PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE: PRODUCT:

Listen to and use everyday greeting, farewell, and courtesy expressions Familiar and Community Understand and respond to greeting, farewell, and courtesy expressions Illustrated cards with courtesy expressions SUGGESTED LANGUAGE STRUCTURES

CYCLE: GRADE: UNIT:

1 1st 1a

STAGES OF THE PRODUCT

DOING INITIAL

KNOWING

BEING
Show respectful attitude towards others attempts to understand and use the foreign language. Using greeting, courtesy, and farewell expressions in everyday communication.

VOCABULARY INITIAL

SUGGESTED ACTIVITIES

Classify greetings, farewell, and courtesy expressions in everyday communication, previously written by the teacher.

Listen to and observe short dialogues. Differentiate sender from intended audience. Distinguish non-verbal language. Identify purpose. Explore the written form of words.

Purpose and participants in the communicative situations. Non-verbal language. Word formation. Repertoire of words necessary for this practice.

Hello/Hi Whats your name? I am_________ Good bye Please Thank you

hello hi good-bye bye please thank you

SESSIONS 1-3

Show product to Ss. T. reads illustrated dialogue. Ss identify the expressions. Ss role play the dialogue.

DEVELOPMENT

DEVELOPMENT
T shows classroom objects. Ss use courtesy expressions. T. asks for the objects. Matching activity. Practice expressions. Review classroom objects. Label pictures. Practice the writing of the expressions. Practice asking for things. Worksheet with expressions.

Select greeting, farewell, and courtesy expressions. Compare similarities and differences in Glue expressions on cards. words. Complete words. Add illustrations to the expressions. Distinguish non-verbal language. Use cards to communicate with Play the roles of sender and classmates and the teacher. intended audience. Respond to greeting, farewell, and courtesy expressions.

Non-verbal language. Repertoire of words necessary for this practice. Purpose and participants in the communicative situations. Non-verbal language.

What is it? Its a____ Is it a or Yes, it is. / No, it isnt Are they.? Yes, they are No, they are not (+ expressions week 1)

please thank you glue, marker pencil, crayon scissors paper hello, hi, bye good-bye please, thanks

SESSIONS 4-10

CLOSING SESSIONS 11-12

CLOSING
Hello/Hi Whats your name? I am_________ Good bye, Please Thank you Show me hello, hi, bye good-bye please, thanks glue, scissors pencil, crayon paper, marker Memory game. Show Me game. Ss classify cards. Ss will display the cards using a poster.

Display the cards in a visible place in the classroom.

Play the roles of sender and intended audience. Respond to greeting, farewell ,and courtesy expressions.

Repertoire of words necessary for this practice of the language.

ACHIEVEMENTS (Tick when reached): Identifies sender and intended audience. Distinguishes verbal from non-verbal language. Responds to greetings, farewell, and courtesy expressions using non-verbal language. Completes words by writing.

WARM UPS
Hello Teacher song Show Me Simon Says Stand up; sit down Color game Good morning to you song TPR (commands) Bye Bye Teacher song Chant: stand up, clap your hands stomp your feet, turn around, and sit down.

ASSESSMENT
ORAL: Ask Ss Yes/No questions. Have Ss answer with correct word or structures. Have Ss sing or chant to improve rhythm or intonation. Have Ss role play short dialogues. Check pronunciation. Play games to assess target vocabulary. Check comprehension of instructions, vocabulary, and TPR commands. Check correct word tracing. Dictation practice.

MATERIAL
Poster with illustrated dialogue Flashcards with greeting, farewell, and courtesy expressions Flashcards with classroom objects Worksheets with classroom objects Worksheets with cards Matching worksheet Crayons Scissors Glue Puppets Old magazines Tape Yarn Colored paper Ts own material CDS with songs

MOTIVATIONAL IDEAS
T will make a little hand. On one side it will say hello and on the other goodbye, encouraging Ss to use it when he/she comes in and goes out of the classroom. Have Ss make their own hello / goodbye hands. T will take out the group and go around the school saying with their little hands, hello and goodbye, as they pass by other classrooms. Have Ss label classroom objects around the room. T motivates Ss to practice the greeting, farewell and courtesy expressions when asking for permission. Make a colorful collage for display of target vocabulary.

OBSERVATIONS:

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE: PRODUCT:

Participate in the reading and writing of rhymes and stories in verse Literary and Ludic Understand rhymes and stories in verse File holder with words that rhyme SUGGESTED LANGUAGE STRUCTURES

CYCLE: GRADE: UNIT:

1 1st 1b

STAGES OF THE PRODUCT

DOING INITIAL

KNOWING

BEING
Show interest in learning the English language. Show respect towards what others do with and know about the target language. Appreciate and enjoy literary expressions in the target language.

VOCABULARY INITIAL

SUGGESTED ACTIVITIES

Musical elements: rhythm, rhyme, Explore rhymes and stories in verse. Listen to the reading of rhymes. Find repetitive sounds. Repertoire of words Complete words that rhyme out the meaning of words. Identify necessary for this practice. Topic, previously written by the teacher, words that rhyme. Recognize rhyme purpose, and intended audience. on cards. and rhythm. Repeat words that rhyme. Graphic and textual components: Spell and complete words that rhyme. illustrations, title, text.

This is What is this? Is this a____ ? Yes, it is or No, it is not. Lets sing/chant/spell. Show me.

mouse, house bed, head chair, bear flower, tower basket in Alphabet

SESSIONS 1-3

Read rhyme to Ss. Identify words that rhyme. Match rhyming words. Complete the words that rhyme. Practice pronunciation. Match pictures to words. Make cards.

DEVELOPMENT

DEVELOPMENT

Illustrate the cards. Organize the cards in a file holder. Check the words written on the cards. Play with the cards.

Identify words that rhyme. Compare similarities and Correspondence between oral and differences among the words that written parts of texts. Repertoire of rhyme. Explore rhymes and stories words necessary for this practice of the in verse. Listen to the reading of language. rhymes. Compare similarities and differences among the words that rhyme. Spell words that rhyme.

This is What is this? Is this a____ ? Yes, it is or No, it is not. Lets sing/chant/spell. Show me.

mouse, house bed, head chair, bear flower, tower basket in Alphabet

SESSIONS 4-10

Check cards. Check spelling. Classify words that rhyme. Illustrate the cards. Memory game. Slap game. Sort the words. Put words in a file holder.

CLOSING SESSIONS 11-12

CLOSING
This is What is this? Is this a____ ? Yes, it is or No, it is not. Lets sing/chant/spell. Show me. mouse, house bed, head chair, bear flower, tower basket in Alphabet

Sort out the files in a file holder. Invite another class to play. Find a place in the classroom to keep the file holder.

Explore rhymes and stories in verse. Listen to the reading of rhymes.

Repertoire of words necessary for this practice of the language.

Memory game

ACHIEVEMENTS (Tick when reached): Identify that a text is read from left to right and from top to bottom. Identify graphics in a text. Detect words that rhyme. Recognize the meaning of several words when listening.

WARM UPS
Hello Teacher song Show Me Simon Says Stand up; sit down What's in your Basket? song Clapping game TPR Abc song Point to game Bye Bye song

ASSESSMENT
Ask Ss Yes/No questions. Ask Ss to answer with the correct word or sentence structure. Have Ss sing and chant to improve rhythm, stress, and pronunciation. Check pronunciation of target vocabulary at random. Have Ss follow directions in TPR activities, play games, memory games. Ask Ss to identify words that rhyme using flashcards. Match the word to the other word that rhymes. Missing letters using the words that rhyme. Ask Ss to read a part of the rhyme aloud. Have Ss participate in the writing of the words that rhyme.

MATERIAL
Big book Flashcards Worksheets Cards with words Alphabet cards Bottle caps Old magazines Puppets Newspaper Scissors Glue Ts own material Alphabet song CD

MOTIVATIONAL IDEAS
T will encourage Ss to pass to the front and say the words that rhyme. T will praise Ss work and their effort to say all the words correctly. Practice the pronunciation of words.

OBSERVATIONS: Rhyme : Hello Minnie Whats in your basket? Is it a hat? Is it a cat? Is it a house? Is it a mouse? Is it a bed? Is it a head? No, its not a bed. Its not a head.

Is it a flower? Is it a tower? No,its not a flower; it is not a tower. Its not a bed; its not a head. Its not a house; it is not a mouse. What is it ? Tell us please. In my basket theres my ABC.