SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 1

ENVIRONMENT: GRADE: 6th

SPECIFIC COMPETENCE: UNIT: 1a
PRODUCT:
SUGGESTED ACTIVITIES
Participate in commercial transactions
Could i have ?
Do you have ?
Excuse me
Is there a ?
Are there any?
Certainly
Shopping,
Grocery store,
Shoe store,
Electrical goods ,
Toys,
Video games
Making predictions
Label some stores
Listen and read along
"Bullet point sheet" for buying and selling transactions of basic needs items
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
STAGES OF THE PRODUCT DOING KNOWING BEING
SUGGESTED LANGUAGE
STRUCTURES
Familiar and Community
Comprehend and produce expressions about the purchasing of basic need items
VOCABULARY
Can i help you?
Do you have ?
Where do you prefer to shop?
Whats your favorite . .?
Is it. . .?
Yes, it is/no, its not.
Im looking for . . .,
Would you like to try it on?
Its great. . .
Ill take it.
Big, Bigger, The biggest,
Shoes, Sweaters, Dresses,
Skirts, Apples, Oranges,
Carrots, Tomatoes, I prefer . .
. I dont like . . . Some, Any,
How much, How many,
Numbers, Cheaper, More
expensive, Pretty, Prettier
Play a game. Lets go shopping.
Classify items. Spelling words.
Describe a shopping list. Write
questions to match some
answers. Unscramble some
sentences.
INITIAL INITIAL
Select the format for the bullet-point sheet.
Listen to dialogues. Predict general
sense. Identify speakers and the
way they address each other.
Complete sentences used to close
a transaction.
Structures of dialogues, topic, purpose,
and intended audience, contextual
clues, speech register.
Adjectives. Prepositions. Contextual
clues. Speech register. Structures of
dialogues.
Excuse me.
How much is it?
May i have the check , please?
I prefer this . . .
I like . . .
I dont like . . .
This and that,
These and those,
I do have ,
Colors,
Sizes
Role plays
Bullet point sheet
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DEVELOPMENT DEVELOPMENT
Define the consistent parts of
questions and answers to purchase
a product. Determine and write fix
patterns of questions and answers.
Check the sequence of questions
and answers and make sure they
comply with spelling conventions.
Identify places where items are
purchased and sold. Perceive the
difference 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.
Adjectives. Prepositions. Repertoire of
words necessary for this social practice
of the language. Punctuation.
Connectors. Type of sentences.
Structures of dialogues. Topic. Purpose.
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CLOSING CLOSING
Exchange the bullet-point sheets
and use them to simulate the
buying and selling of various items.
Write expressions for a dialogue:
select expressions used to ask for
diverse products and their prices,
write questions to obtain
information about prices and
products.
ACHIEVEMENTS (Tick when reached):
Predicts the general sense of a transaction dialogue, based on previous knowledge Plays the role of a speaker.
and familiar words. Writes expressions for a transaction dialogue.
Identifies topics and purpose. Reads sentences used for the purchasing of items aloud.
Identifies sentences used by speakers.
ASSESSMENT
OBSERVATIONS:
WARM UPS MATERIAL MOTIVATIONAL IDEAS
Games
Fly swat
Bullet point sheet, for buying
and selling transactions of
basic needs items.
Classify items.
Activate prior language.
Review previous vocabulary.
Label some stores.
Participate in commercial
transactions.
Write questions and answers
about name, size, and color of
different items.
Ask for and give information about
the immediate surroundings.
Identify expressions of everyday
life.
Instructions, common expressions
To identify name, size ,and color
of objects and to get what is
wanted or needed.
Play transmitter and intended
audiences roles.
Sing songs and chants.
Memory games
Reading aloud and for
comprehension.
Spelling
Flashcards
Brochures
Realia
Posters
Scissors
Crayons
Wall paper
Books
Magazines
Newspapers
Role plays.
Complete dialogues to get what they want or what they need.
Interprete and produce short conversations.
