PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
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 sheet of paper the
SESSIONS 4-10
names of the elements based on a Differentiate letters from numbers Topic. Graphics components. Textual
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 objects, characters, places, and
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
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 CYCLE: 1
Literary and Ludic GRADE: 1st
Compare words in a childrens story UNIT: 3a
Interactive illustrated story
SUGGESTED LANGUAGE
DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL
Use reading as a source of entertainment. Appreciation of cultural expressions particular to the English
Listen to the reading aloud of short princess, prince, castle, horse, T will read a story and will show the images
stories. Activate previous What is the story about? Who are forest, three little pigs, wolf, and the characters. Ss will label the characters.
Topic. Elements of a story: characters, T will show an image and Ss have to say who
knowledge to identify characters, the characters of the story? Who is straw house, twig house,
objects, places. Repertoire of words appears in the scene, where it is taking place.
objects, and places. Classify names the main character of the story? It brick house, (depending on Ss will answer some questions about the story.
necessary for this practice of the
according to what they refer to: is _____. Where does the the story/stories) Ss will describe what is hapening in the scene.
language.
objects, characters, places, and story take place? character(s), place, animal, Ss will identify the characters and form the
animals. object names with pasta letters.
DEVELOPMENT DEVELOPMENT
language. Interest in the reading aloud of stories.
Explore short stories. Identify T show graphic and textual
where it can be read (text) and components of a story (poster). Ask
where it cannot (images). Title, paragraph, numbers, Ss to identify the textual
period, comma, semi colon, components and punctuation in a
Title, paragraph, numbers,
and punctuation. Associate the components: title and paragraphs. question mark, exclamation story. T will read a story. Ss will
punctuation. Match the images
reading of names of characters, Elements of a story: characters, objects, mark, text, image. Repertoire identify the objects, places, and
with their corresponding words.
objects, and places with their places. Repertoire of words necessary of words necessary for this animals in the story as well as the
Classify the words.
writing. Classify the names for this social practice of the language. social practice of the main character(s), and make a
according to what they refer to: language. classification chart. Have Ss match
the images of characters, places, etc.
animals. with their written form.
CLOSING CLOSING
Compare the written form of
Repertoire of words Ask Ss to compare words and group
words. Group different and similar Repertoire of words necessary for this Compare words. Which ones are
necessary for this social the ones that are similar. Have a
social practice of the language. similar? Which ones are different?
practice of the language. Mini-Spelling Bee. Make product.
Spell words.
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.
Use stories children are already familiar with in L1.
T plays games that will help assess
target vocabulary.

SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
Activate previous knowledge. Identify
SESSIONS 1-3
physical characteristics of living beings
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
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.
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
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 and/or
What is this? It's a ___. What color
Animals (circus, zoo, pets, insects using flashcards or photos.
is it? Is it big or small? Is it short or
(size, color, parts of their body). Text and image correspondence. farm, insects, etc.), Ask Ss if they know the name. Ask Ss
tall? It's ___. Does it have (wings,
Recognize the social use of questions. Use of language to give and share information.
Repertoire of words suitable for this animal/insect body parts, about the characteristics of different
paws, legs, fins, etc.)? Yes, it does. /
practice of the language. colors, numbers, big, small, living beings. Ask Ss to identify the
respond to questions about No, it doesnt. It has (number)
tall, short. body parts of the different
characteristics of living beings. (wings, paws, legs, fins, etc.).
animals/insects.
DEVELOPMENT DEVELOPMENT
Show Ss the questions on strips.
Read and repeat for pronunciation
Identify words that form Word formation: types and quantity of
and proper intonation. Ask Ss to
questions. Differentiate questions letters. Correspondence between What is this? It's a ___. What color
Animals (circus, zoo, pets, identify questions in a text. T show
based on their intonation. Respond written and oral parts of the language. is it? Is it big or small? Is it short or
farm, insects, etc.), Ss a two column chart: graphic
to questions about names and Graphic distribution of charts: rows and tall? It's ___. Does it have (wings,
animal/insect body parts, distribution and textual components.
characteristics of living beings. columns. Textual components: title, paws, legs, fins, etc.)? Yes, it does. /
colors, numbers, big, small, Have strips with questions and their
Respond to questions about names headlines, and content. Repertoire of No, it doesnt. It has (number)
tall, short, Wh- questions. corresponding answers prepared,
and characteristics of living beings. words suitable for this practice of the (wings, paws, legs, fins, etc.).
and ask Ss to place them accordingly
Find out the meaning of words. language.
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
Animals (circus, zoo, pets, Ask Ss to answer questions about
Complete questions. Respond to is it? Is it big or small? Is it short or
Graphic distribution of charts: rows and farm, insects, etc.), living beings orally. Have Ss make
questions about names and tall? It's ___. Does it have (wings,
columns. Repertoire of words suitable animal/insect body parts, their informative chart. Display
characteristics of living beings. Find paws, legs, fins, etc.)? Yes, it does. /
for this practice of the language. colors, numbers, big, small, charts to share the information, if
out the meaning of words. No, it doesnt. It has (number)
tall, short, Wh- questions. possible around the school.
(wings, paws, 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 youre 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: