PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:

STAGES OF THE PRODUCT

Listen to and use everyday greeting, courtesy, and farewell expressions

Familiar and Community
Explore and respond to greeting, courtesy, and farewell expressions
Poster with courtesy expressions

DOING

KNOWING

CYCLE:
GRADE:
UNIT:

BEING

SUGGESTED LANGUAGE
STRUCTURES

Identify greetings, farewell, and

courtesy expressions on a poster
previously made by the teacher.

Explore everyday communicative

situations in which greetings and
courtesy words are used with the
support of visual aids.

Features and types of oral and written

texts. Purpose and participants in the
communicative situation.

SESSIONS 4-10

DEVELOPMENT

Place greetings, farewell, and

Identify purpose. Recognize sender Non-verbal language (gestures, body
courtesy expressions previously
and intended audience. Detect
language, signals, glances, etc.) Detect
written by the teacher, below the
differences and similarities.
differences and similarities between
corresponding illustrations. Glue
Distinguish the written form of words. Knowledge of the writing system
the expressions below each image greeting and courtesy expressions. and basic mechanics of writing. Writing
in the poster.
Observe writing directionality.
directionality.

SESSIONS 11-12

CLOSING

Color the illustrations. Place the

Recognize words in greeting,
poster in a visible place in order to courtesy, and farewell expressions
remember and use the expressions used in introductions and everyday
throughout the school year.
communication.

SUGGESTED ACTIVITIES

INITIAL

Repertoire of words suitable for this

practice of the language.

Pay attention to sender. Show curiosity for the english language. Use greetings, farewell, and courtesy
expressions in every day interaction.

SESSIONS 1-3

INITIAL

VOCABULARY

1
3rd. Grade Preschool
1a

To make a name tag. To use

greeting, farewell and courtesy
Hello, Good Morning, How are you? Morning. Afternoon. Night.
words in everyday dialogues.
etc. Good Bye, See you, etc. Thank Hello, hi, my, bye, good, boy,
Distribute among teams the actions
you , You're welcome, Please.
girl, teacher.
to make a poster with courtesy
expressions. Draw the illustrations.

DEVELOPMENT

To color the images on the poster

that show greeting, farewell and
I, you, body language, colors courtesy expressions. To sing a color
Hi, how are you? I am fine and you? and color words. Alphabet,
song. Write courtesy expressions
I am fine too. This is / These are
capital letters, lower case
based on a model. To trace letters.
letters, period.
To write a draft. To identify capital
and lowercase letters in a
worksheet.

CLOSING

To review and practice the unit

vocabulary and structures.

Repertoire of words of the

whole social practice.

To finish the product to recognize

and classify greeting, courtesy and
farewell expressions. To read read
aloud the expressions on the poster.
Display the poster in a visible place
to record who uses courtesy
expressions.

ACHIEVEMENTS (Tick when reached):

Identifies sender and intended audience.
Discriminates greetings, and courtesy and farewell words.

Uses non-verbal language in greetings and farewells.

Identifies beginnings and /or endings of words.

WARM UPS

ASSESSMENT

MATERIAL

To sing "good morning" song.

ORAL
Responses to greeting,
farewell expressions
and courtesy words

Posters

To review greetings with

the help of a puppet.
To play characters.
To do TPR to review
classroom language

Classification of
words and sentences
orally
PARTICIPATION

To sing a greeting song

To sing the alphabet song
To use body language to
convey meaning

Construction paper
Alphabet posters
Alphabet letters that students
can manipulate

Realia
To display the students' work on the wall. Be sure students write
their names on the assignments.

Worksheets
Notebook
Books

To change greeting
and farewell expressions
once in a while

To display the students' participation (charts)

on the wall

To select the best student of the day to be the teacher (only 2-4min)
of the next class

Flashcards
WRITTEN
Trace of words
Gap fillings
Knowledge of the
writing system

MOTIVATIONAL IDEAS
To play a game to reward students' behavior.
Foster interaction throughout the use of dialogues.

