SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 1

ENVIRONMENT: GRADE: 1st

SPECIFIC COMPETENCE: UNIT: 1a

PRODUCT:

SESS

ION

S 1

-3SE

SSIO

NS

4-1

0SE

SSIO

NS

11-

12

CLOSING CLOSING

Display the cards in a visible place

in the classroom.

Play the roles of sender and

intended audience. Respond to

greeting, farewell ,and courtesy

expressions.

Repertoire of words necessary for this

practice of the language.

Hello/Hi

What´s your name?

I am_________

Good bye, Please

Thank you

Show me

hello, hi, bye

good-bye

please, thanks

glue, scissors

pencil, crayon

paper, marker

Memory game.

Show Me game.

Ss classify cards.

Ss will display the cards

using a poster.Sh

ow

res

pec

tfu

l att

itu

de

tow

ard

s o

ther

s’ a

ttem

pts

to

un

der

stan

d a

nd

use

th

e fo

reig

n la

ngu

age.

Usi

ng

gree

tin

g,

cou

rtes

y, a

nd

far

ewel

l exp

ress

ion

s in

eve

ryd

ay c

om

mu

nic

atio

n.

DEVELOPMENT DEVELOPMENT

Glue expressions on cards.

Add illustrations to the expressions.

Use cards to communicate with

classmates and the teacher.

Select greeting, farewell, and

courtesy expressions. Compare

similarities and differences in

words. Complete words.

Distinguish non-verbal language.

Play the roles of sender and

intended audience. Respond to

greeting, farewell, and courtesy

expressions.

Non-verbal language. Repertoire of

words necessary for this practice.

Purpose and participants in the

communicative situations. Non-verbal

language.

What is it? It´s a____

Is it a…… or ……

Yes, it is. / No, it isn´t

Are they….? Yes, they are

No, they are not

(+ expressions week 1)

please

thank you

glue, marker

pencil, crayon

scissors

paper

hello, hi, bye

good-bye

please, thanks

T shows classroom objects.

Ss use courtesy expressions.

T. asks for the objects.

Matching activity.

Practice expressions.

Review classroom objects.

Label pictures.

Practice the writing of

the expressions.

Practice asking for things.

Worksheet with expressions.

INITIAL INITIAL

Classify greetings, farewell, and

courtesy expressions in everyday

communication, previously written

by the teacher.

Listen to and observe short

dialogues. Differentiate sender

from intended audience.

Distinguish non-verbal language.

Identify purpose. Explore the

written form of words.

Purpose and participants in the

communicative situations. Non-verbal

language. Word formation. Repertoire

of words necessary for this practice.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURES

Familiar and Community

Understand and respond to greeting, farewell, and courtesy expressions

VOCABULARY SUGGESTED ACTIVITIES

Listen to and use everyday greeting, farewell, and courtesy expressions

Hello/Hi

What´s your name?

I am_________

Good bye

Please

Thank you

hello

hi

good-bye

bye

please

thank you

Show product to Ss.

T. reads illustrated dialogue.

Ss identify the expressions.

Ss role play the dialogue.

Illustrated cards with courtesy expressions

ACHIEVEMENTS (Tick when reached):

Identifies sender and intended audience. Responds to greetings, farewell, and courtesy expressions using non-verbal language.

Distinguishes verbal from non-verbal language. Completes words by writing.

ASSESSMENT

OBSERVATIONS:

Hello Teacher song

Show Me

Simon Says

Stand up; sit down

Color game

Good morning to you song

TPR (commands)

Bye Bye Teacher song

Chant: stand up, clap your hands

stomp your feet, turn around, and

sit down.

ORAL:

Ask Ss Yes/No questions.

Have Ss answer with

correct word or structures.

Have Ss sing or chant

to improve rhythm or

intonation.

Have Ss role play short

dialogues.

Check pronunciation.

Play games to assess

target vocabulary.

Check comprehension of

instructions, vocabulary,

and TPR commands.

Check correct word tracing.

Dictation practice.

Poster with illustrated

dialogue

Flashcards with greeting,

farewell, and courtesy expressions

Flashcards with classroom objects

Worksheets with classroom objects

Worksheets with cards

Matching worksheet

Crayons

Scissors

Glue

Puppets

Old magazines

Tape

Yarn

Colored paper

T´s own material

CD´S with songs

T will make a little hand. On one side it will say hello and on the other

goodbye, encouraging Ss to use it when he/she comes in and goes out of the classroom.

Have Ss make their own hello / goodbye hands.

T will take out the group and go around the school saying with their

little hands, hello and goodbye, as they pass by other classrooms.

Have Ss label classroom objects around the room.

T motivates Ss to practice the greeting, farewell and courtesy

expressions when asking for permission.

Make a colorful collage for display of target vocabulary.

