PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:

STAGES OF THE PRODUCT

Follow steps in a set of instructions to make a product

Educational and Academic
Read illustrated sets of instructions in order to assemble an object
Ilustrated instruction manual to make an object (kite, origami, masks).

DOING

KNOWING

CYCLE:
GRADE:
UNIT:

BEING

SUGGESTED LANGUAGE
STRUCTURES

Choose an instruction manual to

put together an object.

Explore instruction manuals.

Recognize topic and intended
Topic, purpose and intended audience.
audience. Find graphic and textual
Graphic and textual components.
components.
Differentiate Repertoire of words necessary for this
instructions or steps from a list of
social practice of the language.
materials.

SESSIONS 4-10

DEVELOPMENT
Participate in the reading aloud of
an instruction manual. Find out the
meaning of words. Recognize
names of cardinal numbers. Count
steps or instructions. Distinguish
Identify the instructions and the list the order of instructions or steps in Repertoire of words necessary for this
of materials. Follow the steps in the
a sequence. Participate in the
social practice of the language. Names
instruction manual to make an
writing of instruction manuals.
and figures that represent cardinal and
object.
Compare the writing words. Find
ordinal numbers.
familiar letters. Choose words to
complete instructions. Order the
instructions or steps in a sequence.
Find correspondences between the
writing and reading of words.

SESSIONS 11-12

CLOSING

Use the object.

Participate in the reading aloud of

an instruction manual.

SUGGESTED ACTIVITIES

INITIAL

Repertoire of words necessary for this

social practice of the language.

Identify the social use of instruction manuals. Show attention to reading.

SESSIONS 1-3

INITIAL

VOCABULARY

1
1st
2a

Color the animal. Cut out the

animal. Glue the animal on the
cardboard. Cut out the mask. Glue
mask, popsicle stick,
the popsicle stick to the center of
cardboard, color, cut and glue
the mask. What is this? It is a
_________.

T will show an instruction manual to make a mask. T

will read and explain the manual to the Ss. T will
show some cards with different animals. Ss will label
and color the animals. T will show the Old McDonald
song to present the masks . Ss will do a matching
activity using the animals. Ss will complete some
sentences using the structure It is a ____

DEVELOPMENT

Instructions (cut out the animal,

color the animal.) How many .
steps? How many materials do we animal pattern, popsicle stick,
need? What is the first step?
cardboard, glue, scissors,
(second, third) Color the animal. crayons, ordinal and cardinal
Cut out the animal. Glue the animal numbers, material, steps, cut
on the cardboard. Cut out the
out, color
mask. Glue the posicle stick on the
center of the mask.

T will show and read the instruction manual to Ss. T

will show some flashcards with the materials. T will
show a poster with the cardinal numbers. Ss will
count the steps and the materials. Ss will match the
instruction with the image that corresponds. Ss will
identify the materials. T will explain to Ss the ordinal
numbers. Ss will put the instructions in order using
the ordinal numbers. T will read the manual. Ss will
put the instructions in order. T will give Ss a
worksheet where the Ss have to complete the
instructions using vocabulary learned. T will give Ss a
worksheet with the material and the steps to do the
illustrated manual. Ss will put the instructions in
order and will illustrate the materials. T asks Ss to
bring the materials to do the masks, Ss will use their
manual to make them.

CLOSING

Old McDonald song.

animals, cat, dog, rooster,

duck, cow, sheep, pig, colors

Ss will finish the mask. T will name an animal

and the Ss have to identify it and the ones that
made that mask are to pass to the Bd. Ss will
practice the song (Old McDonald) and present
it to another group. T will ask questions about
the animals and Ss are to answer. What color
is the cat? It's yellow.

ACHIEVEMENTS (Tick when reached):

Identifies topic, purpose, and intended audience.
Recognizes names and figures that represent cardinal numbers.

WARM UPS
Hello Teacher song.
TPR.
Old McDonald song.
Stand up and sit down game.
Simon Says.
Bye Bye Teacher song.

ASSESSMENT
Check that Ss write or copy the
words correctly.
Check Ss pronunciation of the
target vocabulary.
Check if Ss identify materials
and instructions.
Have Ss write complete
sentences.
Ask yes/no questions.
Have Ss sing and chant.

Selects words to complete instructions.

Establishes correspondences between the writing and reading of words.

MATERIAL
flashcards
posters
crayons
worksheets
word strips
sentence strips
scissors
glue
tape
markers

MOTIVATIONAL IDEAS
T will give a sticker to the Ss that participate during the class and have good behavior.
T will pass the Ss to another group to present the masks.
Ss will sing the song and the T will give a prize to the Ss that sing the song correctly.

OBSERVATIONS:

PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE:

Follow and give instructions in everyday settings

CYCLE:

ENVIRONMENT:

Familiar and Community

GRADE:

1st

SPECIFIC COMPETENCE:

Understand and follow instructions to carry out everyday home activities

UNIT:

2b

PRODUCT:

Labeled model of a house

STAGES OF THE PRODUCT

DOING

KNOWING

BEING

SUGGESTED LANGUAGE
STRUCTURES

Identify purpose, sender and

intended audience. Listen to
instructions. Match the names of
Write on the labels instructions and
areas or specific places at home
names of areas at home based on a
(bedroom, dining room, etc.) to
model.
their image. Identify new
vocabulary and find out it's
meaning.

Purpose, Non verbal language,

Repertoire of words necessary for this
practice of the language. Text and
image correspondance.

SESSIONS 4-10

DEVELOPMENT

Put together a model with places

and objects at home. Check the
model and verify that labels are
placed correctly.

Follow the reading aloud of

instructions. Participate in the
writing of names of places at home
Correspondence between written and
and instructions. Point at specific
oral parts of the language. Repertoire of
words while listening. Compare
words necessary for this practice of the
similarities and differences in the
language.
written form of words (how many
and what letters they have).
Complete the writing of words.

CLOSING
SESSIONS 11-12

SUGGESTED ACTIVITIES

INITIAL

Classify illustrated instructions

according to the area or specific
Show the model to the class or the
Purpose, non verbal language, text and
place at home where they are
school community.
image correspondance.
performed.
Distinguish
intonation.

Follow oral directions when necessary. Attention to the sender. Willingness and interest in understanding
instructions in the English language.

SESSIONS 1-3

INITIAL

VOCABULARY

What room of the house it this? It's

the ____________. Is this
the___________? Yes it is. / No it's
not. Where is the ________? There
it is.

house, room, bedroom,

bathroom, kitchen, living
room, dining room

T shows a house to the Ss. T explains the parts

of the house. Ss identify the parts and repeat
after T. Ss will classify the parts of the house in
a worksheet. Ss will match the area of the
house to the image. T will have the picture of a
house and Ss are to label the areas.

DEVELOPMENT
T shows flashcards with furniture
that is in the house and explains
where it belongs. Ss practice the
new vocabulary. In pairs they'll
Where is the stove? It's in the
house, room, bedroom,
practice a short dialogue: Where is
kitchen. Where is the ____? It's in
bathroom, kitchen, living the _____? It's in the ______. T has a
the ______. Where do you brush
room, dining room, stove,
worksheet of a house and its parts
your teeth? Where does mom
bed, table, refrigerator, sofa, and Ss will put the furniture where it
cook? Where do you watch TV?
toilet, tub, brush your teeth, belongs. T explains to Ss where they
Where do you sleep? Where do you
watch TV, sleep, eat, cook do different activities at home. T ask
have lunch?
Ss to tell where they do those
activities. Ss point to the place at
home where they do it. Ss will do a
model of the house with all its parts.

CLOSING

Point to the _________. You brush

your teeth in the _________. You
sleep in the _________.

brush your teeth, watch TV,

sleep, eat, cook, bedroom,
kitchen, living room, dining
room, bathroom

Ss will add the instructions done in

the house to their model. T asks Ss
to pass to the Bd and read out an
instructions and the rest of the
group will say where it is performed.

ACHIEVEMENTS (Tick when reached):

Identifies sender and intended audience.
Understands and follows instructions.

Recognizes names of specific places at home.

Recognizes number and type of letters used to write the names of places at home.

WARM UPS

ASSESSMENT

MATERIAL

"Good Morning to You" song.

TPR.
"Rain Rain Go Away" song.
Point To game.
Stand Up; Sit Down game.
Colors chant.
"Bye Bye Teacher" song.
Classroom commands game.

Ask Yes/No, Wh- Questions.

Check pronunciation of target
vocabulary.
Have Ss listen and follow
directions.
Check comprehension of
commands by using TPR or
performing an action.
Have Ss sing a chant.
Check correct word tracing and
direction.
Have Ss complete sentences using
word banks or copying vocabulary
from flashcards or board.

model of a house
flashcards of the rooms of the house
flashcards of the actions done in the house
posters
worksheets
crayons
scissors
furniture flashcards
old magazines
tape
T's own material
crepe paper

MOTIVATIONAL IDEAS
T. will ask the Ss to pass to the Bb and label the house. Ss that do it correctly will win a sticker.
T. asks Ss participation for a short dialogue. The team that does it best will win a prize.
T. praises Ss participation and encourages them to read the actions done in the house.
Hold a "Show and Tell" activity using Ss drawings.

OBSERVATIONS: