SOCIAL PRACTICE OF THE LANGUAGE: Follow steps in a set of instructions to make a product
ENVIRONMENT: Educational and Academic
SPECIFIC COMPETENCE: Read illustrated sets of instructions in order to assemble an object
PRODUCT: Ilustrated instruction manual to make an object (kite, origami, masks).
STAGES OF THE PRODUCT DOING
INITIAL
SESSIONS 1-5
Explore instruction manuals.
Recognize topic and intended
Choose an instruction manual to audience. Find graphic and textual
put together an object. components. Differentiate
instructions or steps from a list of
materials.
DEVELOPMENT
Participate in the reading aloud of
an instruction manual. Find out the
meaning of words. Recognize
names of cardinal numbers. Count
SESSIONS 6-10
steps or instructions. Distinguish
Identify the instructions and the list the order of instructions or steps in Repertoire of words necessary for this
of materials. Follow the steps in the a sequence. Participate in the
instruction manual to make an writing of instruction manuals.
object. Compare the writing words. Find
familiar letters. Choose words to
complete instructions. Order the
instructions or steps in a sequence.
Find correspondences between the
writing and reading of words.
CLOSING
SESSIONS 11-15
Participate in the reading aloud of
Use the object.
an instruction manual.
KNOWING
Topic, purpose and intended audience.
Graphic and textual components.
Repertoire of words necessary for this
social practice of the language.
social practice of the language. Names
and figures that represent cardinal and
ordinal numbers.
Repertoire of words necessary for this
social practice of the language.
CYCLE: 1
GRADE: 1st
UNIT: 2a
SUGGESTED LANGUAGE
BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL
Color the animal. Cut out the animal. T will show an instruction manual to make a
mask. T will read and explain the manual to the
Glue the animal on the cardboard. Cut Ss. T will show some cards with different animals.
out the mask. Glue the popsicle stick mask, popsicle stick, Ss will label and color the animals. T will show
to the center of the mask. What is cardboard, color, cut and glue the Old McDonald song to present the masks . Ss
will do a matching activity using the animals. Ss
Identify the social use of instruction manuals. Show attention to reading.
this? It is a . will complete some sentences using the structure
It is a
DEVELOPMENT
T will show and read the instruction manual to
Ss. T will show some flashcards with the
materials. T will show a poster with the cardinal
numbers. Ss will count the steps and the
Instructions (cut out the animal, color materials. Ss will match the instruction with the
the animal….) How many …. steps? image that corresponds. Ss will identify the
animal pattern, popsicle stick, materials. T will explain to Ss the ordinal
How many materials do we need?
cardboard, glue, scissors, numbers. Ss will put the instructions in order
What is the first step? (second, third) using the ordinal numbers. T will read the
crayons, ordinal and cardinal manual. Ss will put the instructions in order. T
Color the animal. Cut out the animal.
numbers, material, steps, cut will give Ss a worksheet where the Ss have to
Glue the animal on the cardboard. Cut complete the instructions using vocabulary
out, color
out the mask. Glue the popsicle stick learned. T will give Ss a worksheet with the
material and the steps to do the illustrated
on the center of the mask.
manual. Ss will put the instructions in order and
will illustrate the materials. T asks Ss to bring the
materials to do the masks. Ss will use their
manual to make them.
CLOSING
Ss will finish the mask. T will name an
animal and the Ss have to identify it and
the ones that made that mask are to pass
animals, cat, dog, rooster, to the front. Ss will practice the song (Old
Old McDonald song. McDonald) and present it to another
duck, cow, sheep, pig, colors
group. T will ask questions about the
animals and Ss are to answer. What color is
the cat? It's yellow.
ACHIEVEMENTS (Tick when reached):

Identifies topic, purpose, and intended audience. Selects words to complete instructions.
Recognizes names and figures that represent cardinal numbers. Establishes correspondence between the writing and reading of words.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

“Hello Teacher” song.
TPR.
“Old McDonald” song.
Stand up and sit down game.
Simon Says.
“Bye Bye Teacher” song.
Check that Ss write or copy the flashcards T will give a sticker to the Ss that participate during the class and have good behavior.
words correctly. posters T will pass the Ss to another group to present the masks.
Check Ss pronunciation of the crayons Ss will sing the song and the T will give a prize to the Ss that sing the song correctly.
target vocabulary. worksheets
Check if Ss identify materials word strips
and instructions. sentence strips
Have Ss write complete scissors
sentences. glue
Ask yes/no questions. tape
Have Ss sing and chant. markers

OBSERVATIONS:
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
SESSIONS 16-20
Write on the labels instructions and
names of areas at home based on a
model.
SESSIONS 21-25
Put together a model with places
and objects at home. Check the
model and verify that labels are
placed correctly.
SESSIONS 26-30
Show the model to the class or the according to the area or specific Purpose, non verbal language, text and
school community.
performed. Distinguish intonation.
Follow and give instructions in everyday settings
Familiar and Community
Understand and follow instructions to carry out everyday home activities
Labeled model of a house
DOING
INITIAL
Identify purpose, sender and
intended audience. Listen to
instructions. Match the names of
areas or specific places at home
(bedroom, dining room, etc.) to
their image. Identify new
vocabulary and find out its
meaning.
DEVELOPMENT
Follow the reading aloud of
instructions. Participate in the
writing of names of places at home
and instructions. Point at specific
oral parts of the language. Repertoire of
words while listening. Compare
words necessary for this practice of the
similarities and differences in the
written form of words (how many
and what letters they have).
Complete the writing of words.
CLOSING
Classify illustrated instructions
place at home where they are
KNOWING
Purpose, non verbal language,
repertoire of words necessary for this
practice of the language. Text and
image correspondence.
Correspondence between written and
language.
image correspondence.
CYCLE: 1
GRADE: 1st
UNIT: 2b
SUGGESTED LANGUAGE
BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL
Follow oral directions when necessary. Attention to the sender. Willingness and interest in understanding
What room of the house it this?
T shows a house to the Ss. T explains the
It's the . parts of the house. Ss identify the parts
Is this the ? house, room, bedroom, and repeat after T. Ss will classify the parts
Yes it is. / No it's not. bathroom, kitchen, living of the house in a worksheet. Ss will match
the area of the house to the image. T will
Where is the ? room, dining room
have the picture of a house and Ss are to
There it is.
label the areas.
DEVELOPMENT
T shows flashcards with furniture
that is in the house and explains
instructions in the English language.
where it belongs. Ss practice the
Where is the stove? new vocabulary. In pairs they'll
It's in the kitchen. practice a short dialogue: Where
Where is the ? house, room, bedroom, is the ? It's in the .T
It's in the . bathroom, kitchen, living has a worksheet of a house and
Where do you brush your teeth? room, dining room, stove, its parts and Ss will put the
Where does mom cook? bed, table, refrigerator, sofa, furniture where it belongs. T
Where do you watch TV? toilet, tub, brush your teeth, explains to Ss where they do
Where do you sleep? watch TV, sleep, eat, cook different activities at home. T ask
Where do you have lunch? Ss to tell where they do those
activities. Ss point to the place at
home where they do it. Ss will do
a model of the house with all its
parts.
CLOSING
Ss will add the instructions done
Point to the .
brush your teeth, watch TV, in the house to their model. T
You brush your teeth in the
sleep, eat, cook, bedroom, asks Ss to pass to the front and
.
kitchen, living room, dining read out instructions and the rest
You sleep in the .
room, bathroom of the group will say where it is
performed.
ACHIEVEMENTS (Tick when reached):

Identifies sender and intended audience. Recognizes names of specific places at home.
Understands and follows instructions. Recognizes number and type of letters used to write the names of places at home.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

"Good Morning to You" song. Ask Yes/No, Wh- Questions. model of a house T. will ask the Ss to pass to the front and label the house. Ss that do it correctly will win a sticker.
TPR. Check pronunciation of target flashcards of the rooms of the house T. asks Ss participation for a short dialogue. The team that does it best will win a prize.
"Rain Rain Go Away" song. vocabulary. flashcards of the actions done in the house T. praises Ss’ participation and encourages them to read the actions done in the house.
Point To game. Have Ss listen and follow posters Hold a "Show and Tell" activity using Ss drawings.
Stand Up; Sit Down game. directions. worksheets
Colors chant. Check comprehension of crayons
"Bye Bye Teacher" song. commands by using TPR or scissors
Classroom commands game. performing an action. furniture flashcards
Have Ss sing a chant. old magazines
Check correct word tracing and tape
direction. T's own material
Have Ss complete sentences using crepe paper
word banks or copying vocabulary
from flashcards or board.

OBSERVATIONS: