PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

SOCIAL PRACTICE OF THE LANGUAGE: Understand and write instructions CYCLE: 4

ENVIROMENT: Academic and Educational GRADE: 2
SPECIFIC COMPETENCE: Understand and write instructions to face an environmental emergency UNIT: 2-A
PRODUCT: Instructions manual to face an environmental emergency
SUGGESTED LANGUAGE

BEING
STAGE OF THE PRODUCT DOING KNOWING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL

Use language to prevent and face problems. Take decisions to protect and safeguard
physical integrity. Act in a supportive and responsible way with the group and the community.
- Read emergency instruction - Anticipate the general meaning. - List of suitable words - What can be an - Environment - Provide Ss with
manuals. Predict content. - Syntactic particularities of the English environmental - Emergency newspaper or
magazine articles
- Choose an environmental - Identify specific language. language emergency? - Floods
SESSIONS 1-2

about various nature

emergency and look for - Draw instructions to confirm - How do these - Tornadoes or environmental
information on how to face it. understanding. emergencies - Earthquakes emergencies.
come about? - Volcano - Have Ss discuss the
- Can you explain - Oil spill information. Have
them ask questions to
your idea? - Pandimonium
fully understand the
- Provisions text.
DEVELOPMENT DEVELOPMENT
- Write instructions on how to - Identify purpose and intended audience. - Topic, purpose, and intended audience - Who would read this - Audience - Have Ss decide on an
- Examine the distribution and use of graphic and information. - Topic environmental
face an environmental textual components. - Graphic and textual components - Purpose emergency
- Identify textual organization. - It's distributed…
emergency. - Patterns of textual arrangements: list of - Meaning and have them look for
- Identify abbreviations and clarify the meaning of - What is the meaning
- Order the sequence of unknown terms. steps or instructions - Organization information that will
of..? - Texts help them face the
instructions and illustrate - Recognize steps and the descriptions that explain - Sentence types - I don't understand…
SESSIONS 3-10

or exemplify them. - Questions emergency.

them.
- Edit the instructions to write
the final version of the
instruction manual.
- Agree on a design to display
the instruction manuals in a
bulletin board.
- Enlist words that detrmine the sequence of - Adverbs of time and relative adverbs - Let's look in the /exclamations - Talk about the most
steps. dictionary. - Sentences important factors.
- Write steps in simple and complex esntences. - Abbreviations
- Broaden, explain, and/or exemplify steps. - First you would… - Early, late, rapidly - Begin a rough draft.
- Prepositions and prepositional phrases - Slowly, quickly - Have Ss check their
- Arrange steps in a sequence. - You have to consider…
- Make instructions manuals based on the writing - Punctuation Let me explain. - To, for, behind, first draft and have them
of steps. - Suffixes and prefixes - Between make the appropriate
- Read to check punctuation and spelling - How do you spell.. - To the park changes, focusing
conventions. - Can you check my - Prefex: a, an, be, bi, on the most important
- Verify the order in sentence sequences spelling. contra, di, extra, fore, or relevant points that
- Mark and solve doubts.
- Remove, add, and/or change information about - Let me check. infra, intro, pre, un will help their survival.
the text. - I/We have to change - Sufix: able, dom, ful, - Have Ss write the final
- Write a final version this… hood, ish, ment, ship version of the manual.

CLOSURE CLOSURE
- Set up a bulletin board to - Display the manuals on bulletin boards - Pronunciation. - This is our manual. - Give Ss time to
SESSIONS 11-12

disseminate the manuals around the school. Any questions? present their
among the school work.
community.

Achievements (Tick when reached)

:
Clarifies the meaning of unknown terms in order to broaden and refine vocabulary.
Understands and points out the order of components, useful information and main ideas of an emergency manual.
Wrties and classifies sentences in order to create sequences of instructions.
Removes, adds and / or changes information to edit an instruction manual.
 PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
SOCIAL PRACTICE OF THE LANGUAGE: Interpret and express information published in diverse media CYCLE: 4
ENVIROMENT: Familiar and Community GRADE: 2
SPECIFIC COMPETENCE: Write dialogues and interventions for a silent short film UNIT: 2-B
PRODUCT: Script for the dubbing of a silent short film
SUGGESTED LANGUAGE

BEING
STAGE OF THE PRODUCT DOING KNOWING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL

Appreciate cultural expressions particular to the English language. Know particular values and
Value cinema as a means to reflect emotions and experiences of people and their culture.
patterns of behavior of people from English-speaking countries.
- Select a silent short film. - Anticipate the general meaning and main ideas. - Genre, topic, purpose, and intended - What kind of movies - Audience - Have Ss watch an old
- Watch the scenes and choose - Establish genre. audience do you like? - Topic - silent movie (Charlie
one. - Identify topic, purpose, and intended audience. - Contextual clues - What kind of - Moods - Chaplin). Have Ss
SESSIONS 1-2

- Establish setting(s) where the action takes place. - Non-verbal language audience - think about the
watches this kind of - Actions - importance
- Identify different characters. - Fast
movie? - of the actions in
- Identify non- verbal language.
- Who is the main - Slow - order to understand
- Identify relationship between settings, actions, character? - without sound. Have
- Funny
and sound effects. - Who are the - Ss identify characters
- Dramatic
- Determine the intention of actions. supportive and plot of the
characters? - Scary movie.
DEVELOPMENT DEVELOPMENT
- Suggest and write dialogues and - Suggest sentences to write dialogues and - List of suitable words - What do you think - Dialogues - Have Ss think of an
/ or interventions for each interventions. - Types of sentences should - Argument argument for their
character. - Organize sentences into sequences to - Adverbs happen first? - Plot movie.
- Organize dialogues and / or perform dialogues. - Connectors - According to the - Sequence - Have them think
interventions for the scene. plot… about the
- Write dialogues and interventions. - Modal verbs - Beginning
- Check the structure of dialogues
SESSIONS 3-10

- The next part is beginning, middle,

and interventions comply with - Use linguistic resources to link sentences - Middle
about… and end of the story.
grammar, spelling and together and/or to rephrase expressions. - The story has a - End - Make up the
punctuation conventions. - Include examples, relevant details, and happy/ - Motivation characters and
- Put together a script which interesting information. sad/ tragic ending. - Hope the sequence of the
contains dialogues and / or - Formulate questions to understand - The main idea is… - Aspiration scenes.
interventions content. - The details are… - Work out the details
corresponding to the short film - Ambition
- Answer questions to describe motivations, - Wh-questions - Wh- questions of each scene.
scene. hopes, aspirations, and ambitions. - What's the name - Prepare a script for
- Associate the writing with again? the movie.
dialogues and / or interventions. - Clarify the name of unknown objects,
actions, or concepts.
CLOSURE CLOSURE
SESSIONS 11-12

- Practice the reading aloud - Read dialogues aloud in order to adjust verbal - Acoustic features - It's my turn next. - Funny - Have Ss act out the
of the script. and non-verbal language according to a specific - You should go - Boring scenes of their movie
- Interesting
- Perform the dubbing. - audience. slower/ faster. - Bravo to an audience.
Adjust volume and speed.
Make the dubbing of dialogues and interventions. - Don't shout. - Dialogue
- Speak louder. - Interventions
Achievements (Tick when reached)
:
Anticipates the general meaning and main ideas from previous knowledge and non-verbal language.
Writes expressions to produce oral exchanges.
Exemplifies main ideas in an oral exchange.
Rephrases expressions produced during an oral exchange.