PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:

STAGES OF THE PRODUCT

Participate in language games with expressive and aesthetic purposes

Literary and Ludic
Discover words in a children's song
Memory game

DOING

KNOWING

CYCLE:
GRADE:
UNIT:

BEING

SUGGESTED LANGUAGE
STRUCTURES

Identify names of objects, animals,

people, etc. Repeat words to
Select images of objects, people, or
Correspondence between written and
practice their pronunciation.
animals in order to make a memory
oral language. Repertoire of words
Establish correspondence between
game.
necessary for this social practice.
written and oral forms of words.
Put letters together to form words.

SESSIONS 4-10

DEVELOPMENT

Make two sets of cards: one for

names and one for their
corresponding illustrations. Pair
cards with names to their
corresponding illustrations.

Identify topic, purpose, and

intended audience. Mark rhyming
words by clapping or using other
sound resources. Identify names of Musical elements: rhyme, and repeated
objects, animals, people, etc.
sounds. Correspondence between
Repeat words to practice their written and oral language. Repertoire of
pronunciation. Establish
words necessary for this social practice.
correspondence between written
and oral forms of words. Put
letters together to form words.

SESSIONS 11-12

CLOSING

Play with the memory game.

Choose a spot in the classroom to
place the game for future use.

Respond to the instructions of the

memory game.

SUGGESTED ACTIVITIES

INITIAL

Correspondence between written and

oral language. Repertoire of words
necessary for this social practice.

Show an appreciation of cultural expressions particular to English. Identify traditional songs from different
countries and the uses they are given.

SESSIONS 1-3

INITIAL

VOCABULARY

1
3rd. Grade Preschool
3a

T shows illustrations of the animals.

What is it? It's a ___ . It's an ___. Is
pets, cat, dog, bird, fish,
T shows written words of the
it a ___? Yes, it is. No, it isn't. Are
mouse, farm, cow, horse
animals. T and Ss make the animal's
they __? Yes, they are. No, they
chicken, sheep, pig, duck, frog sound. Ss match the words with the
aren't.
corresponding illustrations.

DEVELOPMENT

What is it? It's a ___ . It's an ___. Is

it a ___? Yes, it is. No, it isn't. Are
they __? Yes, they are. No, they
aren't. Where does it say ___? It
says here

pets, cat, dog, bird, fish,

mouse, farm, cow, horse
chicken, sheep, pig, duck,
frog, circus, zoo, elephant,
monkey, tiger, lion, llama,
ostrich, sea, fish, dolphin,
whale, shark

Ss repeat songs that include the

animals from the vocabulary. Ss
mark rhyming words by clapping
when singing the song. Ss identify
the animals from the song. T shows
illustrations of the animals. T shows
written words of the animals. T and
Ss make the animal's sound. Ss
match the words with the
corresponding illustrations.

CLOSING

Where does it say ___? It says

here

pets, cat, dog, bird, fish,

mouse, farm, cow, horse
chicken, sheep, pig, duck,
frog, circus, zoo, elephant,
monkey, tiger, lion, llama,
ostrich, sea, fish, dolphin,
whale, shark

Ss make the illustration cards and

word cards of the animals to play the
memory game.

ACHIEVEMENTS (Tick when reached):

Repeats words in a song while listening to it.
Identifies names of objects, animals, people, etc.

WARM UPS

ASSESSMENT

Associates the written form of names with their images.

Puts letters together to form words.

MATERIAL

MOTIVATIONAL IDEAS

Old MacDonald Song.

