PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

Lesson Plan

Teacher: School: Location:

Environment: Social practice of the language:
Date: Unit: I

Grade: 1° Understand and use information about goods and Cycle:

Familiar and community. IV
services.
Group: Time: A month
Product: Specific Competency:

ACTING-OUT A DIALOGUE Give and receive information for performing community service.

TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT

-Recognize topic and purpose. Opening

-Identify form of communication.
1. Choose a classmate to act-out a dialogue about providing services.

-Establish the relationship between

2. Choose the community service about which information is to be

participants.
-Understand the general meaning and
main ideas.
DOING

-Include relevant details and Development

interesting information
Exchanged.

-Topic, purpose and intended STAGE ASSESSMENT

audience. DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Repertoire of words necessary for -Identifies topic,
this social practice of the language. purpose and
-Similarities and differences between Closure intended
KNOWING

mother tongue and English language. audience.

-Predicts the
general meaning
from words and
expression
similar to those
of the mother
tongue.
t providing
services.

BEING: Participate appropriately during oral exchanges. Foster confidence within interpersonal relationship.
 PROGRAMA NACIONAL DE I
LESSON PLAN
TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
-Predict the general meaning.
3. Decide roles and turns of participation

-Recognize the behavior of speakers and listeners

that support the meaning construction
-Determine sequence of statements
(for example: description, instruction,
DOING

etc.). Development
-Exchange information about the performance of
community service
-Organize sentences to establish turns of
participation.

STAGE ASSESSMENT
DIDACTIC STRATEGIES
-Context clues: environment sounds, ACHIEVEMET CRITERIA
background noise, relationship between
participants, attitudes, etc.
Closure
-Repertoire of words necessary for this
KNOWING

social practice of the language. -Recognizes the

- Similarities and differences between composition of
mother tongue and English language. expressions in
-Sentences types oral exchanges.
-Verbs: modals.
t providing
services.

BEING: Participate appropriately during oral exchanges. Foster confidence within interpersonal relationship.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

 LESSON PLAN
TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
4. Write sentences to give and receive information

-Activate previous knowledge.

-Find out the meaning of words.
-Identify words used to link ideas
-Find key words.
-Choose a suitable word repertoire.
-Write sentences. Development
DOING

-Formulate and answer questions to

Give and request information.

STAGE ASSESSMENT
DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Context clues: environment sounds,
background noise, relationship -Recognizes the
Closure
between participants, attitudes, etc. composition of
KNOWING

-Repertoire of words necessary for this expressions in

social practice of the language. oral exchanges.
-Composition of expressions
-Sentences types
-Connectors (e.g., if, then, and,
because).
-Verbs: modals.
.

BEING: Participate appropriately during oral exchanges. Foster confidence within interpersonal relationship.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

LESSON PLAN
 TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
5. Check that sentences are understood when spoken and listened to..

-Discriminate environment sounds and

background noise.
-Distinguish composition of expressions.
-Use the appropriate speech register
based on the addressee.
-Establish tone and intonation of Development
DOING

sentences.
-Start a dialogue with the help of written
guidelines.

STAGE ASSESSMENT
DIDACTIC STRATEGIES
-Context clues: environment sounds, ACHIEVEMET CRITERIA
background noise, relationship between
participants, attitudes, etc. -Distinguishes
Closure
-Form of communication: on-site, expressions in
distance. oral exchanges.
-Structure of dialogue, opening, body,
closure.
KNOWING

-Speech register.
-Repertoire of words necessary for this
social practice of the language.
-Composition of expressions
-Acoustic features: tone, intonation and
pronunciation.
-Sentences types
-Connectors (e.g., if, then, and, because).
-Verbs: modals.

BEING: Participate appropriately during oral exchanges. Foster confidence within interpersonal relationship.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

LESSON PLAN
TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
 Opening
the dialogue.
6.- Practice sentences.

-Listen and check a dialogue about the

performance of community service.
-Distinguish between intonation and
attitude.
Development
DOING

-Read sentences to practice

pronunciation
-Adjust volume and speed.

This SESSION the students are performing their dialogues.

It´s time to assess the activity; self and peer assessment
7.- Perform the dialogue.

are convenient to put in practice

STAGE ASSESSMENT
DIDACTIC STRATEGIES
-Form of ACHIEVEMET CRITERIA
communication: on- -Produces
site, distance. expressions
-Speech register. to provide
-Repertoire of words necessary for this Closure information
social practice of the language.
KNOWING

-Acoustic features: tone, intonation and

-Adjusts volume
pronunciation.
and
speed when
constructing oral
texts.

BEING: Participate appropriately during oral exchanges. Foster confidence within interpersonal relationship.
 PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
Lesson Plan
P
Teacher: School: Location:
Environment: Social practice of the language:
Date: Unit: I

Grade: 1° Read and understand different types of literary texts Cycle:

Literary and Ludic. IV
of English-speaking countries.
Group: Time: A month
Product: Specific Competency:

BIG BOOK Read classic tales and write a short story based on them

TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
-Select and check classic tales. Opening
-Recognize graphic and text arrangement.
-Identify the author(s).
-Determine topic, purpose and intended
audience.
-Read and understand the general meaning
DOING

and main ideas of a classic tale. Development

-Predict contents based on graphic and text
1. -Select and read a classic story.

Components.
-Use different comprehension strategies.
(e.g., skimming, scanning, adjusting speed
and rhythm)
-Recognize the general meaning.
.

STAGE ASSESSMENT
DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Uses known
-Topic, purpose and intended audience.
comprehension
-Repertoire of words necessary for this Closure
strategies.
social practice of the language.
KNOWING

- Recognizes the
-Graphic components.
general
- Textual components
meaning from
-Narrative elements.
some details.
t providing
services.

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.
 PROGRAMA NACIONAL DE I

TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
2. Determine which the key events are

-Identify key events.

DOING

-Determine number and order of key events. Development

STAGE ASSESSMENT
DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Graphic components.
- Textual components -Uses known
-Narrative elements. Closure
comprehension
KNOWING

-Repertoire of words necessary for this strategies.

social practice of the language - Recognizes
the general
meaning from
some details.
t providing
services.

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.
 TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening

-Activate previous Knowledge.

- Establish forms that express continuous and
past actions.
-Speak about and rewrite key events of a
3.–Write and arrange the sentences based on key events

DOING

classic tale. Development

-Rewrite sentences of key events.
-Complete sentences that express continuous
And past actions.
-Rewrite key events.

STAGE ASSESSMENT
2.

-Graphic components. DIDACTIC STRATEGIES

ACHIEVEMET CRITERIA
- Textual components
-Narrative elements.
-Repertoire of words necessary for this social Closure
KNOWING

practice of the language Formulates and

-Verb tenses: past answers
-Verb form: progressive. questions in
-Adverbs of time and pronouns. order to locate
specific
information
t providing
services.

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.
 TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
conventions.
4.–Check that the sentences comply with grammar, spelling and punctuation

-Rewrite sentences of key events.

-Complete sentences that express continuous
And past actions.
DOING

-Rewrite key events. Development

-Graphic components. STAGE ASSESSMENT

-Textual components DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Narrative elements.
-Repertoire of words necessary for this social
practice of the language. Closure
-Verb tenses: past
KNOWING

-Verb form: progressive. -Formulates

-Adverbs of time and pronouns. and answers
-Non-frequent or absent letter groups found questions in
In mother tongue (e.g., ee, gh). order to locate
specific
information
t providing
services.

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.
 TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
5.-Put together and illustrate the big book.

-Speak about personal reaction and opinion

of an event.
-Retell events from illustrations.
-Arrange events in a sequence.
DOING

Development

STAGE ASSESSMENT
DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Expresses
personal
-Repertoire of words necessary for this social Closure
reactions to
practice of the language. literary texts,
KNOWING

-Differences between British and American using known

variants. (e.g., -our/-or, -re/-er). oral
expressions.
-Retells events
using images.
-Organizes
sentences into
t providing

a sequence of
services.

actions.

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.
 TIME ASSESSMENT
STAGES ARTICULATION TEACHING STRATEGIES ACTIVITY MATERIAL
WEEKS INSTRUMENT
Opening
lower grades.
7.-Read the book out loud and donate it to students from basic education
pronunciation.
6.-Rehearse the oral reading out loud of the text and practice

-Detect sounds represented by different

letters or their combination.
DOING

Development

STAGE ASSESSMENT
DIDACTIC STRATEGIES
ACHIEVEMET CRITERIA
-Expresses
personal
-Repertoire of words necessary for this social Closure
reactions to
practice of the language. literary texts,
KNOWING

-Differences between British and American using known

variants. (e.g., -our/-or, -re/-er). oral
expressions.
-Retells events
using images.
-Organizes
sentences into
a sequence of
actions.
t prov

BEING: Acknowledge reading as a recreational activity. Understand and appropriately contribute in discussions. Foster respect towards others’ opinions.