Understand and use information about goods and services CYCLE: 4

Familiar and Community GRADE: 1

Give and receive information for performing community service UNIT: 1-A
Acting out a dialogue
STAGE OF THE PRODUCT DOING KNOWING
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SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY SUGGESTED ACTIVITIES
Choose a classmate to act-out a Activate previous knowledge. Topic, purpose, and intended audience. Excuse me. Can you help me? Polite expressions Have Ss think and comment
dialogue about provinding services. Choose a suitable word repertoire. Context clues: environment sounds, background How mouch does it cost? Greetings about the kind of community
Choose the community service about Find out the meaning of words. noise, relationship between participants, How can I be of service? Farewells service they use.
which information is to be exchanged. Predict the general meaning. attitudes, etc.. Do I need to appy for the Wh-questions Have them brainstorm the
Model the community service exchange. Recognize topic and purpose. Form of communication: on-site, distance. service? Request kind of language used to
Do I need a form? Telephone bring about the service.
I'm looking for. Internet Think about the difference
On-line of asking for a service in
Attitude person and via telephone.
Choose the community service about Identify form of communication. List of suitable words How does the text begin? Opening Have Ss read a text of the
which information is to be exchanged. Distinguish between intonation and attitude. Sentence types What is the main idea? Body request of a service, and
Model the community service exchange. Discriminate environment sounds and background Structure of dialogue: opening, body, closure. What is the conclusion? Ending have them identify opening
Write sentences to give and recieve noise. Compositions of expressions. What kind of questions Conclusion body and closure.
information. Use an appropriate speech register based on the Connectors ( if, then, and, because) are used? Intonation Have Ss create their own
Check that sentences are understood addressee. Verbs: modals Does it sound different Establish dialogues requesting or
when spoken and listened to. Write sentences. Similarities and differences between the mother when using various tones? Participation offering a service.
Practice sentences. Include relevant details and interesting tongue and English language. Does the attitude in which Details Have Ss focus on the,
information. we request or offer the Interesting opening, body, and ending
Organize sentences to establish turns of service matter? Turns of the dialogue.
participation. Expressions Have Ss practice their
Establish tone and intonation of sentences. Sentences dialogue, with their partner.
Establish the relationship between participants. Addressee
Distinguish compositions of expressions.
Read sentences to practice pronunciation.
Practice sentences. Formulate and answer questions to give and request Speech register Does the attitude in which Formulate Have Ss practice the
Perform the dialogue. information. we request or offer the Questions exchanges they created.
Start a dialogue with the help of written guidelines. service matter? Dialogue Have Ss role play their
Adjust volume and speed. Guidelines dialogues.
Volume
Achievements (Tick when reached):
Identifies topic, purpose and intended audience.
Predicts the general meaning from words and expressions similar to those to the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral exchanges.
Produces expressions to provide information.
Adjusts volume and speed when constructing oral texts.
PRODUCT:
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
CICLO ESCOLAR 2011-2012
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIROMENT:
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SPECIFIC COMPETENCE:
INITIAL INITIAL
DEVELOPMENT DEVELOPMENT
CLOSURE CLOSURE
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Read and understand different types of literary texts of English-speaking countries CYCLE: 4
Literary and Ludic GRADE: 1
Read classic tales and write a short story based on them UNIT: 1-B
Big Book
STAGE OF PRODUCT DOING KNOWING
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SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY SUGGESTED ACTIVITIES
Select and read a clasic story. Activate previous knowledge. Topic, purpose, and intended audience What kind of stories do Stories Provide Ss with various
Detrmine which the key events are. Recognize graphic and text arrangement. Graphic components you like? Text classic tales so they can read.
Predict contents based on graphic and text Textual components What is your favorite? Classic Have Ss use various reading
components. List of suitable words Did you like the story? Tales strategies, like prediction
Determine topic, purpose, and intended audience. How are they similar? Prediction skim, and scan so they can
Identify the author. Skim understand the story.
Use different comprehension strategies eg: scanning, Scan
skimming, and adjusting speed and rhythm.
Detrmine which the key events are. Use different comprehension strategies eg: scanning, List of suitable words Identify the main events. Genre Have Ss think about their
Write and arrange the sentences based skimming, and adjusting speed and rhythm. Narrative elements What are the details? Fariy tale favorite stories and how
on key events. Recognize the general meaning. Verb tenses: past and verb forms: progressive Who are the characters, Novel thiey relate to the ones they
Check that the sentences comply with Identify key events. Adverbs of time and pronouns main and second? Classic tale read in the classroom.
grammar, spelling, and puntuation Determine number and order of key events. Non-frequent or absent letter groups found in What do you think happens Details Have Ss identify and
conventions. Retell events from illustrations. mother tongue next? Main differentiate the main and
Put together and illustrate the big book. Establish forms that express continuous and past Differences between British and American What is the plot? Second second characters.
Rehearse the oral reading out loud of actions. variants How is the problem solved? Principal Have Ss identify the details
the text and practice pronounciation. Arrange events in a sequence. What would have happen Plot of the story.
Rewrite key events. if..? Have Ss create their own
story.
Have Ss write a first draft,
edit , and write a final draft.
Rehearse the oral reading out loud of Practice the oral reading of the story. Read a little bit slower/ Slow Have Ss make their own
the text and practice pronounciation. Read the story to the rest of the school. faster. Fast story book.
Read the book out loud and donate it Did you like the story? Intonation Have Ss read and present
to students from basic education lower their big books with the
grades. rest of the school.
Achievements (Tick when reached):
Uses known comprehension strategies.
Recognizes the general meaning from some details.
Formulates and answers questions in order to locate specific information.
Expresses personal reactions to literary texts, using known oral expressions
Retells events using images
Organizes sentences into a sequence of actions.
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CLOSURE CLOSURE
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
CICLO ESCOLAR 2011-2012
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT: