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MONTHLY

PLANNER
GROUP: 6th grade
DATE: September

INITIAL

PERIOD:

3 Sessions

UNIT: 1
CYCLE : 3

DEVELOPMENT

SOCIAL PRACTICE: Participate in commercial transactions


SPECIFIC COMPETENCY: Comprehend and produce expressions about the purchasing of
basic need items

PRODUCT
STAGE:

ACHIEVEMENTS
:

CONTENT:
(DOING, KNOWING AND BEING)

ACTIVITIES:

Select the
format and
learn the
vocabulary.

Predict the
general sense of
a transaction
dialogue, based
on previous
knowledge and
familiar words.
Identifies topic
and purpose.

Session 1-2-3: Present the list of words regarding transactions, using flashcards. Students will name the vocabulary. SS. will
recognize, practice, and memorize vocabulary through association of words, meanings and pictures
SUGGESTED ACTIVITIES:
Bring and ask Ss to bring catalogues to explore them. Elicit information to describe catalogues e.g. size, color, content,
number of pages, etc.
Ss compare catalogues from department stores, groceries, electrical appliances, car
accessories, and others, and talk about typography, balance between graphic and textual components, and whether the
information is catchy or dull. In groups Ss put together as many vocabulary items as they can think of in connection with
the object being sold. Ss glue a page from the catalogue on a sheet of paper so the back of the catalogue page is
covered, then they are ready to play "Catalogue Poker". Each student will have 5 pages of catalogues. The aim is to make trios
of related items, e.g. a pair of shoes, a dress, and a scarf. Ss will ask in turns for: clothes, groceries, computer accessories etc.
Encourage Ss on going a little bit further for specific items, e.g. special clothes depending on the season, genre, age, etc.
Have Ss practice specific questions to purchase a product. This will help them practice the use of is, are, much, etc.

Brings cutouts of different products. Ss make word cards with vocabulary from the cutouts. First, in pairs they divide a sheet of
paper in 16 parts. Then, they write words on each piece of paper to make questions and give answers for buying and selling
e.g. How much is/are? It is / They are Ss may manipulate word cards to help them build up questions and answers
accuratel

T will be assessing
Ss during the
sessions by asking
randomly to
participate actively.
Group work.

Listen to dialogues.
Predict general sense.
Identify speakers and the way they
address each other.
Identify places where items are
Purchased and sold.
Structure of dialogues.
Contextual clues.
Speech register
Show an honest behavior in commercial
transactions.
Identify cultural differences in commercial
transactions

Perceive the differences in the tone,


pause, and intonation of each speakers
discourse.
While listening, understand expressions
used by speakers in dialogues.
Compare content of expressions.
Discriminate expressions to ask for or
indicate prices and characteristics of
items.
Distinguish questions from answers,
based on intonation.
Identify products based on the
description of their characteristics.
Assume the role of a speaker to practice
pronunciation in dialogues. Acoustic
characteristics.
Repertoire of words necessary for this
social practice of the language.
(vocatives sir, mister, maam, miss,
etc., weight and volume units, etc.).
Show an honest behavior in commercial
transactions.
Identify cultural differences in commercial
transactions..

Session 1-2: Have Ss gather information about making commercial transactions using the informative text ask ss to write
questions about price, color and size and then practice in pairs.
Session 3-4: Have Ss comprehend expressions using dialogues about purchasing commercial items.
Session 5-6: Have Ss write down expressions using a dialogue about buying and selling basic need items.
SUGGESTED ACTIVITIES:
Using the catalogues, have some Ss perform a purchase in front of the class. Elicit from Ss forms to complement the
dialogue, such as: courtesy expressions, forms to address people (vocatives), etc. Model if necessary. Provide Ss with more
examples and ask them to classify the phrases according to expressions said by a seller or a customer.
Ask Ss to role-play the dialogues according to different products and shops (clothing store, grocery store, etc.). Encourage
them to use correct intonation in questions and answers.
In pairs Ss write one of their conversations. If they have mistakes when writing, have them correct each other (use word
cards as aids for correction). They may also take notes as to the stress and intonation of questions.
Organize a marathon carpet to be used in different activities: grammar, vocabulary, etc. Place what needs to be practiced on
the marathon squares; in this case, place the words related to the purchase and buying of the products already seen.
Play an adaptation of "Hangman" using separate words of question or answers but leave gaps to be completed to form
complete questions and answers. If possible, add the competition or contest element to make it more fun and memorable.
When correcting, lead Ss to discover the mistakes.
Have Ss dictate one another the questions practiced orally first and write them on a card. Have correction on the board in a
plenary session for everyone to reflect upon the use of capital letters, question mark at the end of questions, appropriacy of
grammar is/are, do/does, much, etc.

