SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
SESSIONS 1-3
Choose the scene from a story as
well as the people, animals, and
objects that will participate in it.
Draw the scene and its elements. Cut
out the pieces and paste them on
cardboard or laminate them so they can
be used without being torn. Write on a
SESSIONS 4-10
sheet of paper the names of the
elements based on a model. Cut out the
names and paste them on cardboard or
laminate them so they can be used
without being torn. Put the elements
and their names in different places to
make the scene interactive. Order the
scenes to make an interactive story
where the scenes and their elements
can be moved.
SESSIONS 11-12
Make sure that elements and
names are matched correctly. Ask
for permission to share the words. Group different and similar
interactive story with other classes words based on their written form.
and find the place where it will be
displayed in the classroom.
Participate in language games with expressive and aesthetic purposes
Literary and Ludic
Compare words in a children´s story
Interactive illustrated story
DOING
INITIAL
Listen to the reading aloud of short
stories. Activate previous
knowledge to identify characters,
objects, and places. Classify names
according to what they refer to:
objects, characters, places, and
animals.
DEVELOPMENT
Explore short stories. Identify
where it can be read (text) and
where it cannot (images).
Differentiate letters from numbers Topic. Graphics components. Textual
and punctuation. Associate the
reading of names of characters, Elements of a story: characters, objects,
objects, and places with their
writing. Classify the names
according to what they refer to:
objects, characters, places, and
animals.
CLOSING
Compare the written form of
Spell words.
KNOWING
Topic. Elements of a story: characters,
objects, places. Repertoire of words
necessary for this practice of the
language.
components: title and paragraphs.
places. Repertoire of words necessary
for this social practice of the language.
Repertoire of words necessary for this
social practice of the language.
CYCLE: 1
GRADE: 1st
UNIT: 3a
SUGGESTED LANGUAGE
BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL
T will read a story and will show the
princess, prince, castle, horse,
Use reading as a source of entertainment. Appreciation of cultural expressions particular to the English
What is the story about? images and the characters. Ss will label the
forest, three little pigs, wolf, characters. T will show an image and Ss
Who are the characters of the story?
straw house, twig house, have to say who appears in the scene,
Who is the main character of the
brick house, (depending on where it is taking place. Ss will answer
story? It is . some questions about the story. Ss will
the story/stories)
Where does the story take place? describe what is happening in the scene. Ss
character(s), place, animal,
will identify the characters and form the
object names with pasta letters.
DEVELOPMENT
language. Interest in the reading aloud of stories.
T show graphic and textual
components of a story (poster).
Title, paragraph, numbers, Ask Ss to identify the textual
period, comma, semi colon, components and punctuation in a
Title, paragraph, numbers,
question mark, exclamation story. T will read a story. Ss will
punctuation. Match the images with
mark, text, image. Repertoire identify the objects, places, and
their corresponding words. Classify
of words necessary for this animals in the story as well as the
the words.
social practice of the main character(s), and make a
language. classification chart. Have Ss match
the images of characters, places,
etc. with their written form.
CLOSING
Ask Ss to compare words and
Repertoire of words
Compare words. Which ones are group the ones that are similar.
necessary for this social
similar? Which ones are different? Have a Mini-Spelling Bee. Make
practice of the language.
product.
ACHIEVEMENTS (Tick when reached):

Distinguishes letters from numbers. Groups different and similar words based on their written form.
Classifies names according to what they refer to.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

“Hello Teacher” song. T will check for correct word big book T will give a prize to the students that participate during the class.
TPR tracing (left to right, top to flashcards T will give a sticker to the students that have good behavior during the class.
“Old Mc Donald” song. bottom). posters T will give a prize to the students that participate in the story.
“Days of the Week” song. T will have Ss join letters to form cds
Number song. words (days of the week). cd player
Show me game. T will have Ss fill in the blanks using computer
Simon Says. word strips (objects, days of the word strips
week and places). worksheets
T checks if Ss identify the
characters of the story.
T asks Ss yes/no and wh- questions
about the story.
T have Ss answer with correct
word and /or structure.
T checks pronunciation of target
OBSERVATIONS:
vocabulary.
T plays games that will help assess Use stories children are already familiar with in L1.
target vocabulary.
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
SESSIONS 1-3
Make a two-column chart: one for
questions and one for answers.
Include questions about living
SESSIONS 4-10
beings as headlines for the chart.
Add the information that responds
to the questions in the correct
place. Get or prepare images that
show information about living
beings and include it in the chart.
SESSIONS 11-12
Check the chart to verify that the
written form of questions is
complete and legible and that the
information responds to the
questions. Display the illustrated
informative chart in the classroom.
Formulate questions about a specific topic CYCLE: 1
Educational and Academic GRADE: 1st
Formulate questions to obtain information about a topic of nature UNIT: 3b
Illustrated informative chart
SUGGESTED LANGUAGE
DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL
T presents/reviews animals
Activate previous knowledge. Identify
What is this? It's a . What color is and/or insects using flashcards or
physical characteristics of living beings Animals (circus, zoo, pets,
it? Is it big or small? Is it short or tall? photos. Ask Ss if they know the
(size, color, parts of their body). Text and image correspondence. farm, insects, etc.),
It's . Does it have (wings, paws, name. Ask Ss about the
Recognize the social use of questions. Use of language to give and share information.
Respond to questions about the names Repertoire of words suitable for this animal/insect body parts,
legs, fins, etc.)? Yes, it does. / No, it characteristics of different living
of living beings. Point to images that practice of the language. colors, numbers, big, small,
respond to questions about doesn´t. It has (number) (wings, paws, beings. Ask Ss to identify the body
tall, short.
characteristics of living beings. legs, fins, etc.). parts of the different
animals/insects.
DEVELOPMENT DEVELOPMENT
Show Ss the questions on strips.
Read and repeat for
pronunciation and proper
Identify words that form Word formation: types and quantity of
intonation. Ask Ss to identify
questions. Differentiate questions letters. Correspondence between What is this? It's a . What color is
Animals (circus, zoo, pets, questions in a text. T show Ss a
based on their intonation. Respond written and oral parts of the language. it? Is it big or small? Is it short or tall?
farm, insects, etc.), two column chart: graphic
to questions about names and Graphic distribution of charts: rows and It's . Does it have (wings, paws,
animal/insect body parts, distribution and textual
characteristics of living beings. columns. Textual components: title, legs, fins, etc.)? Yes, it does. / No, it
colors, numbers, big, small, components. Have strips with
Respond to questions about names headlines, and content. Repertoire of doesn´t. It has (number) (wings, paws,
tall, short, Wh- questions. questions and their corresponding
and characteristics of living beings. words suitable for this practice of the legs, fins, etc.).
answers prepared, and ask Ss to
Find out the meaning of words. language.
place them accordingly in the
chart. Make a list of words for Ss
to look up in a picture dictionary.
CLOSING CLOSING
What is this? It's a . What color is
Animals (circus, zoo, pets, Ask Ss to answer questions about
Complete questions. Respond to it? Is it big or small? Is it short or tall?
Graphic distribution of charts: rows and farm, insects, etc.), living beings orally. Have Ss make
questions about names and It's . Does it have (wings, paws,
columns. Repertoire of words suitable animal/insect body parts, their informative chart. Display
characteristics of living beings. Find legs, fins, etc.)? Yes, it does. / No, it
for this practice of the language. colors, numbers, big, small, charts to share the information, if
out the meaning of words. doesn´t. It has (number) (wings, paws,
tall, short, Wh- questions. possible around the school.
legs, fins, etc.).
ACHIEVEMENTS (Tick when reached):

Identifies written and oral questions. Responds questions about the names of several living beings.
Looks up words in a picture dictionary. Identifies words that form questions.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

“Hello Teacher” song. T ask yes/no and wh- questions posters T will give a prize to the students that participate during the class.
“If You’re Happy” song. throughout the unit. flashcards T will give a sticker to the students that have good behavior during the class.
“Old Mc Donald” song. T check Ss answer with correct word strips T will praise Ss work and participation during class.
TPR word and/or sentence structures. worksheets T will encourage Ss to try to read some sentences, regarding the animals.
Stand up, Sit down game. T check pronunciation of target
Point to game. vocabulary.
Simon Says. T check for correct word tracing
I Once Caught a Fish Alive. and direction (left to right top to
Five Little Monkeys. bottom).
T have Ss complete words and
sentences by using word strips.

OBSERVATIONS: