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PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:


ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:

STAGES OF THE PRODUCT

Participate in language games with expressive and aesthetic purposes


Literary and Ludic
Compare words in a childrens story
Interactive illustrated story

DOING

KNOWING

CYCLE:
GRADE:
UNIT:

BEING

SUGGESTED LANGUAGE
STRUCTURES

Choose the scene from a story as


well as the people, animals, and
objects that will participate in it.

Listen to the reading aloud of short


stories. Activate previous
Topic. Elements of a story: characters,
knowledge to identify characters,
objects, places. Repertoire of words
objects, and places. Classify names
necessary for this practice of the
according to what they refer to:
language.
objects, characters, places, and
animals.

SESSIONS 4-10

DEVELOPMENT
Draw the scene and its elements.
Cut out the pieces and paste them
on cardboard or laminate them so
Explore short stories. Identify
they can be used without being
where it can be read (text) and
torn. Write on a sheet of paper the
where it cannot (images).
names of the elements based on a Differentiate letters from numbers Topic. Graphics components. Textual
model. Cut out the names and
and punctuation. Associate the
components: title and paragraphs.
paste them on cardboard or
reading of names of characters, Elements of a story: characters, objects,
laminate them so they can be used
objects, and places with their
places. Repertoire of words necessary
without being torn. Put the
writing. Classify the names
for this social practice of the language.
elements and their names in
according to what they refer to:
different places to make the scene
objects, characters, places, and
interactive. Order the scenes to
animals.
make an interactive story where
the scenes and their elements can
be moved.

SESSIONS 11-12

CLOSING

Make sure that elements and


names are matched correctly. Ask
Compare the written form of
for permission to share the
words. Group different and similar Repertoire of words necessary for this
interactive story with other classes words based on their written form.
social practice of the language.
and find the place where it will be
Spell words.
displayed in the classroom.

SUGGESTED ACTIVITIES

INITIAL
Use reading as a source of entertainment. Appreciation of cultural expressions particular to the English
language. Interest in the reading aloud of stories.

SESSIONS 1-3

INITIAL

VOCABULARY

1
1st
3a

princess, prince, castle, horse,


What is the story about? Who are forest, three little pigs, wolf,
the characters of the story? Who is straw house, twig house,
the main character of the story? It brick house, (depending on
is _____.
Where does the
the story/stories)
story take place?
character(s), place, animal,
object

T will read a story and will show the images


and the characters. Ss will label the characters.
T will show an image and Ss have to say who
appears in the scene, where it is taking place.
Ss will answer some questions about the story.
Ss will describe what is hapening in the scene.
Ss will identify the characters and form the
names with pasta letters.

DEVELOPMENT

Title, paragraph, numbers,


punctuation. Match the images
with their corresponding words.
Classify the words.

T show graphic and textual


components of a story (poster). Ask
Title, paragraph, numbers,
Ss to identify the textual
period, comma, semi colon,
components and punctuation in a
question mark, exclamation
story. T will read a story. Ss will
mark, text, image. Repertoire
identify the objects, places, and
of words necessary for this
animals in the story as well as the
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

Compare words. Which ones are


similar? Which ones are different?

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

Ask Ss to compare words and group


the ones that are similar. Have a
Mini-Spelling Bee. Make product.

ACHIEVEMENTS (Tick when reached):


Distinguishes letters from numbers.
Classifies names according to what they refer to.

Groups different and similar words based on their written form.

WARM UPS

ASSESSMENT

MATERIAL

Hello Teacher song.


TPR
Old Mc Donald song.
Days of the Week song.
Number song.
Show me game.
Simon Says.

T will check for correct word


tracing (left to right, top to
bottom).
T will have Ss join letters to form
words (days of the week).
T will have Ss fill in the blanks using
word strips (objects, days of the
week and places).
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
vocabulary.
T plays games that will help assess
target vocabulary.

big book
flashcards
posters
cds
cd player
computer
word strips
worksheets

MOTIVATIONAL IDEAS
T will give a prize to the students that participate during the class.
T will give a sticker to the students that have good behavior during the class.
T will give a prize to the students that participate in the story.

OBSERVATIONS:
Use stories children are already familiar with in L1.

