abc.gov.ar
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Presentación
Todas las actividades propuestas en el Diseño Curricular para EP tienen el propósito de
estimular la toma de conciencia sobre cómo funcionan distintos aspectos del discurso
oral y escrito en la lengua extranjera. A través de variados intercambios orales y del
trabajo con textos, los niños interactúan con las diversas expresiones que, con apoyo
del docente, pueden utilizar en sus propios textos. De este modo, escuchan, hablan,
leen y escriben como modos alternativos pero simultáneos de aproximarse a la lengua.
La clase de inglés constituye quizá el único contexto en el que la mayoría de los niños
puede “hablar” inglés con otros de manera sistemática. Por eso es necesario promover
en el aula un fuerte trabajo sobre la oralidad. La clase de inglés debe desarrollarse en
inglés, restringiendo las intervenciones docentes en lengua materna a las que se consideren absolutamente indispensables. En nuestro contexto provincial, la exposición
y producción oral en lengua extranjera es posible casi exclusivamente cuando el niño
se encuentra en clase, por lo que el docente debe construir este espacio en el aula. En
esta propuesta, el docente se constituye en modelo en el uso de la lengua y secuencia
las tareas para que los niños reconozcan las reglas. Los niños descubren por sí mismos
cómo funciona la lengua en distintos niveles (lingüístico, discursivo, pragmático, socio-cultural) y generan las reglas lingüísticas (lexicales, gramaticales, sintácticas, fonológicas), discursivas y pragmáticas pertinentes, que irán profundizando a medida que
toman contacto creciente con la lengua.
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Contents
Introducción .................................................... 5
Unit 1: The man and the tree ............................. 8
Unit 2: My love for cats ........................................ 11
Unit 3: My land ..................................................... 14
Unit 4: Magic fairies .......................................... 16
Unit 5: My neighborhood ................................... 20
Unit 6: My world ................................................... 22
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
Equipo del Programa de Educación Plurilingüe: Lic Verónica Wolgeschaffen. Lic Ana M. Otero.
Prof Jorgelina Carlassare.
Equipo de producción: Programa Artes y Medios.
Coordinación: Adriana Vidal.
Diseño y Diagramación: Prof Florencia Peretti.
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Introdución
LITERATURA EN LA CLASE DE INGLÉS
El docente construirá un espacio áulico de contención y de disfrute de la literatura que
facilite las primeras experiencias positivas en lengua extranjera. Los textos literarios incentivan a los niños a jugar con la fantasía y la imaginación, los involucran integralmente
permitiéndoles expresar sus opiniones y emociones. A través de los textos literarios los
niños se ponen en contacto con gran variedad de recursos lingüísticos. Por ejemplo, los
poemas con la rima, el ritmo, patrones de entonación, uso de imágenes y metáforas,
juegos de palabras a partir de su sonoridad y de los posibles distintos significados que
éstas connotan. Lo mismo ocurre en la prosa, donde la narración puede estar teñida de
misterio, de suspenso, de ironía, de humor, de sarcasmo, entre otros. La literatura proporciona el espacio para disfrutar de la lectura y ofrece la posibilidad de contribuir con
uno de los objetivos básicos de la escuela primaria: la construcción del hábito de la lectura y la formación de lectores competentes, motivados e independientes. Generar una
atmósfera de lectura en clase que facilite un acercamiento a los textos literarios permite
que los niños se entusiasmen con los relatos, se dejen atrapar por las historias narradas
y disfruten de un viaje imaginario a mundos alternativos. La particularidad de los textos
literarios de propiciar una identificación personal del lector con la situación planteada,
los personajes y sus experiencias, los convierte en un espacio textual ideal para trabajar
aspectos culturales. Los niños interpretan los textos a partir de cómo representan y simbolizan el mundo que los rodea, tanto a nivel personal y local, como social y global. Los
textos literarios nos abren puertas a mundos alternativos regidos por otras leyes, donde
lo imposible es posible y lo real se entremezcla con lo imaginario. Este espacio textual
ofrece un lugar de construcción para operar con el conocimiento de la lengua en forma
creativa, para expresarse, donde la atención está puesta en lo que quiero decir no en
cómo digo; ofrece también la posibilidad de expresarse por medio del lenguaje corporal o
de las artes visuales.
SUGERENCIAS PARA EL ABORDAJE DEL CUADERNILLO “STORIES IN PRIMARY
EDUCATION-BOOK 1”:
BEFORE READING
The teacher asks students to have a look at the whole booklet and identify text types.
What text types can you identify? Justify your choices
Write the title or “none”
Narrative:
Informative/expository:
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Descriptive:
Argumentative:
Instructive/directive:
FOR THE TEACHER:
Text Types
There are 5 major texts types: Narrative Descriptive Directive Expository Argumentative
Text types versus text forms Text types are general semantic-functional concepts and
are not to be confused with text forms (advertisements, editorials, sermons,
shopping lists, poems, telephone books, novels, etc.)
Narrative texts have to do with real-world events and time. They may be fictional (fairy
tales, novels) or non-fictional (newspaper report). They are characterised by a sequencing
of events expressed by dynamic verbs and by adverbials such as “and then”, “first”,
“second”, “third” Example: First we packed our bags and then we called a taxi. After
that we… etc.
Descriptive texts are concerned with the location of persons and things in space. They
will tell us what lies to the right or left, in the background or foreground, or they will
provide background information which, perhaps, sets the stage for narration.
Directive texts are concerned with concrete future activity. Central to these texts are
imperatives (Hand me the paper) or forms which substitute for them, such as polite
questions (Would you hand me the paper?) or suggestive remarks (I wonder what the
paper says about the weather).
Expository texts identify and characterize phenomena. They include text forms such as
definitions, explications, summaries and many types of essay.
Argumentative texts depart from the assumption that the receiver’s beliefs must be
changed. They often start with the negation of a statement which attributes a quality
or characteristic activity to something or someone (especially scholarly texts). They also
include advertising texts, which try to persuade their readers that a product is somehow
better, at least implicitly, than others.
Source: Gramley,S., Pätzold, K.M., A Survey of Modern English, London, Routledge, 1992
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Taken from: http://goo.gl/nosqcb
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Unit 1: The man and the tree
BEFORE READING
Teacher asks students to focus on the title and
images. Then, based on title and pictures, asks
them to anticipate what the text is about.
Teacher writes their predictions on blackboard
(BB) and students take down notes on their
notebooks/folders.
Suggested questions
What words do you recognise in the title? What
can you see in the images on this page?
Describe them. (Teacher scaffolds with necessary
vocabulary for descriptions: “I can see…”)
FIRST READING
Teacher reads the text in a loud voice, showing the images while reading and changing
her/his to interpret the different characters. Teacher may also asks students to take
down notes of the words they recognise.
SUGGESTED QUESTIONS
How many characters can you recognise? List them.
What are they talking about?
Tick the correct option (you can choose more than 1)
STRATEGY: IDENTIFY THE THEME OF THE TEXT
The story is about….
- Love
- Nature
- Sports
- Importance of protecting the environment
- Animals
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
SECOND READING
Students read the text individually and complete the following and activities:
ANIMALS
PLANTS
Teacher checks with the class
THIRD READING
Teacher asks students to contrast their predictions from the beginning with the actual
story
Were you right? How?
Taken from: http://goo.gl/QQRZuv
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Taken from: https://goo.gl/rhGF9P
THE BIG QUESTIONS
WHY ARE TREES IMPORTANT TO THE ENVIRONMENT? WHAT CAN I DO TO HELP THEM?
Read the text to get info about the importance of trees and then search the web to
find out more. Complete the following table:
WHAT I KNOW
WHAT I WANT TO
LEARN
HOW CAN I LEARN
MORE
WHAT I LEARNT
Listen to the audio about kids telling why trees are important for them. Use the info to
complete the chart above
https://www.youtube.com/watch?v=8h_X-60TYFU
SUGGESTED SITES:
VIDEO: https://www.youtube.com/watch?v=o1B5wMF3n0I
http://www.spokanecounty.org/wqmp/envirokids/images/Spring%202008.pdf
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Unit 2: My love for cats
BEFORE READING
Teacher asks students to look at the title for predictions.
Then, Teacher reads the first line of the text “Cats are
my favourite animals for a number of reasons” and
after analysing the line and looking at the illustrations
with the whole class Teacher asks them to imagine the
reasons why the narrator likes cats. Teacher uses the
images as prompts and scaffolds students with
vocabulary and phrases.
STRATEGY: VISUALIZE
Create mental images about the characters, setting
and events in the text.
- Cats/they have got….
- Cats/ they can….
- Cats/they love….
Students dictate and Teacher writes on the blackboard.
Then students complete the following chart:
What do you know about cats?
They have
got...
They can...
They love...
They hate...
They eat...
CATS
DURING READING
The first time teacher reads the whole text in a loud voice. In the second reading Teacher
stops at each page and asks students to compare the actual text with their predictions
on the chart.
BEFORE READING
Students choose their favourite animal and write and draw a similar text to the one in
the booklet.
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THE BIG QUESTIONS:
- Are cats domestic animals?
- What is wild and what is not?
