SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
SESSIONS 1-3
Choose a recipe.
SESSIONS 4-10
Get the ingredients. Listen to the
reading of the recipe. Listen to each
step and follow it. Make sure
ingredients are fit for consumption.
Eat the product of the recipe.
SESSIONS 11-12
Place the recipe book in a visible
place in the classroom.
Follow steps in a set of instructions in order to make a product CYCLE: 1
Educational and Academic GRADE: 3rd. Grade Preschool
Follow steps from an illustrated recipe UNIT: 2a
Illustrated recipe book
SUGGESTED LANGUAGE
DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL
Collaborate and help each other to express doubts in order to understand a language other than the mother
This is
Explore and recognize recipes. To display a recipe poster to
These are title, ingredients, steps,
Identify topic, purpose, and Graphic distribution of recipes. Topic present parts of a recipe. To do a
What is this? repertoire of words suitable
intended audience. Compare (what about?), purpose (what for?), and pointing activity to make sure
It is a for this practice
images. Identify parts in a recipe: intended audience (for whom?). students recognize parts of a
They are
title, ingredients, and steps. recipe.
tongue. Compare eating habits in different countries.
DEVELOPMENT DEVELOPMENT
To present components of a
This is step number (one). recipe with the support of visual
Identify the product to be obtained
Language structures suitable for this aids. To practice pronunciation.
from a recipe based on its
Graphic and textual components: practice. Have students recognize
illustrated steps. Identify names colors, cardinal numbers,
images, numbers, bullets, and text. This is number quantities of ingredients with the
and quantities of ingredients. bullets, steps, food products
Word formation. This is the (first) step. support of visual aids. Have
Identify figures and letters that
These are the ingredients. students order steps. Have
represent numbers.
students identify figures and
letters.
CLOSING CLOSING
To finish the recipe book. To read
Identify the order of steps. Locate Repertoire of words necessary for this
the recipe. To follow steps to do
the list of ingredients. Follow steps social practice of the language: cardinal Language structures of the unit. Vocabulary of the unit.
the recipe. To eat the product of
in a recipe while it is read aloud. numbers, etc.
the recipe.
ACHIEVEMENTS (Tick when reached):

Distinguishes what can be read (text) and what cannot (images). Identifies names of food products.
Identifies and follows the order of steps in a recipe.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

To greet students in a variety of ways. ORAL posters To play a game to reward students' behavior.
To name food products. construction paper To display the students' participation (charts) on the wall .
To sing a nursery rhyme that involves recipe poster To display the students' work on the wall. Be sure students write their names on the assignments.
numbers. WRITTEN food products (realia)
Trace words. flashcards
To say finger chants. Gap fillings. worksheets
Knowledge of the notebook
To do TPR to review writing system. books
classroom language. CD player
PRODUCT CD
To use mimic to guess actions

To use TPR to review actions.

To use body language to

OBSERVATIONS:
convey meaning.
One, two, buckle my shoe.
Three, four, shut the door .
Five, six, pick up some sticks.
Seven , eight, lay them straight.
Nine, ten, a big red hen.
SOCIAL PRACTICE OF THE LANGUAGE: Follow and give instructions in everyday settings CYCLE: 1
ENVIRONMENT: Familiar and Community GRADE: 3rd. Grade Preschool
SPECIFIC COMPETENCE: Follow oral instructions to carry out activities in the classroom and at school UNIT: 2b
PRODUCT: Cards with illustrated instructions

SUGGESTED LANGUAGE
STAGES OF THE PRODUCT DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL

Pay attention to sender. Respond appropriately to oral instructions. Compare ways of giving instructions and their
SESSIONS 1-3

Divide the cards in two parts: one

meant for gluing the instruction
(previously written by the teacher)
on it, and the
other for illustrating the
instruction.
Stand up, please.
Explore instructions. Identify
Purpose and intended audience. Come to the front. To perform actions. To follow
purpose and intended audience.
Non-verbal language. Sit down, please. come, go, front, back instructions with the support of
Perform actions by following
Graphic components. Go to the back of the classroom. visual aids.
instructions.

DEVELOPMENT DEVELOPMENT

effect in different countries.

Point out illustrated instructions to Everyone (stand up) please. What
SESSIONS 4-10

be followed by others. Listen to action is this? To point to an illustrated poster.

Word formation. Correspondence
Illustrate the instruction of each instructions and match them to It is sit down, stand up, short Ask Ss to do the actions. Ask Ss to
between written and oral language.
card. Glue each instruction next to their writing. Explore the written Show me . words, long words, colors, color some actions (sheet of
Repertoire of words necessary for this
its corresponding illustration. form of specific instructions. What is (he/she) doing? numbers, actions paper). To complete words with
social practice of the language.
Complete words with missing parts (He/She) is the parts that are missing.
(beginnings, endings, etc.).

CLOSING CLOSING
SESSIONS 11-12

Play with the cards: show them to
follow instructions. Choose a place
in the classroom to keep them for
future use.
Find differences and similarities
between written words (long
words, short words, words
beginning or ending with, etc.).
Repertoire of words necessary for this To finish the product. To expose
Language structures of the unit. Vocabulary of the unit.
social practice of the language. the product.
ACHIEVEMENTS (Tick when reached):

Identifies purpose and intended audience. Compares differences and similarities between words.
Completes words orally and in written form. Follows instructions using non-verbal language.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

To greet students. LISTENING posters To play a game to reward students' behavior.
T. tells students several construction paper To display the students' participation (charts) on the wall .
instructions. flashcards To display the students' work on the wall. Be sure students write their names on the assignments.
To sing a song that involves numbers. worksheets
PRODUCT notebook
To say a chant that involves physical To do illustrated cards. books
movements. CD player
CD

To do a Show Me activity.
To play Simon Says.

To use TPR to review actions.

To use body language to

OBSERVATIONS:
convey meaning.
Two little black birds.
Sitting on a hill .
To change greeting
One named Jack, one named Jill.
and farewell expressions
Flay away Jack, fly away Jill.
once in a while.
Come back Jack, come back Jill.