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA


SOCIAL PRACTICE OF THE LANGUAGE:

Formulate questions about a specific topic

CYCLE:

ENVIRONMENT:

Educational and Academic

GRADE:

1st

SPECIFIC COMPETENCE:

Formulate questions to obtain information about a topic of nature

UNIT:

3b

PRODUCT:

Illustrated informative chart

STAGES OF THE PRODUCT

DOING

KNOWING

BEING

SUGGESTED LANGUAGE
STRUCTURES

Activate previous knowledge. Identify


physical characteristics of living beings
(size, color, parts of their body).
Make a two-column chart: one for
Respond to questions about the names
questions and one for answers.
of living beings. Point to images that
respond to questions about
characteristics of living beings.

Text and image correspondence.


Repertoire of words suitable for this
practice of the language.

SESSIONS 4-10

DEVELOPMENT

Include questions about living


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.

Identify words that form


Word formation: types and quantity of
questions. Differentiate questions
letters. Correspondence between
based on their intonation. Respond written and oral parts of the language.
to questions about names and
Graphic distribution of charts: rows and
characteristics of living beings.
columns. Textual components: title,
Respond to questions about names headlines, and content. Repertoire of
and characteristics of living beings. words suitable for this practice of the
Find out the meaning of words.
language.

CLOSING
SESSIONS 11-12

SUGGESTED ACTIVITIES

INITIAL

Check the chart to verify that the


written form of questions is
Complete questions. Respond to
Graphic distribution of charts: rows and
complete and legible and that the
questions about names and
columns. Repertoire of words suitable
information responds to the
characteristics of living beings. Find
for this practice of the language.
questions. Display the illustrated
out the meaning of words.
informative chart in the classroom.

Recognize the social use of questions. Use of language to give and share information.

SESSIONS 1-3

INITIAL

VOCABULARY

What is this? It's a ___. What color


is it? Is it big or small? Is it short or
tall? It's ___. Does it have (wings,
paws, legs, fins, etc.)? Yes, it does. /
No, it doesnt. It has (number)
(wings, paws, legs, fins, etc.).

Animals (circus, zoo, pets,


farm, insects, etc.),
animal/insect body parts,
colors, numbers, big, small,
tall, short.

T presents/reviews animals and/or


insects using flashcards or photos.
Ask Ss if they know the name. Ask Ss
about the characteristics of different
living beings. Ask Ss to identify the
body parts of the different
animals/insects.

DEVELOPMENT

What is this? It's a ___. What color


is it? Is it big or small? Is it short or
tall? It's ___. Does it have (wings,
paws, legs, fins, etc.)? Yes, it does. /
No, it doesnt. It has (number)
(wings, paws, legs, fins, etc.).

Show Ss the questions on strips.


Read and repeat for pronunciation
and proper intonation. Ask Ss to
Animals (circus, zoo, pets,
identify questions in a text. T show
farm, insects, etc.),
Ss a two column chart: graphic
animal/insect body parts, distribution and textual components.
colors, numbers, big, small, Have strips with questions and their
tall, short, Wh- questions.
corresponding answers prepared,
and ask Ss to place them accordingly
in the chart. Make a list of words for
Ss to look up in a picture dictionary.

CLOSING
What is this? It's a ___. What color
is it? Is it big or small? Is it short or
tall? It's ___. Does it have (wings,
paws, legs, fins, etc.)? Yes, it does. /
No, it doesnt. It has (number)
(wings, paws, legs, fins, etc.).

Animals (circus, zoo, pets,


farm, insects, etc.),
animal/insect body parts,
colors, numbers, big, small,
tall, short, Wh- questions.

Ask Ss to answer questions about


living beings orally. Have Ss make
their informative chart. Display
charts to share the information, if
possible around the school.

ACHIEVEMENTS (Tick when reached):


Identifies written and oral questions.
Looks up words in a picture dictionary.

Responds questions about the names of several living beings.


Identifies words that form questions.

WARM UPS

ASSESSMENT

MATERIAL

Hello Teacher song.


If youre Happy song.
Old Mc Donald song.
TPR
Stand up, Sit down game.
Point to game.
Simon Says.
I Once Caught a Fish Alive.
Five Little Monkeys.

T ask yes/no and wh- questions


throughout the unit.
T check Ss answer with correct
word and/or sentence structures.
T check pronunciation of target
vocabulary.
T check for correct word tracing
and direction (left to right top to
bottom).
T have Ss complete words and
sentences by using word strips.

posters
flashcards
word strips
worksheets

MOTIVATIONAL IDEAS
T will give a prize to the students that participate during the class.
T will give a sticker to the students that have good behavior during the class.
T will praise Ss work and participation during class.
T will encourage Ss to try to read some sentences, regarding the animals.

OBSERVATIONS: