SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

ENVIRONMENT: GRADE: 4th

SPECIFIC COMPETENCE: UNIT: 1a

PRODUCT:

SESS

ION

S 1

-3SE

SSIO

NS

4-1

0SE

SSIO

NS

11

-12

CLOSING CLOSING

Read the dialogues aloud

respecting turns of participation,

address the concerns of the

members of the team to whom it

may concern (teachers, principal,

etc.) so that they can be resolved.

Share the story with other teams.

Complete sentences orally.

Use sentences as a model to

express personal concerns.

Acoustic characteristics.

Participants and intended audience of

the communicative situation.

The hoop is broken.

You look happy.

How are you?

I'm fine, and you?

See you tomorrow.

happy, glad, mad, sad, upset,

broken, dirty, my, his, yours,

in, out, healthy, cheap,

expensive, Spanish teacher,

trainer, wave, shake, smile

Notice tone, fluency, and

intonation. Write down sentences

that express personal concerns

about school, based on a model.

Revise spelling and punctuation. P

rom

ote

th

e u

se o

f lo

gic

no

rms

of

dia

logu

e in

tera

ctio

n.

List

en

to

th

e p

ers

on

sp

eak

ing,

an

d r

esp

ect

tu

rns

of

par

tici

pat

ion

. Sh

ow

re

spe

ct t

ow

ard

s th

e p

artc

ipat

ion

of

oth

ers.

DEVELOPMENT DEVELOPMENT

Write the sentences respecting

turns of participation. Add

greetings and farewell expressions

to the dialogue. Check that the

writing of sentences is complete

and complies with spelling

conventions. Write the final version

of the expressions on the comic

strip format.

Identify structure of dialogues. Clarify

the meaning of unfamiliar words and

colloquial terms. Identify greeting and

farewell expressions. Identify

sentences to express concerns. Use

contextual clues to understand

meaning. Participate in the writing of

sentences that express concerns.

Dictate and complete sentences. Write

one's own sentences, based on

models. Complete sentences based on

a set of words. Identify punctuation

and spaces between words.

Structure of dialogues. Topic, purpose,

participants, and intended audience of

the communicative situation.

Contextual clues. List of suitable words.

Adjectives, personal pronouns, and

prepositions. Conventional spelling of

words without alterations,

substitutions, or contractions.

Punctuation.

I am happy, because…

The food in the store is…

I feel sad, becasue…

Can I help you?

Healthy, Sick.

Cheap, Expensive.

There is / There 's.

I get upset when…

happy, glad, mad, sad, upset,

broken, dirty, my, his, yours,

in, out, healthy, cheap,

expensive, Spanish teacher,

trainer, wave, shake, smile

Contextual clues: non-verbal

codes ( gestures, body postures,

signs, etc). Adjectives. Predict the

general sense of a dialogue based

on non-verbal language and

illustrations. Recognize while

listening, formulas of greeting and

farewell, as well as sentences that

express concern. Complete

sentences verbally and in writing.

INITIAL INITIAL

Choose a classmate to start a dialogue in

which one or more school-related concerns

are expressed. Decide on the number of

turns each speaker will have, the order of the

sentence, sequence, and the materials which

will be used to make the comic strip (card,

poster, etc.).

Predict general sense. Point out

speakers and distinguish their

turns of participation. Notice tone,

fluency, pauses, and intonation.

Identify structures of dialogues.

Identify words that express

concerns.

Structure of dialogues.

Topic, purpose, participants, and

intended audience of the

communicative situation.

List of suitable words.

Adjectives, personal pronouns, and

prepositions.

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURES

Familiar and Community

Interpret a dialogue about school-related concerns

VOCABULARY SUGGESTED ACTIVITIES

Talk and write to participate in every day dialogues

There is/are____

My classmates___

My chair____

The children___

The school is_____

happy, glad, mad, sad, upset,

broken, dirty, my, his, yours,

in, out, healthy, cheap,

expensive, Spanish teacher,

trainer, wave, shake, smile

Predict the general sense of the

topic based on illustrations. Point

out the images and differentiate

the turns of intervention in a

conversation. Recognize the

structure of a dialogue.

Comic strips

ACHIEVEMENTS (Tick when reached):

Identifies some words to express concerns. Identifies punctuation in the transcription of a dialogue.

Uses contextual clues to understand meanings. Identifies the structure of a dialogue.

Identifies the speakers and turns in a dialogue.

ASSESSMENT

OBSERVATIONS:

Use TPR to introduce or review

classroom commands that the students

should follow at school.

Prepare sign cards with expressions

written on them to encourage Ss to

visualize, read, and say.

Play "Mirror" to practice non-verbal

language and gestures.

Oral

Check pronunciation.

Monitor student´s development

when participating in oral

activities.

Check understanding.

Use pair and team work.

Encourage Ss to use common

classroom language.

Construction paper

Flashcards

Speech balloons

Word and sentence strips

Pencil

Scissors

Teacher's own material

Use different activities to motivate Ss.

Invite Ss to make a Bulletin Board at the end of the unit.

Teacher should promote BEING throughout the whole unit.