Find and identify different items.
Find out the meaning of new items.
Explore and model short dialogues.
SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 1
ENVIRONMENT: GRADE: 6th
SPECIFIC COMPETENCE: UNIT: 1b
PRODUCT: Fantastic - family tree
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
Read stories and legends aloud
Literary and Ludic
Interpret fantasy stories and exercise imagination
STAGES OF THE PRODUCT DOING KNOWING BEING
SUGGESTED LANGUAGE
STRUCTURES
VOCABULARY SUGGESTED ACTIVITIES
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INITIAL
Provide a written description of
family and friendship relationships
between the main character and
other characters of the fantasy
story.
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.
Structure of fantasy stories. Topic,
purpose, and intended audience.
Elements of stories. Repertoire of
words necessary. Verb tenses: past
perfect, nouns, possessive, punctuation.
Once upon a time . . .
What do you think about . . ?
Wh questions: who, where, when,
Family members,
Verbs in present and past tense.
Verbs in present and past
tense,
Prepositions.
Family members,
Adjectives.
Explore fantastic tales, with
teachers guidance.
Participate in a guided reading of
fantastic tales.
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DEVELOPMENT DEVELOPMENT
Design and illustrate an imaginary
family tree. Complete the fantasy
family tree with information from
the list.
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. Locate parts of a story.
Identify characteres.
Identify punctuation, direct and
indirect speech.
Structure of fantasy stories. Topic,
purpose, and intended audience.
Elements of stories. Repertoire of
words necessary. Verb tenses: past
perfect, nouns, possessive, punctuation.
Once upon a time . . .
What do you think about . . ?
Wh- questions: who, where, when,
Identify,
How do you know. . ?
Look at the illustration
Family members,
How many..?
Yes-no questions in past tense.
How often..?
Verbs in present and past
tense,
Prepositions.
Family members,
Adjectives.
Comparatives and
superlatives
Colors,
Numbers,
Frequency adverbs
Compare similarities and
differences in conduct, values and
settings, particular of English
speaking countries. Provide
written descriptions about the
family. Design and illustrate an
imaginary family tree.
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CLOSING CLOSING
Check that writing is complete and
complies with spelling conventions.
Display the fantasy family tree in a
visible place in the classroom.
Compare differences and
similitaries in behavior, values and
setting, between English and
Spanish. Answer questions about
family and friendship relationship
between characters.
Structure of fantasy stories. Topic,
purpose, and intended audience.
Elements of stories. Repertoire of
words necessary. Verb tenses: past
perfect, nouns, possessive, punctuation.
Read,
Re-read,
Write,
Re-write,
Compare,
Reflect about this story and . . .
Family members,
Colors,
Numbers,
Frequency adverbs,
Daily expressions,
Adjectives.
Display the fantasy tree in a
visible place in the classroom. Tell
a story about your family.
ACHIEVEMENTS (Tick when reached):
Identifies topic, purpose, and intended audience. Answers questions about family and friendship relationships among
Identifies plot, conflict, body, and ending. characters.
Distinguishes between narrator, main characters, and supporting characters. Establishes differences and similarities between the behavior and values of
Names the settings of a story. characters in the story, familiar people, and ones own.
ASSESSMENT
OBSERVATIONS:
WARM UPS MATERIAL MOTIVATIONAL IDEAS
Games
Hang-man
Memory games
Vocabulary reviewing
Songs and chants
Talk about sequential events that
happened in the past
Ask and give information about
past memories
Talk about recent events in the
past
Discuss about different legends
Understand legends in the past
Reporting past events
Describing adventures from the
past
Projects
Flashcards
Brochures
Realia
Posters
Scissors
Crayons
Wall paper
Books
Magazines
Newspapers
Books
Make predictions.
Picture-read the story.
Complete stories.
Underline: main idea, verbs, adjectives, characters.
Read and number the time line.
Retell the story.
Family bingo.
Make a family tree.
Share family trees.