First Grade

Social Practice of the Language

Understand and use information about goods and services
Environment
Familiar and community
Specific competency
Give and receive information for performing a community service
Product A
Acting out a dialogue

Achievements:
Identify topic, purpose and intended audience.
Predicts the general meaning from words and
expressions similar to those of the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral
exchanges.
Produces expressions to provide information.
Adjust volume and speed when constructing oral
texts.

I.- Brainstorm all the good and services that the students know and write them on the
board. From the list, make the differences between the goods and services, and read the
descriptions of goods and services and complete the questions below.

1. Something you can buy and take home and use is a

_________________.
2. Something you pay for someone to do for you is a
___________________.

3. Which word describes the picture?

a. Good
b. Service
4. Which word describes the picture?
a. Service
b. Good
5. If Riana got her hair cut, what would she be receiving?
a. Good
b. Service

II.-Cut out pictures related with goods and services and paste them in the box.

Goods

Services

III. In the pictures below write s if a person provides a service.

Write g if a person sells goods.

____________
______________

_______________

_______________

IV. Choose an appropriate speech register based on goods or services, include

relevant details, expressions and follow the structure to design a dialogue.
Opening (How the dialogue begins).
Structure of a dialogue.

Body (The development of the topic).

Closure (The end of the dialogue).

V. Read the dialogue.

a) Predict words used to link ideas in a paragraph.

b) Answer the questions.

1. Where is the woman room in the hotel?

_________________________________________________
2. What time is breakfast served in the morning?
_________________________________________________
3. Where can the man get a free wireless Internet connection?
_________________________________________________
4. What is the cost for a refrigerator in the man's room?
_________________________________________________
1. Where is the woman room in the hotel?
_________________________________________________
2. What time is breakfast served in the morning?
_________________________________________________
3. Where can the man get a free wireless Internet connection?
_________________________________________________
4. What is the cost for a refrigerator in the man's room?
_________________________________________________

VI. Read the text again and think about good service experiences you have had
when staying at a hotel or other travel accommodation.

A good service experience

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________

VII. Cut out scenarios, choose one scenario for your group. Bring photo to visualize
the guest better. (Guests are an elderly couple. One is blind.)
Scenarios

1. Greet two guests as they enter the hotel. (Guests are very hungry.)
2 .Greet three guests as they enter the hotel. (Guests are famous artists.)
3. Greet three guests as they enter the restaurant, and check their reservation.
(Guests have a last name that is difficult to pronounce.)
4. Greet a guest whos walking down the lobby while you are doing your housekeeping.
5. Greet a guest who calls from Room 2365 to order for room service.

Unit I

First Grade
Social Practice of the Language
Read and understand different types of literary texts of English
speaking countries
Environment
Literary and ludic
Specific competency
Read classic tales and write a short story based on them
Product B
Big Book

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

I. There are 3 ending sounds for past tense words. Listen to the teacher and repeat
the vocabulary. The regular verbs end in ed with the past tense. Look at the
samples and practice in your notebook.

Present:
(Today,
now)
walk
play
dance
help
ask
answer
finish
look invited
love
watch
cook needed
work
Pastplanted
Tense:
(Yesterday,
posted
last night,
last week)
walked
played
danced
helped
asked
answered
finished
looked
loved
III.
Write the past tense of
watched
the
following irregular
cooked
verbs.
worked

cleaned
saved

walked
kissed
finished
helped

II. Fill in the correct verb tense

1. The dog ____hungry last night.

2. He _____ dinner last week.

3. He_____ a book yesterday.

bring
write
read
do

sing
cut
swing
think

come
run
tell
know

teach
give
swim

1. They /
go/to/ the/
mall

buy
Speak
Sell

2. The
students/
are/ in the
school

3. My father/
is/ at/ work

4. She / eats/ my
hamburger

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

V. Change the following paragraph to the simple past.

After lunch I play with my pet dog. I dance with him. I train him to fetch the ball. I cook
him some chicken and use cookies because he is always hungry. I love my dog and
always smile when we run around the park! I like having a pet dog so much!