T will be assessing
Ss during the
sessions by asking
randomly to
participate actively.
Written test.
Check list

Define
questions and
answers.

6 Sessions

PRODUCT: Bullet point sheet for shopping


ENVIRONMENT: Familiar and Community

Determine and
write fix
patterns of
questions and
answers.
Check the
sequence of
questions and
answers.

Identifies sentences
used by speakers.
Plays the role of a
speaker.
-Write expressions for
a transaction dialogue.

ASSESSMENT:

CLOSING

3 Sessions

Make bullet
point sheet,
Exchange to
simulate
buying, and
selling items.

Reads sentences
used for the
purchasing of items
aloud.

Write expressions for a dialogue.


Select expressions used to ask for
diverse products and their
prices.
Write questions to obtain information
about the characteristics
and price of products.
Write expressions used to ask for or offer
information about
different products.
Complete sentences used to close a
transaction. Read sentences aloud. Type
of sentences.
Connectors.
Punctuation. Show an honest behavior
in commercial transactions.
Identify cultural differences in commercial
transactions..

Teachersname:________________________________________
Schoolsname: ________________________________________
PrincipalsSignature:_________________________________

Project Session 1-2-3: Revise spelling. Read reports aloud to practice sentences intonation and word pronunciation, have a
role-play where the Ss simulate a selling or buying transactions.
SUGGESTED ACTIVITIES:
Simulate an internet catalogue purchase. Stick the catalogue on the board. Distribute handouts or ask Ss to do this in their
notebooks, and have them fill in the blanks the necessary information, e.g. Item number______ Color________ Size_______
Address_________ Zip Code________ City______ Country _________ Credit card number________. You can add or delete
information.
Use this information to make SS simulate a telephone purchase (they may sit back to back). The person selling should take
notes on the article specifications and the buyer should have a checklist to make sure he/shes getting all the information
needed to buy the product. During the transaction, Ss may use their note cards. In the end, they can compare checklist to
notes to buy the product.

T. will assess by
observation.

GROUP: 6th grade


DATE: October

DEVELOPMENT

INITIAL

PERIOD:

3 Sessions

6 Sessions

UNIT: 1
CYCLE : 3

PRODUCT
STAGE:

ACHIEVEMENTS:

MONTHLY
PLANNER
PRODUCT: Fantastic Family Tree
ENVIRONMENT: Literary and Ludic

CONTENT:
(DOING, KNOWING AND BEING)

ACTIVITIES:

ASSESSMENT:

