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: 1
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

Participate appropriately during oral exchanges. Foster confidence within interpersonal relationships.
- Choose a classmate to act-out - Activate previous knowledge. - Activate previous knowledge. - Excuse me. Can you - Polite expressions - Have Ss think and
- Choose a suitable word repertoire. help me? - Greetings comment about the
a dialogue about providing - Choose a suitable word repertoire. kind of community
- Find out the meaning of words. - Find out the meaning of words. - How mouch does it - Farewells service they use.
services.
SESSIONS 1-2

cost? - Wh-questions
- Choose the community service - Predict the general meaning. - Predict the general meaning. - How can I be of - - Have them brainstorm
Requests the kind of language
about which information is to be - Recognize topic and purpose. - Recognize topic and purpose. service? - Telephone used to bring about the
exchanged. - Do I need to appy for - Internet service.
- Model the community service the service? - On-line - Think about the
exchange. - Do I need a form? - Attitude difference of asking for
I'm looking for…. a service in person
and via telephone.

DEVELOPMENT DEVELOPMENT
- Choose the community service - Identify form of communication. - List of suitable words. - How does the text - Opening - Have Ss read a text
about which information is to be - Distinguish between intonation and - Sentence types. begin? - Body of the request of a
exchanged. attitude. - Structure of dialogue: opening, body, - What is the main - Ending service, and
- Discriminate environment sounds and idea? - Conclusion have them identify
- Model the community service background noise. closure. - What is the opening, body and
exchange. - Compositions of expressions. - Intonation
- Use an appropriate speech register based conclusion? closure.
SESSIONS 3-10

- Write sentences to give and on the addressee. - Connectors ( if, then, and, because) - What kind of - Establish - Have Ss create their
- Write sentences. - Verbs: modals. questions - Participation own dialogues
receive information.
- Check that sentences are - Include relevant details and interesting - Similarities and differences between are used? - Details requesting or
information. - Does it sound - Interesting offering a service.
understood when spoken and - Organize sentences to establish turns of the mother tongue and English different - Turns - Have Ss focus on the,
listened to. participation. language. when using various - Expressions opening, body, and
- Practice sentences. - Establish tone and intonation of sentences. tones? - Sentences ending of the
- Establish the relationship between - Does the attitude in - Addressee dialogue.
participants. which we request or - Have Ss practice their
- Distinguish compositions of expressions. offer the service dialogue, with their
- Read sentences to practice pronunciation. matter? partner.
CLOSURE CLOSURE
SESSIONS 11-12

- Practice sentences. - Formulate and answer questions to give - Speech register. Does the attitude in - Formulate - Have Ss practice the
- Perform the dialogue. and request information. which we request or - Questions exchanges they
- Start a dialogue with the help of written offer the - Dialogue created.
guidelines. service matter? - Guidelines - Have Ss role play
- Adjust volume and speed. - Volume their dialogues.
Achievements (Tick when reached)
:
Identifies topic, purpose and intended audience.
Predicts the general meaning from words and expressions similar to those to the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral exchanges.
Produces expressions to provide information.
Adjusts volume and speed when constructing oral texts.
 PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

SOCIAL PRACTICE OF THE LANGUAGE: Read and understand different types of literary texts of English-speaking countries CYCLE: 4
ENVIRONMENT: Literary and Ludic GRADE: 1
SPECIFIC COMPETENCE: Read classic tales and write a short story based on them UNIT: 1-B
PRODUCT: Big Book

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

Acknowledge reading as a recreational activity. Understand and appropriately contribute in

discussions. Foster respect towards others' opinions.
Select and read a classic story. Activate previous knowledge. Topic, purpose, and intended What kind of stories Stories Provide Ss with
Determine what the key events Recognize graphic and textarrangement. audience doyou like? Text various classic tales
SESSION 1-2

Predict contents based on graphic and text What is your so they can read.
are. components. Graphic components Classic
favorite? Have Ss use various
Determine topic, purpose, and intended Textual components Did you like the Tales reading strategies,
audience. List of suitable words Prediction
Identify the author. story? like prediction
Use different comprehension strategies eg: How are they Skim skim, and scan so
scanning, skimming, and adjusting speed and similar? Scan they can understand
rhythm. the story.
DEVELOPMENT DEVELOPMENT

Determine what the key events Use different comprehension strategies List of suitable words Identify the main Genre Have Ss think about
are. eg: scanning, skimming, and adjusting Narrative elements events. Fariy tale their favorite stories
What are the and how they relate to
Write and arrange the speed and rhythm. Verb tenses: past and verb forms: Novel the ones they read in
details?
sentences based on key events. Recognize the general meaning. progressive Who are the Classic tale the classroom.
SESSION 3-10

Check that the sentences Identify key events. Adverbs of time and pronouns characters, Details Have Ss identify and
comply with grammar, spelling, Determine number and order of key Non-frequent or absent letter groups main and second? Main differentiate the main
and punctuation conventions. events. found in mother tongue What do you think Second and second characters.
happens next? Have Ss identify the
Put together and illustrate the Retell events from illustrations. Differences between British and Principal details of the story.
What is the plot?
Big Book. Establish forms that express continuous American variants How is the Plot Have Ss create their
Rehearse the oral reading out and past actions. problem solved? own story.
loud of the text and practice Arrange events in a sequence. What would have Have Ss write a first
pronunciation. Rewrite key events. happened if? draft, edit , and write a
final draft.
CLOSURE CLOSURE
SESSION 11-12

Rehearse the oral reading out Practice the oral reading of the story. Read a little bit Slow Have Ss make their
loud of the text and practice Read the story to the rest of the school. slower/ faster. Fast own story book.
pronunciation. Did you like the Intonation Have Ss read and
Read the book out loud and present their Big Books
donate it to students from basic story? with the rest of the
education lower grades. school.

Achievements (Tick when reached)

:
Uses known comprehension strategies.
Recognizes the general meaning from some details.
Formulates and answers questions in order to locate specific information.
Expresses personal reactions to literary texts, using known oral expressions.
Retells events using images.
Organizes sentences into a sequence of actions.