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

VI. Directions: Read each verb and change them to simple past tense.

VII. Complete the sentences.

Yesterday evening I __________ to the movie

I ________ a very good film
It _________ Jack Nicolson
It___________ a about a gangster
He __________ another gangster in the head and kill him.
After the cinema, I went to Mc Donalds and ______ a hamburger.
I also ____ a milk shake.
I ______ to bed quite late:
However, I _______ up early this morning
I ____________ dressed quickly
And ____ at work early
I _________ the first person to arrive at work

It _______very calm and peaceful.

I ______ my eyes for a few moments
And ____ back to sleep again!
When everybody else _______ there
I ______up.
VIII. Read the text and complete on the lines (use the words in the box below).

Once upon a time there was a little girl named Sherry who loved to visit her
grandparents farm because there were so many interesting things to do. There
were trees to climb and ponds to explore. There were horses to ride and cows to
milk. There were sheep, pigs, ducks, geese, chickens, cats, and dogs to feed and
care for. There were fruits and vegetables to pick and eggs to gather. There was
cream to churn into butter and other food to prepare for cooking and eating. After
supper, there was always time to tell stories by the light of the coal oil lamp.

Once upon a time___ was a little girl Sherry who loved to

visit her grandparents farm because ___were so many
interesting things to do. There were___ to climb and ponds
_____explore.
There were horses to___ and cows to milk.____ were sheep,
pigs, ducks____, chickens, cats, and dogs__ feed and care
for.
____were fruits and vegetables ____pick and eggs to ___
There was cream to ____into butter and other______ to
prepare for cooking ___eating. After supper, there______
always time to _____stories by the light of the coal oil lamp.
IX. In teams:
Write down the
correct past
tense of the
words. Do you
change the word,
or add ed/d?

and
churn
food
gather
geese
named
of
ride
tell
there

there
there
there
things
to
to
to
trees
was

watch____________
play_____________
kiss______________
wash____________
close_____________

clean_______________
cook________________
paint________________
walk________________
open________________

Create your own

_______________
_______________
_______________
_______________
_______________

Good story elements

Every good story is made up of different elements..

Remember: Authors
write in 1st person or
3rd person point of
view.

The elements or parts of a story are called:

Character
Who?

Setting
Where? Place

The plot is the storyline of the

book. It includes all of the
adventures, problems, and
solutions in which the characters
are involved

Theme
What is the message
or lesson in this
story?

Problem
What is the problem?
He kept crying wolf and now no
one believes him.
Events:
First To amuse himself he took a
great breath and sang out, "Wolf!
Wolf!
Second But when they arrived at
the top of the hill, they found no
wolf. The boy laughed at the sight
of their angry faces.
Third Later, he saw a REAL wolf
prowling about his flock. Alarmed,
he leaped to his feet and sang out
as loudly as he could, "Wolf! Wolf!"
But the villagers thought he was
trying to fool them again, and so
they didn't come.

"Nobody believes
a liar...even when
he is telling the
truth!"

When? Time

Shepherd boy
Hillside

X. Read the fable and answer the questions.

The Boy Who Cried Wolf

The Aesop's story

By Locks Bob Hartman

There once was a shepherd boy who was
bored as he sat on the hillside watching the
village sheep. To amuse himself he took a
great breath and sang out, Wolf! Wolf! The
Wolf is chasing the sheep!

The villagers came running up the hill to help

the boy drive the wolf away. But when they
arrived at the top of the hill; they found no wolf.
The boy laughed at the sight of their angry
faces. "Don't cry 'wolf', shepherd boy," said the
villagers, " when there's no wolf!"

They went grumbling back down the hill.

Later, the boy sang out again, "Wolf! Wolf! The
wolf is chasing the sheep!" To his naughty
delight, he watched the villagers run up the hill
to help him drive the wolf away.
When the villagers saw no wolf they sternly
said, "Save your frightened song for when
there is really something wrong! Don't cry 'wolf'
when there is NO wolf!" But the boy just
grinned and watched them go grumbling down
the hill once more.
Later, he saw a REAL wolf prowling
about his flock. Alarmed, he leaped to
his feet and sang out as loudly as he
could, Wolf! Wolf! But the villagers
thought he was trying to fool them
again; and so they didnt come.

At sunset, everyone wondered why the

shepherd boy hadn't returned to the village
with their sheep. They went up the hill to find
the boy. They found him weeping.
"There really was a wolf here! The flock has
scattered! I cried out, "Wolf!" Why didn't you

come?"
An old man tried to comfort the boy as they
walked back to the village.

We'll help you look for the lost sheep in

the morning," he said, putting his arm
around the youth, "Nobody believes a
liar...even when he is telling the truth!"

XI. Activities after reading

A. Identify the main idea

( The main idea of a piece of writing is the central point the
author tries to make and supporting details are sentences
supporting the main idea).
For example, many students can determine the moral of a fable.
Teach them to look for a big idea or message an author is
trying to get across with their story.
The Boy Who Cried Wolf " Wolf Compare in the story do the
animal characters act more like real people?
B. Review the unknown words in the dictionary.
Use base words to determine the meanings of words.
Use context clues to determine the relationship between two or
more words.
C. Circle the verbs in past tense in the story.
D. Dear Diary: Keep a diary as if you were a character in the story.
Write down events that happen during the story and reflect on how
they affected the character and why.
E. Draw: Translate chapters into storyboards and cartoons; draw the

most important scene in the chapter and explain its importance and
action.

F. Draw:
E.
Change
translate
the Climax.
chapters
Choose
into storyboards
one part of the
andstory
cartoons;
that reached
draw thea
most important
climax.
If something
scenedifferent
in the chapter
had happened
and explain
then,
itshow
importance
would it and
have
action. the outcome?
affected
Websites:
http://www.kico4u.de/english/topicotw/boyread.htm
Narration of text to read along; has lang arts activities at the end.
http://www.schoolexpress.com/storytime/storyboy.php
Site to download book online and coloring book version to print out.

http://www.friendsofed.com/extras/1590592077/cartoon.html

XII. Read and listen to the song and circle the verbs in simple
past.
A song (The Boy Who Cried Wolf)

XIII. Answer the next questions and circle the verbs in the past tense.

.-Who are the characters?

______________________________________________________
.-Where is the story?
___________________________________________________________
.- What happened (events of the plot)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________
.-How did it end? (Resolution)

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
____________
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XIV. Story Big Book

Materials Needed: Card stock, white paper, yarn, whole puncher, roll paper, markers &
ribbon.
Objective: To create a folding story Big book.
Begin to use a variety of resources (picture dictionaries, the Internet, books) and strategies
to gather information to write about a topic.
Use appropriate end punctuation (period and question mark) and correct capitalization of
initial words and common proper nouns (e.g., personal names, months)
Select a short story or create your own. Once you have selected your story, you can begin
creating the books.
For folding story books:
Use the card stock as the cover.
Place several sheets of paper between two sheets of card stock. (Be sure to hole punch
only one side of the card stock as it will be the cover.) If vertical, two holes punch the top
and the bottom. If horizontal, three whole punch the top and the bottom.
Take three inch pieces of yarn and begin tying the paper together. It will look like a Jacob's
Ladder.
Write your stories down and draw pictures if you wish. When completed, the book should
be folded up like a Jacob's Ladder.

For scroll books: Take a long piece of roll paper and write your stories and draw your
illustrations on it. Then roll it up and tie a ribbon around the scroll. You can inscroll the
story as you read it out loud.

Read your favorite book and look for the following information.

Title:______________________________________________________________
____
Author:____________________________________________________________
____
Illustrator:__________________________________________________________
____
What type of book is it? Fiction [ ] or

Non--Fiction [ ]

What genre of book is it?

Realistic Fiction [ ]
Science Fiction [ ]
Folk Tales [ ]
Autobiography [ ]

Historical Fiction [ ] Mystery [ ]

Fantasy [ ]

Informational Report [ ]

Biography [ ]

Poetry [ ]

What is the story about?

__________________________________________________________________
____
__________________________________________________________________
____
__________________________________________________________________
____

Who is your favorite character and why?

__________________________________________________________________
____
__________________________________________________________________
____
Here is a drawing of my favorite part of the book:

Draw a picture along with the description

What happens first in the story?
_______________________________
_______________________________
_______________________________
What happens next in the story?
_______________________________
_______________________________
_______________________________
What happens at the end of the story?
________________________________
________________________________
________________________________

http://www.thatresourcesite.com/Resources/templts/Detailed%20Long%20Book%20Report.pdf