PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE: PRODUCT:

Talk and write to participate in everyday dialogues Familiar and Community Recognize expressions related to personal expectations for the school year in a dialogue Illustrated dialogues SUGGESTED LANGUAGE STRUCTURES

CYCLE: GRADE: UNIT:

1 3rd 1a

STAGES OF THE PRODUCT

DOING INITIAL

KNOWING

BEING
Use language as a means of expressing expectations, desires, purpose,s and intentions. Show a respectful attitude towards the interventions of others.

VOCABULARY INITIAL

SUGGESTED ACTIVITIES

Predict main idea. Identify topic, Choose a classmate and decide purpose, and intended audience. how many sentences the dialogue Identify statements that express Topic, purpose, and intended audience. will contain. Decide on the turns of expectations. Express List of suitable words. Spelling. participation. Write the sentences expectations. Compare parts of on the cards in the order that sentences. corresponds to each turn.

What are we going to do? He/She/It is going to draw going to learn Wh questions Polite expressions

colors school inside outside big small

Ice breaking activities. T introduces school and classroom vocabulary. Brainstorming vocabulary from a poster. To ask and answer Whquestions. To ask and answer using polite expressions. Questions with verb to be.

SESSIONS 1-3

DEVELOPMENT

DEVELOPMENT
Ask and answer Wh- questions using going to. To introduce school subjects. To share information with the group. To act out dialogues. Review school subjects. Likes and dislikes. To introduce daily routines and have Ss identify and describe them. Identify rhythm and intonation in dialogues. Describe activities to do in a future and time to be done.

Use contextual clues. Identify turns Check, in pairs first and then with of participation. Identify the Contextual clues, non-verbal language. the teacher, that the writing of structure of dialogues. Assume List of suitable words. Spelling. sentences is complete and speakers role in order to practice Structure of dialogues; opening, body, complies with spelling conventions. pronunciation. Complete and closure. Personal pronouns. Add the illustrations. Engage in oral sentences. Write sentences based Punctuation. Verb tenses future (will, dialogue while reading the on a model. Read statements going to) sentences out loud. aloud.

How are you? How old are you? I'm/He/She/It Wh- questions Are you going to _______ ? What about you? It's going to be _____

read throw hide and seek school subjects daily routine party bake fruit vegetables lemonade

SESSIONS 4-10

CLOSING SESSIONS 11-12

Exchange cards with other pairs of students in order to get to know the expectations of classmates, as well as practicing pronunciation and intonation in a dialogue.

CLOSING
To play guessing games and crossword puzzles using clues given by teacher. To write about the subjects studied daily in 3rd grade. To make an illustrated dialogue working in groups. To write about their favorite activities in this unit. To self evaluate.

Acoustic characteristics: volume, tone Notice tone, rhythm, pauses, and (hope, aggressiveness, mood, etc.), and intonation. rhythm. Monthly Review.

Review all of the above.

Review unit vocabulary.

ACHIEVEMENTS (Tick when reached): Identifies topic and purpose. Uses contextual clues to understand meaning. Identifies speakers in a dialogue. Notices tone, rhythm and pauses.

WARM UPS
Ice breaking activities. To sing school songs. To brainstorm vocabulary from flashcards and posters. To listen to a dialogue, look at the pictures, and number the speech bubbles. To analyze and differentiate. To brainstorm subjects. To match pictures to words. To practice a dialogue aloud following intonation pattern. To talk about future plans.

ASSESSMENT
To answer personal information. To underline requested information. To fill in the blanks with personal information. To circle words in a dialogue. To name preferences. To schedule daily routines. To tell what you are going to do. To mark intonation pattern in a converstation. To use upper and lower case letters in words. To practice an illustrated dialogue. To check the self evaluation list. To write complete sentences.

MATERIAL
Name tags Posters Flashcards Cds Recorder Paper strips Role cards Wall charts Worksheets Word cards Realia Puppets Speech bubbles Self evaluation sheet

MOTIVATIONAL IDEAS
To bring posters with dialogues for Ss to visualize taking turns to interact. To bring flashcards of different subjects for Ss to visualize and make comments. To play Hide and Seek in the school yard. To review daily routine schedule in a graphic. To talk about plans for the weekend using going to. To talk about likes and dislikes about subjects. To bring various crosswords and puzzles. To encourage Ss to self evaluate writing complete sentences.

OBSERVATIONS:

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE: ENVIRONMENT: SPECIFIC COMPETENCE: PRODUCT:

Read and sing songs Literary and Ludic Read and sing a traditional childrens song Childrens song SUGGESTED LANGUAGE STRUCTURES
Who is he/she? What is he/she doing? Wh Questions. What do you think? To do Is there? There is Going to

CYCLE: GRADE: UNIT:

1 3rd 1b

STAGES OF THE PRODUCT

DOING INITIAL

KNOWING

BEING

VOCABULARY INITIAL

SUGGESTED ACTIVITIES

Assign the stanzas among teams and rehearse their performance.

Relate a song to personal experiences. Predict topic. Distinguish organization List of suitable words. Verse formation. and structure. Understand the Pronunciation: non-frequent or absent meaning of verses and stanzas. consonant clusters in the mother Recognize changes in intonation. Read tongue (ej:tw,ph,st,ch,wh, etc). stanzas aloud. Identify words that rhyme.

Value song lyrics as a reflection of emotions and experiences. Show appreciation for cultural expressions particular to the English language. Acknowledge the social use given to typical songs from English-Speaking countries.

SESSIONS 1-3

make, fire, cut, chest, magician, magic wand, appear, disappear, rabbit, matches, flowers, evidence, possibility, scissors, jar

To brainstorm vocabulary. To identify and circle. To match. To classify. To read and listen to a song. To circle rhyming words.

DEVELOPMENT
Recognize topic, purpose, and intended audience. Follow the rhythm of a song using sound resources. Repeat and use rhyme in verses to identify sounds. Find Reproduce the lyrics of the song on words in a song based on questions. Topic, purpose, and intended audience. a poster. Practice the chorus of the Say words in a song with consonant Acoustic characteristics. Conventional clusters or letters that are less song with the class. Record the letter sound. Spelling. Structure of song song or rehearse it to perform it in frequent, or absent in the native lyrics: stanzas,choruses ,and verses. language. Establish relationships public. Textual components. Contextual clues. between the reading and the pronunciation of song lyrics. Distinguish organization and structure.

DEVELOPMENT

What's the name of the song? Did you like the song? Is there a similar.? What does it mean..? Alfredo will go to Alfredo is going to.. Where do you go? Is this an interesting place? Do you like it?

autor, choir, lyrics, music, rhyme, rhythm, theme, bird, building, peers, tall hat, moods (happy, optimistic, etc.) zoo (go, visit, etc.), puzzle, verse, show, can, will, went, did, market

To solve a puzzle. To match definitions. To identify parts of a song. To order. To write the song in order. To answer questions. To follow directions. To unscramble sentences. To talk about weekend plans. To identify rhyming words. To fill in the blanks. To create verses following a model.

SESSIONS 4-10

CLOSING SESSIONS 11-12

Establish relationships between the reading and the pronunciation Conventional writing of words without of song lyrics. alterations, replacements, or omissions. Distinguish organization and Punctuation: period. structure. Monthly Review. Monthly Review.

CLOSING
To create verses following a model. To use cooperative learning checking roles. To create a song. To sing the song. To evaluate themselves and their peers. To write and share about their likes.

Present the recording or live performance to an audience selected by the group and the teacher.

Unit review.

Unit review.

ACHIEVEMENTS (Tick when reached): Identifies rhymes or repeated sounds. Identifies the organization and structure of songs. Reads verses and stanzas aloud.

WARM UPS
TPR Brainstorming. Question and answer. To describe pictures. To name likes and dislikes. To review prior knowledge. To fill in a crossword. To play a game. To elicit information from a song's name. T brainstorms the word magician. To sing a song. To find words in a puzzle. To read and sing a song.

ASSESSMENT
T observes individual and group performance. To circle rhyming words. To answer questions as oral assessment. To read and sing a song. To identify the parts in a song. To act out following directions. To write short sentences. To invent verses in future tense. To assess different roles in cooperative learning. Final Product. Self evaluation.

MATERIAL
Pictures Drawings Realia Activity chart Teacher's magic box with drawings to introduce new vocabulary. Puzzle chart Song lyrics Word strips

MOTIVATIONAL IDEAS
Ask Ss to bring their favorite singerS pictures or photographs to talk about them. T asks Ss to bring a magic box with their favorite small objects. T plays the song and Ss follow the song. To name patriotic songs in our country. To plan a weekend.

OBSERVATIONS: Remember to have extra activities in order to optimize the use of L2.