PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

Participate in commercial transactions Familiar and community Comprehend and produce expressions about the purchasing of basic need items "Bullet point sheet" for buying and selling transactions of basic needs items. SUGGESTED LANGUAGE STRUCTURES
Could i have ? Do you have ? Excuse me Is there a ? Are there any? Certainly

CYCLE: GRADE: UNIT:

3 6th 1a

STAGE (ACHIEVEMENT)

DOING

KNOWING

BEING
Show an honest behavior in commercial transactions. Identify cultural differences in commercial transactions.

VOCABULARY
Shopping, Grocery store, Shoe store, Electrical goods , Toys, Video games

SUGGESTED ACTIVITIES

Predicts the general sense of a transaction dialogue, based on previous knowledge and familiar words.

Listen to dialogues. Predict general sense. Identify speakers and the Structures of dialogues, topic, purpose, way they address each other. and intended audience, contextual Complete sentences used to close clues, speech register. a transaction.

WEEK 1

Making predictions Label some stores Listen and read along

Identify places where items are Identifies topics and purpose. purchased and sold. Perceive the Identify sentences used by difference in the tone, pause, and speakers. Play the role of a speaker. intonation of each speakers discourse.

Adjectives. Prepositions. Repertoire of words necessary for this social practice of the language.

Can i help you? Do you have ? Where do you prefer to shop? Whats your favorite . .?

Big, Bigger, The biggest, Shoes, Sweaters, Dresses, Skirts, Apples, Oranges, Carrots, Tomatoes, I prefer . . . I dont like . . .

Play a game Lets go shopping Classify items Spelling words Describe a shopping list

WEEK 2

While listening, understand Identify sentences used by expressions used by speakers in speakers. Play the role of a speaker. dialogues. Compare content of Write expressions for a transaction expressions. Discriminate dialogue. Read sentences used for expressions to ask for or indicate the purchasing of items aloud. prices and characteristics of items.

Punctuation. Connectors. Type of sentences. Structures of dialogues. Topic. Purpose.

Is it. . .? Yes, it is/no, its not. Im looking for . . ., Would you like to try it on? Its great. . . Ill take it.

Some, Any, How much, How many, Numbers, Cheaper, More expensive, Pretty, Prettier

Write questions to match some answers Unscramble some sentences Memory games

WEEK 3

Predicts the general sense of a transaction dialogue. Identify sentences used by speakers. Play the role of a speaker.

Write expressions for a dialogue: select expressions used to ask for diverse products and their prices, write questions to obtain information about prices and products.

Adjectives. Prepositions. Contextual clues. Speech register. Structures of dialogues.

Excuse me. How much is it? May i have the check , please? I prefer this . . . I like . . . I dont like . . .

This and that, These and those, I do have , Colors, Sizes

WEEK 4

Role plays Bullet point sheet

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

Participate in commercial transactions Familiar and community Comprehend and produce expressions about the purchasing of basic need items "Bullet point sheet" for buying and selling transactions of basic needs items. ASSESSMENT
Participate in commercial transactions. Write questions and answers about name, size, and color of different items. Ask for and give information about the immediate surroundings. Identify expressions of everyday life. Instructions, common expressions To identify name, size ,and color of objects and to get what is wanted or needed. Play transmitter and intended audiences roles. Sing songs and chants. Memory games Reading aloud and for comprehension. Spelling

CYCLE: GRADE: UNIT:

3 6th 1a

WARM UPS
Games Fly swat Bullet point sheet, for buying and selling transactions of basic needs items. Classify items. Activate prior language. Review previous vocabulary. Label some stores.

MATERIAL
Flashcards Brochures Realia Posters Scissors Crayons Wall paper Books Magazines Newspapers

MOTIVATIONAL IDEAS
Role plays. Complete dialogues to get what they want or what they need. Interprete and produce short conversations. Find and identify different items. Find out the meaning of new items. Explore and model short dialogues.

OBSERVATIONS:

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

Read stories and legends aloud Literary and ludic Interpret fantasy stories and exercise imagination Fantastic - family tree DOING
Explore fantasy stories. Activate previous knowledge to predict topic. Relate a story to personal experiences. Participate in a guided reading. Identify purpose and intended audience.
Explore fantasy stories. Activate previous knowledge to predict topic. Relate a story to personal experiences. Participate in a guided reading. Identify purpose and intended audience Identify and define new phrases and words.

CYCLE: GRADE: UNIT:

3 6th 1b

STAGE (ACHIEVEMENT)

KNOWING
Structure of fantasy stories. Topic, purpose, and intended audience. Elements of stories. Repertoire of words necessary. Verb tenses: past perfect, nouns, possessive, punctuation.

BEING
Understand stories as a reflection of emotions, personal experiences, and cultures. Determine the role of fantasy stories in different cultures. Understand stories as a reflection of emotions, and cultures. Appreciate and enjoy literary expressions in English.

SUGGESTED LANGUAGE STRUCTURES

Once upon a time . . . What do you think about . . ? Wh questions: who, where, when, Family members, Verbs in present and past tense.

VOCABULARY
Verbs in present and past tense, Prepositions. Family members, Adjectives.

SUGGESTED ACTIVITIES

Identifies topic, purpose and intended audience. Identifies plot, conflict, body and ending.

Explore fantastic tales, with teachers guidance. Participate in a guided reading of fantastic tales.

WEEK 1

Identifies topic, purpose and intended audience. Distinguishes between narrator, main characters, and supporting characters.

Structure of fantasy stories. Topic, purpose, and intended audience. Elements of stories. Repertoire of words necessary. Verb tenses: past perfect, nouns, possessive, punctuation.

Once upon a time . . . What do you think about . . ? Wh questions: who, where, when, Identify, How do you know. . ? Look at the illustration

Verbs in present and past tense, Prepositions. Family members, Adjectives. Comparatives and superlatives

Compare similarities and differences in conduct, values and settings, particular of English speaking countries.

WEEK 2

Structure of fantasy stories. Participate in a guided reading. Identifies plot, conflict, body and Identify purpose and intended audience Topic, purpose, and intended audience. ending. Identify and define new phrases and words. Elements of stories. Name the settings of a story. Locate parts of a story. Repertoire of words necessary. Identify characteres. Answer questions about family and Verb tenses: past perfect, nouns, Identify punctuation, direct and indirect friendships among characters. possessive, punctuation. speech. Compare differences and Identify sentences used by Structure of fantasy stories. similitaries in behavior, values and speakers, Topic, purpose, and intended audience. setting, between english and Play the role of a speaker. Elements of stories. spanish. Establishes differences and Repertoire of words necessary. similitaries between the behavior Answer questions about family and Verb tenses: past perfect, nouns, friendship relationship between and values of characters in the possessive, punctuation. characters. story, familiar people, and ones own family.

Family members, How many..? Yes-no questions in past tense. How often..?

Family members, Colors, Numbers, Frequency adverbs

Provide written descriptions about the family. Design and illustrate an imaginary family tree.

WEEK 3

Read, Re-read, Write, Re-write, Compare, Reflect about this story and . . .

Family members, Colors, Numbers, Frequency adverbs, Daily expressions, Adjectives.

WEEK 4

Display the fantasy tree in a visible place in the classroom. Tell a story about your family.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

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

Read stories and legends aloud Literary and ludic Interpret fantasy stories and exercise imagination Fantastic - family tree ASSESSMENT
Talk about sequential events that happened in the past Ask and give information about past memories Talk about recent events in the past Discuss about different legends Understand legends in the past Reporting past events Describing adventures from the past Projects

CYCLE: GRADE: UNIT:

3 6th 1b

WARM UPS
Games Hang-man Memory games Vocabulary reviewing Songs and chants

MATERIAL
Flashcards Brochures Realia Posters Scissors Crayons Wall paper Books Magazines Newspapers Books

MOTIVATIONAL IDEAS
Make predictions. Picture-read the story. Complete stories. Underline: main idea, verbs, adjectives, characters. Read and number the time line. Retell the story. Family bingo. Make a family tree. Share family trees.

OBSERVATIONS: