PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012

SOCIAL PRACTICE OF THE LANGUAGE:

CYCLE: 4
GRADE: 1
UNIT: 1-A

Understand and use information about goods and services

ENVIROMENT: Familiar and Community

SPECIFIC COMPETENCE: Give and receive information for performing community service
PRODUCT: Acting out a dialogue

DOING

KNOWING

BEING

STAGE OF THE PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

INITIAL

INITIAL

Activate previous knowledge.

Topic, purpose, and intended audience.

dialogue about provinding services.

Choose a suitable word repertoire.

Context clues: environment sounds, background

Choose the community service about

Find out the meaning of words.

noise, relationship between participants,

which information is to be exchanged.

Predict the general meaning.

attitudes, etc..

Model the community service exchange.

Recognize topic and purpose.

Form of communication: on-site, distance.

DEVELOPMENT

SESSIONS 3-10

Choose the community service about

Identify form of communication.

List of suitable words

which information is to be exchanged.

Distinguish between intonation and attitude.

Sentence types

Model the community service exchange.

Discriminate environment sounds and background

Structure of dialogue: opening, body, closure.

Write sentences to give and recieve

noise.

Compositions of expressions.

information.

Use an appropriate speech register based on the

Connectors ( if, then, and, because)

Check that sentences are understood

addressee.

Verbs: modals

when spoken and listened to.

Write sentences.

Similarities and differences between the mother

Practice sentences.

Include relevant details and interesting

tongue and English language.

information.
Organize sentences to establish turns of
participation.
Establish tone and intonation of sentences.
Establish the relationship between participants.
Distinguish compositions of expressions.
Read sentences to practice pronunciation.

CLOSURE
SESSIONS 11-12

Formulate and answer questions to give and request

Perform the dialogue.

information.
Start a dialogue with the help of written guidelines.
Adjust volume and speed.

Speech register

Participate appropriately during oral exchanges. Foster confidence within interpersonal relationships.

SESSIONS 1-2

Choose a classmate to act-out a

Practice sentences.

Excuse me. Can you help me?

Polite expressions

Have Ss think and comment

How mouch does it cost?

Greetings

about the kind of community

How can I be of service?

Farewells

service they use.

Do I need to appy for the

Wh-questions

Have them brainstorm the

service?

Request

kind of language used to

Do I need a form?

Telephone

bring about the service.

I'm looking for.

Internet

Think about the difference

On-line

of asking for a service in

Attitude

person and via telephone.

DEVELOPMENT
How does the text begin?

Opening

Have Ss read a text of the

What is the main idea?

Body

request of a service, and

What is the conclusion?

Ending

have them identify opening

What kind of questions

Conclusion

body and closure.

are used?

Intonation

Have Ss create their own

Does it sound different

Establish
Participation
Details
Interesting
Turns
Expressions
Sentences
Addressee

dialogues requesting or

when using various tones?

Does the attitude in which
we request or offer the
service matter?

Identifies topic, purpose and intended audience.

Predicts the general meaning from words and expressions similar to those to the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral exchanges.
Produces expressions to provide information.
Adjusts volume and speed when constructing oral texts.

offering a service.
Have Ss focus on the,
opening, body, and ending
of the dialogue.
Have Ss practice their
dialogue, with their partner.

CLOSURE
Does the attitude in which

Formulate

Have Ss practice the

we request or offer the

Questions

exchanges they created.

service matter?

Dialogue

Have Ss role play their

Guidelines

dialogues.

Volume

Achievements (Tick when reached):

SUGGESTED ACTIVITIES

STRUCTURES

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

CICLO ESCOLAR 2011-2012
SOCIAL PRACTICE OF THE LANGUAGE:

CYCLE: 4
GRADE: 1
UNIT: 1-B

Read and understand different types of literary texts of English-speaking countries

ENVIRONMENT: Literary and Ludic

SPECIFIC COMPETENCE: Read classic tales and write a short story based on them
PRODUCT: Big Book

DOING

KNOWING

SESSION 1-2

Activate previous knowledge.

Topic, purpose, and intended audience

Detrmine which the key events are.

Recognize graphic and text arrangement.

Graphic components

Predict contents based on graphic and text

Textual components

components.

List of suitable words

Determine topic, purpose, and intended audience.

Identify the author.
Use different comprehension strategies eg: scanning,
skimming, and adjusting speed and rhythm.

DEVELOPMENT

SESSION 3-10

Detrmine which the key events are.

Use different comprehension strategies eg: scanning,

List of suitable words

Write and arrange the sentences based

skimming, and adjusting speed and rhythm.

Narrative elements

on key events.

Recognize the general meaning.

Verb tenses: past and verb forms: progressive

Check that the sentences comply with

Identify key events.

Adverbs of time and pronouns

grammar, spelling, and puntuation

Determine number and order of key events.

Non-frequent or absent letter groups found in

conventions.

Retell events from illustrations.

mother tongue

Put together and illustrate the big book.

Establish forms that express continuous and past

Differences between British and American

Rehearse the oral reading out loud of

actions.

variants

the text and practice pronounciation.

Arrange events in a sequence.

Rewrite key events.

CLOSURE
SESSION 11-12

Rehearse the oral reading out loud of

Practice the oral reading of the story.

the text and practice pronounciation.

Read the story to the rest of the school.

Read the book out loud and donate it

to students from basic education lower
grades.

Achievements (Tick when reached):

Uses known comprehension strategies.
Recognizes the general meaning from some details.
Formulates and answers questions in order to locate specific information.
Expresses personal reactions to literary texts, using known oral expressions
Retells events using images
Organizes sentences into a sequence of actions.

Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions.

Foster respect towards others' opinions.

INITIAL
Select and read a clasic story.

BEING

STAGE OF PRODUCT

SUGGESTED LANGUAGE
VOCABULARY

SUGGESTED ACTIVITIES

STRUCTURES
INITIAL
What kind of stories do
you like?
What is your favorite?
Did you like the story?
How are they similar?

Stories
Text
Classic
Tales
Prediction
Skim
Scan

Provide Ss with various

classic tales so they can read.
Have Ss use various reading
strategies, like prediction
skim, and scan so they can
understand the story.

DEVELOPMENT
Identify the main events.
What are the details?
Who are the characters,
main and second?
What do you think happens
next?
What is the plot?
How is the problem solved?
What would have happen

Genre
Fariy tale
Novel
Classic tale
Details
Main
Second
Principal
Plot

if..?

Have Ss think about their

favorite stories and how
thiey relate to the ones they
read in the classroom.
Have Ss identify and
differentiate the main and
second characters.
Have Ss identify the details
of the story.
Have Ss create their own
story.
Have Ss write a first draft,
edit , and write a final draft.

CLOSURE
Read a little bit slower/

Slow

Have Ss make their own

faster.

Fast

story book.

Did you like the story?

Intonation

Have Ss read and present

their big books with the
rest of the school.