PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

SOCIAL PRACTICE OF THE LANGUAGE:
Understand and use information about goods and services CYCLE: 4
ENVIROMENT: Familiar and Community GRADE: 2
SPECIFIC COMPETENCE: Give and receive information for performing community service UNIT: 1-A
PRODUCT: Acting out a dialogue
SUGGESTED LANGUAGE

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

Show assertiveness when making decisions. Foster courtesy in interpersonal relationships.

- Listen to a short dialogue where - Activate previous knowledge to anticipate - Contextual clues - Excuse me. Can you - Transaction - Have Ss listen to a
help me? recording of a
a transaction is taking place. the general meaning and main ideas. - Topic, purpose, and intended audience - Have you got…..? - Supermarket transaction taking
- Select the goods to be included - Identify terms that are similar to those in Can I see it? - Mall
SESSIONS 1-2

place, in the street, in a

in the catalogue. the mother tongue. - Does it have a - Street supermarket, in a mall,
guarantee? etc.
- Identify sounds that reveal the location - How much does it cost? - Guarantee - Ask Ss to focus on the
where a dialogue takes place. - Can I help you? - Cash background noise and
- Let me show you the….. have them
- Formulate questions and answers to - How will you be - Cost
identify where the
understand a dialogue. paying? transaction
- Determine sequence of enunciation. - Will it be credit card is taking place.
or cash?
DEVELOPMENT DEVELOPMENT
- Design the catalogue format and - Identify topic and purpose. - Structure of dialogues - How much does it - Money - Have Ss listen again
illustrate its products. - Identify the relationship between speakers. - List of suitable words cost? - Size to the recording of
- Identify ways to express suggestions. - Can I help you? - Type / kind the transaction.
- Write suggestions about the - Verbs: modals - Have you got…..? - This time have Ss
- Identify strategies to emphasize meaning. - Colors
products included in the - Verb forms: subjunctive - Let me show you the… focus on what is
- Take on the role of the speaker to start a - Items
catalogue. dialogue. - Connectors - How will you be being said, and the
SESSIONS 3-10

- Check that the suggestions - Seek confirmation of information in a dialogue. - Adjectives: qualifying, comparative, and paying? - Expensive/cheap kind of language
comply with grammar, spelling compound - Will it be credit card or negotiate being used.
- Determine linguistic resources to link sentences
cash? - Compare - Have Ss think of a
and punctuation, conventions. together. - Comparative structures transaction
- Practice the enunciation of - Detect expressions to argue or object. - Adverbs: of degree - What do you think? - Agree/disagree
- This is better than that and have them make
suggestions using the catalogue - Produce expressions to argue or object to the - Sentence type - Cheap / cheaper up a dialogue where
purchase or sale of products. one.
as a guide. - Expensive/ more Ss are comparing
- Include relevant details and interesting - That is more products, and to
expensive. expensive
information. negotiate a better
- Construct expressions to offer alternatives to - That is a bargain. - Good / better
price for them.
suggestions. - It`s quite expensive. - Bad / worse
- No, I don`t think it is. - Sale / bargain
CLOSURE CLOSURE
SESSIONS 11-12

- Practice the enunciation of - Detect rhythm, tone, speed, and intonation. - Acoustic features - Best buy ever! - Beautiful - Have Ss make their own
Select and adjust verbal and non-verbal goods catalogue, where
suggestions using the catalogue - You will never go out - Nice they describe the product,
as a guide. - behaviors for a specific audience. without it! - Useful the availability, the cost,
- Present the catalogue to a Use linguistic resources to link sentences. - Very reasonable - Practical etc.
- Use strategies to emphasize meaning. - Have Ss display their work
previously selected audience. prices! - Accessible price around the classroom.
Achievements (Tick when reached):
Anticipates the general meaning and main ideas by listening to familiar expressions.
Identifies main ideas in oral exchanges.
Searches for confirmation in an oral exchange.
Produces expressions to argue or object.
Adjusts tone, rhythm, and intonation in producing oral texts.

SOCIAL PRACTICE OF THE LANGUAGE:
ENVIROMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGE OF THE PRODUCT
- Select, read, and explore a
fantasy narrative.
- Determine the episode/s to be
SESSIONS 1-2
included
in the comic strip.
- Design the format for the comic
strip, defining spaces for
dialogues and descriptions.
- Adjust the information to write
the dialogue.
SESSIONS 3-10
- Write brif descriptions for the
characters and events.
- Check that the writing of
dialogues complies with
grammar, spelling, and
punctuation conventions.
- Incorporate the dialogues and
descriptions in the
corresponding
spaces of the comic book and
illustrate them.
SESSIONS 11-12
- Rehearse the dramatizied reading - Express personal reactions to a text.
of comic books to check - Listen to others' opinions to identify
understanding. different interpretations.
- Perform a dramatized reading of
the comic book.
Achievements (Tick when reached):
Uses strategies to support the understanding of narratives.
Anticipates the general meaning and main ideas from details.
Distinguishes explicit from implicit information.
Formulates and answers questions to distinguish and verify specific information.
Describes characteristics and abilities.
PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
Understand and use information about goods and services CYCLE: 4
Familiar and Community GRADE: 2
Give and receive information for performing community service UNIT: 1-B
Acting out a dialogue
SUGGESTED LANGUAGE
BEING
DOING KNOWING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL
Acknowledge creativity and imagination in the perception of reality. Enjoy reading.
- Identify textual arrangement. - Topic, purpose, and intended audience - What is the story - Comic strips - Provide Ss with various
Identify publishing data. - Colophon: publishing house, year, about? - Colorful comic strips, from
magazines newspapers,
- Activate previous knowledge to location, etc. - In the Sunday paper - Funny
or other resources.
determine topic, - Elements: characters, events, narrator, there are many - Newspapers - Have Ss choose their
purpose, and intended audience. etc. comic strips. - Magazines favorite and read it
- Use different comprehension strategies. - Patterns of textual arrangements - Are these comic - Characters focusing on the layout
- Clarify meaning of words. strips for children, - Story and the kind
of components it has.
adolescents, or
- Have them compare
adults? with others.
DEVELOPMENT DEVELOPMENT
- Distinguish implicit from explicit - Elements: characters, events, narrator. - The narrator - Narrator - Have Ss create their
information. - Patterns of textual arrangements explains what - Events own characters, setting,
Formulate and answer questions to happens in the story. plot, and ending in
- Verb tenses: past and past perfect - Setting order to
- determine - The setting is found write their own comic
characters' actions and abilities. - Verb forms: gerund and past participle in … - Plot
strip.
- Identify actions used as names or as - List of suitable words - The events are….. - Colorful
- Have Ss write their own
characteristic qualities. - Adjectives and adverbs of time - The hero rescued - Abilities comic strips, using
- Detect words and expressions used to - Verb tenses: past and past perfect the kitten from the - Strong authentic materials.
describe physical features of characters. tall tree. - Have Ss describe their
- Verb forms: gerund and past participle - Hero characters, and their
Describe physical characteristics, abilities, - The lady in danger
and actions to discover characters. - Conditionals was rescued by our - Romantic abilities.
- Homophones - Country side - Say if the character is
- Write sentences based on one or more hero. strong, funny, heroic,
abilities of characters. - It was a bright sunny - City romantic, etc.
- Complete sentences based on characters' day when….. - Neighborhood - Have Ss describe the
actions and abilities. - The knight in shining setting of their story.
- Recognize events in paragraphs. armor came in the Say if it is in the city,
Put sentences into paragraphs. dead of the night… country side, in a
neighborhood, etc.
CLOSURE CLOSURE
- Differences between British and - Who are the - Have Ss share their
American variants characters? work with the rest
- Direct and indirect speech - What is happening? of the class.
- What is the story - Display if possible.
about?