Take notes about student´s performance.

Try to make students interact with partners.

Encourage students to use English in and out of the classroom.

WARM UPS MATERIAL MOTIVATIONAL IDEAS

SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

ENVIRONMENT: GRADE: 4th

SPECIFIC COMPETENCE: UNIT: 1b

PRODUCT: Booklet with song lyrics

SESS

ION

S 1

1-1

2

CLOSING CLOSING

Check the rewriting of the song to

make sure it is complete and

complies with spelling conventions.

Sing and read along the lyrics of the

song. Display the booklet in an

appropriate place inside or outside

the classroom.

Identify phonetic aspects and emotional

effects. Follow the rhythm of a song with

the support of a text. Identify changes in

intonation. Identify rhythm, stress, and

intonation of words and phrases in songs.

Establish a relationship between reading

aloud and writing verses and phrases.

Acoustic characteristics.

Absent or non-frequent vocalic sounds

in the native language.

Conventional writing of words without

alterations, substitutions, or

contractions.

Can you follow the rhythm?

Guess…

Listen…

Kinds of music: Blues, Cumbia,

Electronic, Jazz, Opera, Pop, Rap,

Reggae, Rock and Roll, Salsa,

happy, sad, song, sing, stanzas,

verses, orchestra, symphony,

public, people, rhythm,

performance, vocabulary

according to selected songs

Have students perform a song.

Make a booklet and share with

other peers.

Identify emotions in a song. Listen

to and explore song lyrics.

Encourage students to say kinds

of music they know.

SESS

ION

S 4

-10

DEVELOPMENT DEVELOPMENT

Design and make the booklet.

Divide the stanzas among the

teams and rehearse their reading

aloud. Rewrite the chorus and

stanzas of the song lyrics in the

booklet.

Identify the structure of a song.

Identify specific characteristics in

the writing of words and sentences

(words simliar to those in Spanish,

letters or consonant clusters that

are less frequent or absent in the

mother language, etc.) Guess the

meaning of words according to

context. Use punctuation to read

or sing a song. Complete verses or

phrases based on a list of words.

Structure of songs: verses and stanzas.

Textual components. Contextual clues.

Punctuation. Conventional writing of

words without alterations,

substitutions, or contractions. Upper

and lower case letters. List of suitable

words.

How many stanzas are there?

Is it a happy or a sad song?

Is it easy or difficult to sing?

Why?

How many verses are there?

Upper case and lower case letters.

Write

Spell

Kinds of music: Blues,

Cumbia, Electronic, Jazz,

Opera, Pop, Rap, Reggae,

Rock and Roll, Salsa, happy,

sad, song, sing, stanzas,

verses, orchestra, symphony,

public, people, rhythm,

performance, vocabulary

according to selected songs.

Use dictionary. Visualize lyrics.

Visualize two words and invite

students to rhyme them.

Visualize, explain, and give

different models of punctuation

and identify specific features in

the writing of words (similar to

those in Spanish).

SUGGESTED ACTIVITIES

SESS

ION

S 1

-3

INITIAL

Ide

nti

fy s

on

g ly

rics

as

a re

flec

tio

n o

f em

oti

on

s an

d e

xper

ien

ces.

Ap

pre

ciat

e t

he

Engl

ish

lan

guag

e. (

Pro

mo

ted

in a

ll

clas

ses)

INITIAL

Choose songs.

Predict the topics of songs. Identify

topic, purpose and intended

audience. Guess the meaning of

words according to context.

Identify social situations in which

songs are sung.

Topic, purpose, and intended audience.

List of suitable words.

Do you sing songs on special occasions?

Which happy and sad songs do you know?

What kind of music do you know? I like... I

don't like… Yes /No What's your favorite

song?

Kinds of music: Blues, Cumbia,

Electronic, Jazz, Opera, Pop, Rap,

Reggae, Rock and Roll, Salsa, happy,

sad, song, sing, stanzas, verses,

orchestra, symphony, public, people,

rhythm, performance, vocabulary

according to selected songs

Read and sing songs

Literary and Ludic

Interpret and sing songs of interest to the class

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURESVOCABULARY

ACHIEVEMENTS (Tick when reached):

Identifies social situations in which songs are performed. Completes phrases or verses based on a list of words.

Uses contextual clues and illustrated bilingual dictionaries to clarify the meaning Follows the rhythm of a song with the support of a text.

of words.

ASSESSMENT

OBSERVATIONS:

WARM UPS MATERIAL MOTIVATIONAL IDEASUse TPR to introduce or review

classroom commands that the students

should follow at school.

Oral.

Check pronunciation.

Monitor student´s

development when participating in

oral activities.

Check understanding.

Use pair and team work.

Encourage Ss to use common

classroom language.

Dictionary

Images

Songs

Construction paper

Flashcards

Speech balloons

Word and sentence strips

Pencil

Scissors

Teacher's own material

Have students make a public performance.

Record a song or songs and make a CD.

Work in groups.

Make a brochure.

Teacher should promote BEING throughout the whole unit.

Take notes about students' performance.

Try to make students interact with others.

Encourage students to use English in and out of the classroom.