Have Ss answer the questions from
illustrations
T makes the sound of the animals.
Mimic some animals.
the suggested language structure.
posters
T mimics the animal.
Produce the sound of some animals.
Check pronunciation.
flashcards
T uses animal puppets to act out songs.
TPR commands.
Check correct word tracing.
drawings
Chant: Five Little Monkeys Jumping on
Check the matching activities.
word cards
the Bed.
animal puppets
Sing "Pretend that We're..." using all
strips of expressions from the suggested language
vocabulary animals possible.
structure
(www.kididdles.com/lyrics/animals.html)

OBSERVATIONS:
Song: "Pretend that We're"
Pretend that we're little frogs,
Hopping, hopping, hopping!
Pretend that we're little frogs,
Hopping, hopping, hopping!
Pretend that we're little fish,
Swimming, swimming, swimming!
Pretend that we're little fish,
Swimming, swimming, swimming!
Etc.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

Formulate questions about a specific topic

CYCLE:

ENVIRONMENT:

Educational and Academic

GRADE:

3rd. Grade Preschool

SPECIFIC COMPETENCE:

Understand questions to identify information about objects in the classroom

PRODUCT:

Die with questions

STAGES OF THE PRODUCT

DOING

KNOWING

BEING

Identify and point out objects in

the classroom by listening to their
Put together or get a die with sides name, color, and size. Respond to
that are suitable for writing
questions about objects in the
questions on them.
classroom using non-verbal
language or monosyllabic
utterances.

Repertoire of words necessary for this

social practice of the language.

SESSIONS 4-10

DEVELOPMENT

Copy questions on the sides of the

Identify some words in written
die. Check the written form of the questions. Complete the writing of
questions to verify they can be
words. Match objects in the
understood and
classroom to their written name,
they are complete.
color, and size.

Word formation: type and number of

letters. Relation between oral and
written language.

CLOSING
SESSIONS 11-12

SUGGESTED LANGUAGE
STRUCTURES

VOCABULARY

3b

SUGGESTED ACTIVITIES

INITIAL

Complete orally the name, color,

Use the die with questions to
and size of objects in the
Repertoire of words necessary for this
obtain information about classroom classroom. Distinguish differences social practice of the language. Relation
objects.
in intonation of questions and
between oral and written language.
answers.

Use language to satisfy one's own curiosity about the world. Take care of and respect classroom objects.

SESSIONS 1-3

INITIAL

UNIT:

What is this? It's a ___. It's an ___. classroom objects, window,

T describes a classroom object
What color is it? It's _____. What
door, desk, chair, eraser,
(color, size) Ss answer orally
are those? They are _____. Is it
board, pencil, markers, book,
(corresponding word) or point to it.
big/small? Yes, it is. No, it isn't.
etc.; colors, big, small

DEVELOPMENT

Show Ss written form of vocabulary

words. Ask them to count the
What is this? It's a ___. It's an ___. classroom objects, window, number of letters in the word, and
What color is it? It's _____. What
door, desk, chair, eraser,
circle the repeated letters. Ask Ss to
are those? They are _____. Is it
board, pencil, markers, book, complete the missing letter (s) in a
big/small? Yes, it is. No, it isn't.
etc.; colors, big, small
word. Match the word with the
illustration. Classify classroom
objects according to color and size.

CLOSING

What is this? It's a ___. It's an ___. classroom objects, window,

What color is it? It's _____. What
door, desk, chair, eraser,
Play with the die to answer
are those? They are _____. Is it
board, pencil, markers, book, questions about classroom objects.
big/small? Yes, it is. No, it isn't.
etc.; colors, big, small

ACHIEVEMENTS (Tick when reached):

Responds to questions using non-verbal language or monosyllabic utterances.
Matches objects to their written name, color, and size.

Identifies the number of letters in words.

Identifies repeated letters in a word.

WARM UPS

ASSESSMENT

MATERIAL

Simon Says.
Show me.
TPR
Point to game.
Color song.

Ask Ss the questions from the

suggested language structures.
T. checks pronunciation of the
objects.
Ss make a question and answer
dialogue.
Ask Ss to repeat the questions
from the Suggested Language
Structure.
Ask Ss to identify words.
Ask Ss to repeat the answers of the
questions.

flashcards
illustrations
posters
question strips
answer strips
drawings
scissors
book
real objects
cd player

MOTIVATIONAL IDEAS

OBSERVATIONS: