SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 3

ENVIRONMENT: GRADE: 6th

SPECIFIC COMPETENCE: UNIT: 5a
PRODUCT: Illustrated report
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CLOSING
Write the sentences in a report and
add illustrations. Present the report
to the rest of the group.
Order sentences based on a
sequence of images. Choose
suitable connectors to link
sentences togehter. Write titles for
reports. Check spelling and
punctuation conventions.
Structure of reports: introduction, body
and conclusions. Topic, purpose, and
intended audience. Textual and graphic
components. Repertoire of words
necessary for this social practice of the
language. Types of sentences. Verb
tenses. Verb forms: passive.
Punctuation.
he/she usually works, his/her
plans for the future are, (he/she)
takes care of, teaches, fixes, learns,
flies
Relate information to activities of a job or
occupation represented in a sequence of
images. Distinguish main from supporting
ideas in a paragraph. Underline main ideas.
Explore reports on activities. Mention
situations in which reports on activities are
made. Identify the parts of a report. Read
the title and predict content. Identify main
ideas and the order in which they are
presented. Write information about jobs
and occupations to make a report. Classify
information. Complete model sentences
with known information about activities of
jobs or occupations (e.g., seamstresses
make patterns of clothes they make;
farmers clear the land, etc.).
Repertoire of words necesary for this
social practice of the language. Types of
sentences. Verb tenses. Verb forms:
passive. Punctuation.
What is your opinion about of the
job? What is a typical day like? I
like, I dont like, he/she likes,
he/she enjoys, I think I like,
he/she works in, they do
this/that, his/her job is really
interesting
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INITIAL
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INITIAL
Select a job, occupation, or
personal activity to write a report
of activities. Write a title and collect
information from various sources.
Explore sequence of images of activities related to a
job or occupation. Activate previous knowledge in the
mother tongue to predict the content of images.
Identify a sequence of activities based on its
illustrations. Identify purpose and intended audience.
Collect information about activities of a job or
occupation. Ask and answer questions about activities
of a job or occupation represented in images. Read
informative texts that describe activities of jobs or
occupations aloud.
farmer, incredible,
interesting, server, teacher,
tired
Write a report about different
occupations and jobs, and present
the reports to the group.
Explore sequences of activities in
images about a job or occupation of
interest to Ss with the T's help.
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KNOWING BEING
SUGGESTED LANGUAGE
STRUCTURES
bag packer, baby-sitter, coal,
dangerous, miner, newspaper
boy, supermarket, teenager,
calm, competition, jump,
nervous, relax, sky diver,
spend, watch
Collect information about activities
of a job or occupation based on texts
and read it to the class. Explore
reports about activities with the T's
help. Identify occupations in a
magazine or a newspaper.
VOCABULARY SUGGESTED ACTIVITIES
DEVELOPMENT DEVELOPMENT
Write sentences that describe
activities, based on a model. Use
connectors to link sentences
together and order them in a
sequence. Check that the writing is
complete and complies with writing
conventions.
bell, doctor, headset, ladder,
lamp, lighter, machinists,
tailor, taxi driver, mechanic
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
Read and record information to design questionnaires and reports
Academic and Educational
Record information to make a report on activities related to a job or occupation
Structure of reports: introduction, body
and conclusions. Topic, purpose, and
intended audience. Textual and graphic
components. Repertoire of words
necessary for this social practice of the
language.
What does he/she do?
Where does he/she work?
Is he/she a?
What job is it?
STAGES OF THE PRODUCT DOING
ACHIEVEMENTS (Tick when reached):
Says the names of jobs and occupations. Distinguishes main ideas from supporting ideas in paragraphs.
Formulates and answers questions about jobs and occupations. Identifies introduction, body, and conclusions.
Reads informative texts that describe activities of a job or profession aloud. Writes information about jobs and occupations.
ASSESSMENT
OBSERVATIONS:
WARM UPS MATERIAL MOTIVATIONAL IDEAS
Predictions
Games (Charades, 20 Questions, A-Z
Race, Bean Bag Toss, Memory, etc.)
Songs
Chants
Ask Ss to describe occupations in
the past and present.
Ask Ss to describe their daily
routines.
Have Ss write a report about jobs
and occupations.
Ask Ss to read information out loud
to check pronunciation, stress, and
rhythm.
flashcards
realia
posters
scissors
crayons
poster paper
books
magazines
newspapers
colored pencils
Participate in different games.
Act out different jobs and occupations.
Complete dialogues.
Role plays.
Make a brochure.
Make a word web.
SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 3
ENVIRONMENT: GRADE: 6th
SPECIFIC COMPETENCE: UNIT: 5b
PRODUCT: Instructions brochure on how to use means of transport
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CLOSING CLOSING
Write the final version of the
instructions on the brochure and
illustrate it with a sketch or map.
Display the brochure in a visible
place in the classroom.
Offer directions to use public transport. Identify
names of places of departure and arrival.
Complete sentences that offer information about
going fromone place to another by public
transport. Write directions to get fromone place
to another using public transport. Write sentences
to move fromone place to another. Trace a route
on a map to verify that directions are correct.
Read directions aloud to practice pronunciation
and intonation. Check spelling and punctuation
conventions.
Repertoire of words necesary for this
social practice of the language.
How do I get to ? Take bus
number 3, get on, get off, you may
go you cant miss it! over there,
on the corner, you can take a taxi,
Is there a nearby?
map, parking, picnic, route,
shuttle, transportation,
brochure, museum
Explore different brochures. Draw a
city map. Role plays. Follow
directions.
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DEVELOPMENT DEVELOPMENT
Write the instructions to get to the
places, based on a model. Check in
a bilingual dictionary that words
comply with writing and spelling
conventions. Check that the
instructions are clear and that they
take you to the place you want to
go.
Describe the immediate context as a point
of reference to move from. Express present
location using another point of reference.
Complete written sentences to indicate the
location of a place or community with
respect to another. Understand directions
to move from one place to another. Identify
words that indicate movement from one
place to another. Identify expressions that
indicate the destination and the means of
transport to get to it. Identify how many
and what means of transport must be used
to get to a final destination. Formulate
questions to ask how to get to a place
where public transport can be reached. Ask
for the trip fare to a destination. Identify
words that indicate the distance between
different locations.
Acoustic characteristics: intonation,
volume, and diction. Repertoire of
words necesary for this social practice of
the language. Types of sentences.
Adjectives: demonstratives. Adverbs: of
place. Abbreviations and signs ($, m.-
meter, LHR-London Heathrow, etc.).
What time does the
(plane/bus/train) leave? What time
does it get back? It arrives at The
(bus) to (New York) leaves at One
way / Round trip tickets. How can I
get to ? How much does it cost?
Wheres the bus stop? Its right on
the corner. Your fare, please.
hours, days of the week,
months of the year,
prepositions of place, on,
next, close to, around, on the
corner, bank, bus, here,
outside, park, subway, taxi,
there, arrival, customer,
departure, destination,
schedule, ticket
Read a newspaper article. Play
Hangman. Read times of departures
out loud. Listen and read along. Re-
read a story. Follow directions. Play
Simon Says. Classify days and
months. Role plays.
SUGGESTED ACTIVITIES
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INITIAL
Select locations to provide
directions to get there. Make a list
with details required to get to a
place: means of transport, cost, etc.
Explore pamphlets showing how to get to a place
using public transport. Point out purpose and
intended audience. Identify visual aids to indicate
location (sketches, maps, etc.). Identify, while
listening and reading, the name, place, or means
of transport included in instructions. Interpret
timetable charts. Identify names of destinations in
timetables. Read departure and arrival times.
Topic, purpose and intended audience.
Textual and graphic components.
How was it? How is it? How can I
get to ? Go/drive (two) blocks
(straight ahead), turn left/right, You
cant miss it!
Think and predict. Find the words.
Read a story. Complete the
sentences. Label a map. Match the
sentences. Spelling.
STAGES OF THE PRODUCT DOING KNOWING BEING
SUGGESTED LANGUAGE
STRUCTURES
by plane/car/bus/train, on
foot, park, supermarket, bet,
boat, steamer, world
VOCABULARY
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
Follow and give directions to go to places
Familiar and Community
Follow and give directions for commuting using public transport
ACHIEVEMENTS (Tick when reached):
Discriminates names of places and means of transport while listening and reading. Formulates questions to ask how to get to a place where you can take public transport
Identifies names of destinations in double column charts. and what is its cost.
Reads times of departures and arrivals aloud. Writes directions to get from one place to another using public transport.
Understands directions to move from one place to another using public transport.
ASSESSMENT
OBSERVATIONS:
WARM UPS MATERIAL MOTIVATIONAL IDEAS
Games.
TPR .
Memory games.
Vocabulary reviewing.
Songs and Chants.
Ask Ss to find a place using cues.
Ask Ss to write different directions
to go from one place to another.
Have Ss interpret different maps of
a city.
Have Ss identify prepositions of
places, Wh- and Yes/No questions.
Check comprehension asking Ss to
follow commands.
Have Ss spell different words and
classify them.
Ask Ss to compare different places
in a city.
flashcards
realia
posters
scissors
crayons
wall paper
books
magazines
newspapers
Describe past events, label maps.
Games: Backs to the Board, Tic-Tac-Toe, Twenty Questions, Fly Swat, Hangman, Draw and Guess.
Spelling Bee.
Hide a treasure and give and follow directions.
Role plays.