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

WARM UPS MATERIAL MOTIVATIONAL IDEAS

SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 1

ENVIRONMENT: GRADE: 1st

SPECIFIC COMPETENCE: UNIT: 1b

PRODUCT: File holder with words that rhymeSE

SSIO

NS

11-

12

CLOSING CLOSING

Sort out the files in a file holder.

Invite another class to play. Find a

place in the classroom to keep the

file holder.

Explore rhymes and stories in

verse. Listen to the reading of

rhymes.

Repertoire of words necessary

for this practice of the language.

This is

What is this?

Is this a____ ?

Yes, it is or No, it is not.

Let´s sing/chant/spell.

Show me.

mouse, house

bed, head

chair, bear

flower, tower

basket

in

Alphabet

Memory game

Read rhyme to Ss. Identify words

that rhyme. Match rhyming

words. Complete the words that

rhyme. Practice pronunciation.

Match pictures to words. Make

cards.

SESS

ION

S 4

-10

DEVELOPMENT DEVELOPMENT

Illustrate the cards. Organize the

cards in a file holder. Check the

words written on the cards. Play

with the cards.

Identify words that rhyme.

Compare similarities and

differences among the words that

rhyme. Explore rhymes and stories

in verse. Listen to the reading of

rhymes. Compare similarities and

differences among the words that

rhyme. Spell words that rhyme.

Correspondence between oral and

written parts of texts. Repertoire of

words necessary for this practice of the

language.

This is

What is this?

Is this a____ ?

Yes, it is or No, it is not.

Let´s sing/chant/spell.

Show me.

mouse, house

bed, head

chair, bear

flower, tower

basket

in

Alphabet

Check cards. Check spelling.

Classify words that rhyme.

Illustrate the cards. Memory

game. Slap game. Sort the words.

Put words in a file holder.

SUGGESTED ACTIVITIES

SESS

ION

S 1

-3

INITIAL

Sho

w in

tere

st in

lear

nin

g th

e En

glis

h la

ngu

age.

Sh

ow

res

pec

t to

war

ds

wh

at o

ther

s d

o w

ith

an

d k

no

w a

bo

ut

the

targ

et la

ngu

age.

Ap

pre

ciat

e an

d e

njo

y lit

erar

y ex

pre

ssio

ns

in t

he

targ

et la

ngu

age.

INITIAL

Complete words that rhyme

previously written by the teacher,

on cards.

Explore rhymes and stories in verse.

Listen to the reading of rhymes. Find

out the meaning of words. Identify

words that rhyme. Recognize rhyme

and rhythm. Repeat words that rhyme.

Spell and complete words that rhyme.

Musical elements: rhythm, rhyme,

repetitive sounds. Repertoire of words

necessary for this practice. Topic,

purpose, and intended audience.

Graphic and textual components:

illustrations, title, text.

This is

What is this?

Is this a____ ?

Yes, it is or No, it is not.

Let´s sing/chant/spell.

Show me.

mouse, house

bed, head

chair, bear

flower, tower

basket

in

Alphabet

Participate in the reading and writing of rhymes and stories in verse

Literary and Ludic

Understand rhymes and stories in verse

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURESVOCABULARY

ACHIEVEMENTS (Tick when reached):

Identify that a text is read from left to right and from top to bottom. Detect words that rhyme.

Identify graphics in a text. Recognize the meaning of several words when listening.

ASSESSMENT

OBSERVATIONS:

Rhyme :

Hello Minnie

What´s in your basket?

Is it a hat? Is it a flower?

Is it a cat? Is it a tower?

Is it a house? No,it´s not a flower; it is not a tower.

Is it a mouse? It´s not a bed; it´s not a head.

Is it a bed? It´s not a house; it is not a mouse.

Is it a head? What is it ? Tell us please.

No, it´s not a bed. It´s not a head. In my basket there´s my ABC.

WARM UPS MATERIAL MOTIVATIONAL IDEAS

Hello Teacher song

Show Me

Simon Says

Stand up; sit down

What's in your Basket? song

Clapping game

TPR

Abc song

Point to game

Bye Bye song

Ask Ss Yes/No questions.

Ask Ss to answer with the correct

word or sentence structure.

Have Ss sing and chant

to improve rhythm, stress,

and pronunciation.

Check pronunciation of

target vocabulary at random.

Have Ss follow directions

in TPR activities, play games,

memory games.

Ask Ss to identify words

that rhyme using flashcards.

Match the word to the

other word that rhymes.

Missing letters using

the words that rhyme.

Ask Ss to read a part of

the rhyme aloud.

Have Ss participate in the

writing of the words that

rhyme.

Big book

Flashcards

Worksheets

Cards with words

Alphabet cards

Bottle caps

Old magazines

Puppets

Newspaper

Scissors

Glue

T´s own material

Alphabet song CD

T will encourage Ss to pass to the front and say the words that rhyme.

T will praise Ss work and their effort to say all the words correctly.

Practice the pronunciation of words.