PRODUCT
Cd player
Cd

OBSERVATIONS:
Use rubrics to assess products
Use checklist to assess participation
Use self-assessments to assess achievements

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

Participate in the reading and writing of rhymes and stories in verse

CYCLE:

ENVIRONMENT:

Literary and Ludic

GRADE:

3rd. Grade Preschool

SPECIFIC COMPETENCE:

Listen to rhymes and stories in verse

PRODUCT:

Poster with children's rhymes

STAGES OF THE PRODUCT

DOING

UNIT:

KNOWING

BEING

SUGGESTED LANGUAGE
STRUCTURES

Observe gaps in a rhyme or story

previously written by the teacher,
with missing rhyming words.

Explore rhymes and stories with

the support of visual aids. Identify
topic, purpose, and intended
audience. Identify graphic
components.

Features and types of oral and written

texts. Non-verbal language. Topic,
purpose, and intendend audience.

SESSIONS 4-10

DEVELOPMENT

Order pieces of paper with the

Distinguish words that rhyme.
Graphic components. Musical elements
missing words from the text,
Indicate with an applause words
of literary language: * rhymes.
previously written and drawn by
that rhyme. Find out the meaning Repetition of sounds. Knowledge of the
the teacher. Discover where the
of words with the support of visual writing system and basic mechanics of
illustrated words fit in the rhyme or
aids. Check writing directionality.
writing. Writing directionality.
story.

SESSIONS 11-12

CLOSING
Glue the words in their
corresponding place. Point out the
rhyming words on the poster. Place
it in a visible place inside or outside
the classroom.

To review writing directionality.

Discover parts of the words. To
practice pronunciation.

SUGGESTED ACTIVITIES

INITIAL

Knowledge of the writing system and

basic mechanics of writing. Writing
directionality.

Show the will to express oneself in English. Appreciate and enjoy literary expresions in English.

SESSIONS 1-3

INITIAL

VOCABULARY

1b

This is a story. This is a rhyme.

These are rhyming words.

Rhyming words (cat,hat,bat,

map, hill, bill, etc.)

Distribute among teams the actions

to make a poster with rhymes or
stories in verse of interest to the
students and the teacher. To listen
to a story in verse. To recite rhymes
with the use of visual aids.

DEVELOPMENT

To listen to and recognize rhyming

words. To start making the graphics
of the story. To review colors. To
Repertoire of words suitable
color the images on the poster.
Matching words that rhyme.
for this practice. Word
Write the text based on a model. (ex.
Identify the word in each sentence.
formation. Review of the
The boy has a ball. The girl has a
Ball - doll, house - mom.
alphabet.
doll.) To write a draft. To trace
letters. To identify rhyming words in
a worksheet. To spell the rhyming
words.

CLOSING

To review and practice the unit

vocabulary and structures.

Repertoire of words of the

whole social practice.

To finish the product. To read the

poster. To spell the rhyming words.
Display the poster in a visible place
inside or outside the classroom.

ACHIEVEMENTS (Tick when reached):

Identifies rhyming words.
Repeats rhyming words.

Identifies that a text is read from left to right and from top to bottom.
Follows the reading while someone else is pointing at the text.

WARM UPS

ASSESSMENT

To present a number rhyme

ORAL
To assess
pronunciation

To do tpr to review
classroom language
To sing a greeting song

MATERIAL
Posters of rhymes

MOTIVATIONAL IDEAS
To play a game to reward students' behavior

Posters of stories in verse

To display the students 'participation (charts) on the wall

Identification of
rhyming words

To sing the alphabet song

Language stucture strips

Alphabet posters
Alphabet letters

To select the best student of the day to be the teacher (only 2-4min)
of the next class

PARTICIPATION
To use body language to
convey meaning

Realia
WRITTEN
Trace some letters

To mimic actions

To display the students' work on the wall. Be sure students write

their names on their work.

Flashcards
Worksheets
Notebook

PRODUCT

Books
Cd player
Cd

OBSERVATIONS:
Use rubrics to assess products
Use checklist to assess participation
Use self-assessments to assess achievements