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GOBIERNO DEL ESTADO DE GUERRERO SECRETARA DE EDUCACIN GUERRERO SUBSECRETARA DE EDUCACIN BSICA PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

LESSON PLAN CICLO IV School: __________________________________________________ Grade: 1st Group: A Unit: 1 (1st part) Month: ____________________________ Time: 12 sessions English Teacher: ___________________________________________ SOCIAL PRACTICE OF THE LEARNING LANGUAGE ENVIRONMENT SPECIFIC COMPETENCE

Understand and use Familiar and information about community goods and services
ACHIEVEMENTS

Give and receive information for performing community services

TYPES OF CONTENTS AND ACTIVITIES


DOING WITH THE LANGUAGE Listen and check a dialogue about the performance of community service.

PRODUCT
Acting-out a dialogue INITIAL STAGE

Identify topic, purpose and intended audience

(2 sessions) Teacher sets the environment by presenting a video/audio of a dialogue about offering-asking for Choose a classmate to act-out a dialogue community services. about providing Students choose a classmate or services teacher peer them, to act out a dialogue about providing services, Choose the community and choose a community service. Ss recognize topic and purpose, by service about which information is to be brainstorming. exchanged

Predict the general meaning from words and expressions similar to those of the mother tongue

Understand the general meaning and DEVELOPMENT STAGE main ideas. (8 SESSIONS) Students predict the general meaning, by answering some Write sentences to give teachers questions. and receive information Students find out the meaning of new words in a script presented by

the Teacher (model), by using a dictionary. Ss find out the meaning of key words, by context, first; then checking out them in a dictionary.

KNOWING ABOUT THE LANGUAGE. Teacher introduces new vocabulary about community services by eliciting students to mention the community services they know. Teacher explains orally the difference between community service as buying-selling, and community service as a social issue.

Produce expressions to provide information

DOING WITH THE LANGUAGE Exchange information about the performance of community Service. Students write the words they will need about the service they chose (suitable word repertoire). Students formulate and answer questions in a written way, in order to give and request information about their service they chose, using the word repertoire previously selected. Students read aloud the sentences (questions-answers) they did; in order to they practice pronunciation (peers).

Distinguish expressions in oral exchanges

KNOWING ABOUT THE LANGUAGE Students identify on a written text (about community services provided by the Teacher) some different types of sentences and write them down on notebook. Students identify on the same text,

the cognates and similar expressions between their mother tongue and English, by writing and reading them aloud. Students structure the dialogue by classifying the sentences they have now, for: opening, body and closure, in a written way. Students organize their sentences to establish turns of participation and Decide roles and turns of participation. every ones role. Students practice tone, intonation and pronunciation of their dialogue, Practice sentences by reading it aloud in pairs, in front of the class. Students helped by Teacher check that sentences are understood when Check that sentences are spoken and listened to, by correcting understood when spoken and listened to. pronunciation mistakes to their classmates.

Adjust volume and speed when constructing oral texts.

BEING THROUGH THE LANGUAGE

CLOSING STAGE
(2 SESSIONS)

Students participate appropriately Perform the dialog during oral exchanges, respecting turns and behave. The teacher evaluates students using a rubric. Students co-evaluate in teams, in order to learn how to practice values of Justice and Honesty Foster respect towards others opinions.