PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012

CYCLE: 4
GRADE: 1
UNIT: 3 - A

Participate in language games to work with specific linguistic aspects

Literary and Ludic
SPECIFIC COMPETENCE: Participate in language games to recognize and comprehend future tense in forecasts
PRODUCT: Forecasts

SOCIAL PRACTICE OF THE LANGUAGE:

ENVIRONMENT:

KNOWING

BEING

DOING

STAGES OF THE PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

INITIAL
Identify situations in which forecasts are made.

Establish which kind of descriptions

Recognize topic, purpose, and intended audience.

are allowed and which are not to write

Distinguish graphic and text components.

INITIAL
Activate previous knowledge

the forecast.
Choose a subject to write a current
description: oneself, a classmate, the
community, etc.

DEVELOPMENT
Write the current description.

Listen to the reading of forecasts containing verb

Non-frequent or absent letter groups found in

Foretell the current description and

forms in the future tense.

mother tongue

write it in the future verb tense

Identify sentences that express future situations

Conventional writing of words

in order to write the forecasts.

and conditions, and their composition.

Punctuation: apostrophe

Classify sentences according to the future verb

Sentence types

form.

SESSIONS 3-10

Write words that express future tense.

Complete sentences with words used in future
situations and conditions.
Compare sentences that express future situations
to those that express past and/or present situations.
Write questions about future situations.
Answer questions formulated to create
forecasts based on current situations.
Complete sentences with the future verb form.
Arrange sentences in a sequence.

Write down sentences to make a forecast

about a real or fictitious situation.

CLOUSURE
SESSIONS 11-12

Read the forecasts out loud and place

Listen to the reading of forecasts.

them in a visible spot of the classroom.

Ask questions about the forecasts made.

Answer questions made about the forecasts.

ACHIEVEMENTS (Tick when reached):

Recognizes future verb forms within sentences.
Classifies sentences by the types of future verb forms found in them.
Compares sentenses that express future situations to ones which express past and/or present situations.
Formulates and answers questions in order to understand forecasts.

Promote feedback among classmates. Show a good attitude to auto-evaluate possibilities and capacities.

SESSIONS 1-2

Observe written forecast examples.

SUGGESTED ACTIVITIES

STRUCTURES
Leo, you will have a succesfullwill
weekend.
going to
You are giong to have a
yesterday
bright future if you continue today
to study hard.
tomorrow

Have Ss brainstorm for

If I work hard now, I will

horoscope

in which horoscopes/weather

have a great future.

magazines

are published and have them read

situations in which
forecasts are made.Write
Ss answers in the Bb.
Provide Ss with magazines

My father worked hard and newspaper

and find the words that

now he does very well.

show the future tense.

DEVELOPMENT

What will you do?

Will you be going to the?

shall
will

Have Ss identify various

sentences (present, past,

Shall we go to the.?
What will happen next?

going to
yesterday

future). Have Ss rewrite

the various sentences in

What shall / is going to

happen then?

today

different tenses.

tomorrow

CLOUSURE
What will you do?
Will you be going to the..?
Shall we go to the.?
What will happen next?
What shall / is going to
happen then?

shall
will
going to
yesterday
today
tomorrow

Have sequencing activities

so Ss practice this skill.
Have Ss predict the body or
the ending of a story.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012
SOCIAL PRACTICE OF THE LANGUAGE:

CYCLE: 4
GRADE: 1
UNIT: 3 - B

Read and rewrite informative texts from a particular field

ENVIRONMENT: Educational and Academic

SPECIFIC COMPETENCE: Write notes to describe the components of different human body systems in a chart
PRODUCT: Charts of human body systems

DOING

KNOWING

SESSIONS 1-3

Select a system of the human body.

Identify topic, purpose, and intended audience.

Activate prior knowledge

Search and choose information of the

Examine distribution of graphic and text components.

Graphic and textual components

selected human body system from

Point out information.

Text organization patterns

various sourses.

Identify new words.

Identify the graphic resources used to link
components and descriptions.
Answer questions to describe components.
Reflect on the use of images and / or illustrations.
Recognize text organization.

DEVELOPMENT

SESSIONS 4-10

Write notes to explain the components

Organize terms and descriptions on a table.

Text organization patterns

of the human body system and include

Detrmine the number of descriptions necessary

List of suitable words

them in a chart.

in relation to images.

Verb tense: simple present

Use graphic resourses in the chart

to link the components to the notes.
Edit the notes of the chart to write
the final version.

Choose graphic resources in order to link the text

Determiners: demonstratives

to images.

Nouns: compound, countable/uncountable

Structure and write sentences.

Verb forms: passive, past participle

Complete sentences in order to describe components.

Adjectives: comparative and superlative

Rewrite simple sentences about descriptions.

Punctuation

Adjust language in accordance to intended audience

and purpose.
Add or remove information to improve a text.
Mark and clarify doubts.
Check punctuation and spelling conventions.
Write a final version.

CLOSING
SESSIONS 11-12

Display charts in a visible place in the

Use expressions and linguistic resources to

classroom for exhibition.

present the charts to the class.

Present the charts to the class.

ACHIEVEMENTS (Tick when reached):

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

Take the proper decisions to favor one's self and one's surroundings .Reflect and act on one's and others' physical well-being.
Promote respect and collaboration at work.

INITIAL

BEING

STAGES OF THE PRODUCT

SUGGESTED LANGUAGE

SUGGESTED ACTIVITIES
VOCABULARY

STRUCTURES
INITIAL
How does the body work? circulatory system
How many systems are there?nervous system
The circulatory system
respiratory system
includes the heart, the
digestive system
arteries, and the veins.
reproductive system
heart
arteries
veins
brain

Have Ss look at posters

with the various systems
in our bodies.
Have Ss identify the systems
with which our body works.
Have Ss identify the graphic
and textual components.

DEVELOPMENT
How does the body work?
How many systems are there?

The circulatory system

includes the heart, the
arteries, and the veins.

nerves
circulatory system
nervous system
respiratory system
digestive system
reproductive system
heart
arteries
vains
brain

Once Ss have chosen their

body system, have them
brainstorm their ideas,
then organize them into
notes. Have them link the
text to the images.
Have Ss check their writings
to make the appropriate
changes.
Have Ss illustrate their
charts.

CLOSING
How does the body work?
How does the circulatory
system work?
The circulatory system
includes the heart, the
arteries, and the veins.

circulatory system
nervous system
respiratory system
digestive system
reproductive system
heart
arteries
veins
brain

Have Ss present their

charts to the rest of the
class.