- What is the difference between a wild animal and a domestic animal?
Read the following the texts and find out.
Taken from: http://goo.gl/qVU9i9 & http://goo.gl/8Nhxna
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
IS IT A WILD ANIMAL OR A DOMESTIC ANIMAL?
A wild animal does not live in captivity or depend upon humans for food, water, shelter,
space or any of its other needs to survive. Domestic animals are animals that are tamed,
kept, and bred in captivity by humans. All domestic animals are related to wild animals.
WHAT IS WILD AND WHAT IS NOT
Wild animals do not live in captivity or depend on humans for food, water, shelter, space,
or any other needs to survive. Wild animals must survive on their own. Domestic animals
are animals that are tamed, kept, and bred in captivity by humans for food, fiber, work,
companionship, and entertainment. People care for domestic animals and meet all their
needs for survival. All domestic animals originally came from wild animals. Lynx and
Bobcats are wild cats that must survive by themselves. Many people keep domestic cats
as pets and take care of all their survival needs.
How are wild animals and domestic animals different?
How are domestic animals similar to wild animals?
List 10 wild animals.
List 10 domestic animals .
List 8 animals that are both domestic and wild.
Taken from: http://goo.gl/XfyzGs
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Unit 3: My land
BEFORE READING
STRATEGY: MAKING PREDICTIONS
Teacher asks students to determine what will
happen in the text, using the title and illustrations
for help.
DURING READING
Students take turns to read the text to the class
in a loud voice. Teacher may ask students to
close their eyes while listening.
The second time, students read in silence to find out the answer to the following
question:
WHAT MAKES THE NARRATOR’S LAND SPECIAL? Underline or take down notes.
STRATEGY: QUESTION
Reread the text for information
Students compare their answers to the class and write down their conclusions together
with the teacher.
AFTER READING
Teacher asks students to focus on the following phrase:
“The bluest skies, the greenest planes…”
Teacher asks students to describe their land/place using superlatives. Use the following
adjectives for inspiration:
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
THE BIG QUESTION: WHAT MAKES YOUR LAND/PLACE SPECIAL?
Students investigate about their own land/place and write a short text to describe what
makes it special.
Have a look at this example:
Taken from: http://goo.gl/bMtlyf & http://goo.gl/wqf43C
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Unit 4: Magic fairies
BEFORE READING
Teacher writes the title on the blackboard and asks
students to brainstorm ideas. After that, using the
words elicited in the brainstorming, teacher invites
students to
Brainstorming Race
Time: 20 minutes
Players: 2 to 4 teams Preparation: None
Procedure:
Draw two to four columns on the board and separate the students into a corresponding
number of teams.
Suggested categories connected to magic/fairytales: STORIES/ CHARACTERS/
SETTING/ VOCABULARY
Have each team line up in front of a column and give each team a marker or chalk.
Call out a category for the students to brainstorm.
Set a time limit and let the students start writing all the words they can think of
belonging to that category.
The first student in each team runs to the board, writes a word, gives the marker/chalk
to the next student, and goes to the back of the line. Then the second student runs to
the board and so on.
When the time limit has been reached, check the words and spelling.
The team with the highest number of correct answers wins.
To stop teams copying each other you can cross out all the words that are duplicated
across the teams.
Adapted from: http://goo.gl/gHIgyC
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
DURING READING
Teacher and students read the text once to get the gist. Students read the text a second
time in silence and then with a partner to complete the following table:
What happens?
Main events
Setting
Characters
Moral
NOTE FOR TEACHERS:
Setting: the location and the time of the story
Characters: the persons or animals that appear in the story
Moral: the lesson learnt after reading the story
AFTER READING
Teacher invites students to go back to their childhood and use the following strategy to
make connections with the text.
STRATEGY: CONNECT THE TEXT WITH OTHER TEXTS AND YOUR OWN LIFE.
Can you think of…
...similar stories with magic?
…. card games with magic?
....films?
...fairytales from you childhood?
...poems related to magic?
...songs about magic?
...famous fairies?
Take down notes and share with the class.
How are the stories similar/different?
Think about the setting, the good and bad characters, the theme and the moral.
Write a text about fairies and magic. You may also adapt a fairytale from your childhood.
Use the ideas from the brainstorming and the following tips below for help
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Taken from: https://goo.gl/EHDfI9 & Taken from: http://goo.gl/94IeVN
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Taken from: http://goo.gl/dE5YAN & https://goo.gl/Y6tKnN
As a final task, students can produce their own posters about fairy tales to hang up in
the classroom’s wall.
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Unit 5: My neighborhood
BEFORE READING
Teacher invites students to have a look at the
images and text and asks:
What kind of text is it?
How is it similar/different from the previous ones?
What can you see in the pictures? Describe them
Teacher provides the following tips as a guide:
What is in the picture?
In the picture I can see ...
There’s / There are ...
There isn’t a ... / There aren’t any ...
Say what is happening with the present continuous
The man is ...ing
The people are ...ing
It’s raining.
Where in the picture?
At the top/bottom of the picture ...
In the middle of the picture ...
On the left/right of the picture ...
next to
in front of
behind
near
on top of
under
If something isn’t clear
It looks like a ...
It might be a ...
He could be ...ing
Maybe it’s a ...
SEE MORE AT:
http://learnenglishteens.britishcouncil.org/exams/speaking-exams/describe-photo-or-picture#sthash.rBoxQuDl.dpuf
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
Watch this video for more tips:
http://9a27bbc586dd80f4a734-4d0355cf9e89be09aa440f2192ff2da0.r28.cf1.rackcdn.com/exam-speaking-test-describe-a-photo.mp4
Now see the following examples:
http://www.writefix.com/pet/petspeak/baby.htm (speaking) http://www.elllo.org/
SwiffStep/PDG01b.swf (listening) http://www.elllo.org/english/Games/G041-TwoLovers.html#toppage (listening)
DURING READING
Students read the text in pairs, individually and a as a whole class. Together with the
teacher, they discuss what they understood and infer the words they do not know.
STRATEGY: INFER: USE THE CLUES IN THE TEXT AND YOUR OWN KNOWLEDGE TO
FILL IN THE GAPS AND DRAW CONCLUSIONS
Teacher invites them to complete the following table with words from the text:
AGES
PEOPLE’S SIZE TYPES OF HAIR BODY
FEATURES
FEELINGS
/EMOTIONS
ACTIVITIES
FOR MORE PRACTICE
Picture description game
Materials needed: pictures of different people doing activities, places, etc.
Procedure:
The class is divided in two groups. A volunteer from each group comes to the front, they
will play the role of “listeners”. The teacher selects a picture a sticks it on the volunteer’s
forehead (she/he is not allowed to look at picture). A member from each team, “the
speaker”, looks at the picture on the volunteer’s forehead and describes the picture as
clearly and in as much detail as possible. The “listener” is required to draw a sketch of
the description on the blackboard. The pair who gets the most similar drawing to the
original picture, gets a point for the team.
This game may be repeated many times with different “speakers” and “listeners”.
AFTER READING
Students use all the information provided throughout the unit to write a description of
their own neighborhood. They may use the text in the booklet as a model. They may also
prepare a poster or pics to present it to the class in an oral exposition.
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Unit 6: My world
BEFORE READING
Students anticipate what they will read in
the text by looking at the pictures. This final
unit may be used to revise all the structures
and vocabulary seen throughout the booklet.
Teacher prompts students to integrate all
they have learnt to describe the images before
reading.
Next teacher proposes students to skim the
text.
Skimming
Skimming refers to the process of reading only main ideas within a passage to get an
overall impression of the content of a reading selection.
How to Skim:
* Read the title.
* Read the introduction or the first paragraph.
* Read the first sentence of every other paragraph.
* Read any headings and subheadings.
* Notice any pictures, charts, or graphs.
* Notice any italicized or boldface words or phrases.
* Read the summary or last paragraph.
Students dictate in turns and teacher writes the key ideas on the blackboard.
DURING READING
Students read the text individually; this time thoroughly. Teacher asks them to compare
and contrast the information written on the blackboard to what they understood in the
second reading.
Together, they complete the teacher`s notes with the missing information.
After that, teacher invites students to scan the text to find specific information to
complete the chart:
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CUADERNILLO DE ACOMPAÑAMIENTO
“STORIES IN PRIMARY EDUCATION-BOOK 1”
PLACES
LANDSCAPES FOOD
Scanning
Scanning is a reading technique to be used when you want to find specific information
quickly. In scanning you have a question in your mind and you read a passage only to find
the answer, ignoring unrelated information.
How to Scan:
* State the specific information you are looking for.
* Try to anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you would quickly
read the paragraph looking only for numbers.
* Use headings and any other aids that will help you identify which sections might
contain the information you are looking for.
* Selectively read and skip through sections of the passage.
(From College Reading and Study Skills and Academic Reading and Study Skills for
International Students)
AFTER READING
As a final task, students may choose one of the texts and read it and or act it out for
younger kids in the school.
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PROGRAMA DE EDUCACIÓN PLURILINGÜE
CUADERNILLO DE ACOMPAÑAMIENTO
DIRECCIÓN GENERAL DE CULTURA Y EDUCACIÓN
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