Session 1-2-3: Present the list of words regarding fantasy tales, using flashcards. Students will name the
vocabulary. SS. will recognize, practice, and memorize vocabulary through association of words, meanings and
pictures.
SUGGESTED ACTIVITIES:
Divide class into groups of four. Have Ss discuss the next questions: What is a hero for you?, Do you have a
favorite hero or villain? Give Ss some minutes to talk about it.
Choose a story. Ask Ss to predict and brainstorm the elements or parts of the story, such as: characters, plot,
body, climax, resolution or conclusion. Have Ss infer the content of the tale based on images and, if possible, relate
tale or reading to personal experiences. Give Ss roles and read story out loud. Recognize dialogues between the
main character and the others based on the intonation. Make a story map with characters, setting, body and
conclusion.
Have a drawing or chart of a famous family/friends relationships TV program, e.g. The Simpsons. Ask Ss to
identify the characters and their relationship. Have the pictures of the characters on the board and ask them who
they are: Who is she? She is Maggie. Who is he? He is Homer. He is Maggies father. If necessary, briefly
explain the use of the suffix s when expressing the possessive related to people in English. Ss work in pairs to ask
and answer questions about the characters relations.
Play "Stop." Tell Ss they will listen to a name and they have to write a sentence telling the relationship with
another character e.g. Marge: She is Barts mother or She is Homers wife. The first S to write a correct
sentence wins a point. Ask Ss to read their answers aloud. The first S to spot a mistake also wins a point.
Play "Guess Who" with famous characters, in order to review adjectives, or make a lottery game by making cards
with well-known faces. Give information about the characters while Ss spot who you are referring to: He is Nemos
father. He is Barts father.
Session 1-2: Have Ss explore information about fantasy tales thought the informative text by asking questions
about particular elements of the legends.
Session 3-4: Have Ss compare similarities and differences in conduct, values and particular settings.
Session 5-6: Have Ss identify the elements of the story.
SUGGESTED ACTIVITIES:
As Ss to make a Venn diagram to compare their favorite character with themselves. Ask them to draw their
favorite hero/heroine/villain on a separate sheet of
paper.
Make a chart with a fantastic character where unusual information is stated. Add a fantastic family member, friend
or pet with fantastic abilities. With the
characters chosen, ask Ss to create a mini comic strip and share it with the class.
Using the same characters or different ones, have Ss work in groups to choose characters and personalize them
e.g. My name is Princess Aurora. My father
is the king of Beauty Land, etc. Ss prepare a written description of the characters and the relationship among
them.
Have Ss bring a cutout or make drawings of characters for their fantastic family tree. Ss glue the images and
write the relationship among characters.
Write the names and important information about characters. Check writing and spelling conventions.
Ask Ss to perform a small conversation with their chosen characters. Ss play the roles in the new tale (they can
use their scripts to remember their dialogues).

Participation and
observation. Group
work.

Provide a written
description of
family and
friendship
relationship
between the main
characters of the
fantasy story.

Identify topic, purpose,


and intended audience.

Explore fantasy stories.


Activate previous knowledge to predict
topic.
Relate a story to personal experiences.
Participate in a guided reading.
Identify purpose and intended audience.
Identify and define new phrases and
words.
Understand stories as a reflection of
emotions, personal experiences, and
cultures.
Determine the role of fantasy stories in
different cultures.
Appreciate and enjoy literary expressions
in English.

Design and
illustrate an
imaginary family
tree.

Distinguish between
narrator, main characters
and supporting
Characters.

Complete the
fantasy family tree
with information
from the list.

Name the setting of a


story.

Locate parts of a story.


Identify narrator, main character, and
supporting characters.
Identify dialogues between main and
supporting characters.
Identify the settings of the story.
Identify the use of punctuation to indicate
dialogues.
Distinguish direct from indirect speech.
Repertoire of words necessary for this
social practice of the language.
Verb tenses: past perfect. Understand
stories as a reflection of emotions, personal
experiences, and cultures.
Determine the role of fantasy stories in
different cultures.
Appreciate and enjoy literary expressions
in English.

Identify plot, conflict, body


and ending.

SOCIAL PRACTICE: Read stories and legends aloud.


SPECIFIC COMPETENCY: Interpret fantasy stories and exercise
Imagination

Participation.
Check list

CLOSING

3 Sessions

Check that
writing is complete
and complies with
spelling
conventions.
Display the
fantasy family tree
in a visible place in
the classroom.

Answers questions about


family and friendship
relationship among
characters.
Establishes differences
and similarities between
the behavior and values
of characters in the story,
familiar people, and ones
own

Compare differences and similarities in


behavior, values, and settings, between
English-speaking countries and ones own.
Answer questions about family and
friendship relationships between
characters.
Establish similarities between the
behavior and values of characters
in the stories, with those of familiar people,
and ones own.
Determine differences between the
settings in the story and familiar settings.
Punctuation. Understand stories as a
reflection of emotions, personal
Experiences, and cultures.
Determine the role of fantasy stories in
different cultures.
Appreciate and enjoy literary expressions
in English.

Teachersname:________________________________________

Schoolsname: ________________________________________
PrincipalsSignature:_________________________________

Project Session 1-2-3: Ss will create a fantastic family tree and share with the class. Practice sentences
intonation and word pronunciation.
SUGGESTED ACTIVITIES:
Have Ss read their sentences aloud and explain the relationship among them and with other teams for feedback.
Ss may suggest ideas to improve the design of the family tree and the characters.
Ss take turns to come to the front to show their family trees and explain them to the group
Have the groups guess the characters and their relationship. Play a memory game using the same characters.

Observation and
product