6TO UNIDAD 1.pdf

8/12/2019 6TO UNIDAD 1.pdf

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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 INGLÉS EN EDUCACIÓN BÁSICA

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED 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?

What´s your favorite . .?

Is it. . .?

Yes, it is/no, it´s not.I´m looking for . . .,

Would you like to try it on?

It´s great. . .

I´ll take it.

Big, Bigger, The biggest,

Shoes, Sweaters, Dresses,

Skirts, Apples, Oranges,

Carrots, Tomatoes, I prefer . .

. I don´t like . . . Some, Any,

How much, How many,

Numbers, Cheaper, More

expensive, Pretty, Prettier

Play a game. Let´s 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 don´t like . . .

This and that,

These and those,

I do have ,

Colors,

Sizes

Role plays

Bullet point sheet

S h o w

a n h o n e s t b e h a v i o r i n c o m m e r c i a l t r a n s a c t i o n s . I d e n t i f y c u l t u r a l d i f f e r e n c e s i n c o m m e r c i a l t r a n s a c t i o n

s .

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 speaker´s

discourse. While listening,

understand expressions used byspeakers 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.

S E S S I O N S 1 - 3

S E S S I O N S 4 - 1 0

S E S S I O N S 1 1 - 1 2

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

audience´s 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 INGLÉS EN EDUCACIÓN BÁSICA

Read stories and legends aloud

Literary and Ludic

Interpret fantasy stories and exercise imagination

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURESVOCABULAR Y SUGGESTED ACTIVITIES

S E S S I O N S 1 - 3

INITIAL

U n d e r s t a n d s t o r i e s a s a r e f l e c t i o n o f e m o t i o n s , p e r s o n a l e

x p e r i e n c e s , a n d c u l t u r e s . D e t e r m i n e t h e r o l e o f f a n t a s y

s t o

r i e s i n d i f f e r e n t c u l t u r e s . U n d e r s t a n d s t o r i e s a s a r e f l e

c t i o n o f e m o t i o n s , a n d c u l t u r e s . A p p r e c i a t e a n d e n j o y

l i t e r a r y e x p r e s s i o

n s i n E n g l i s h .

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

teacher´s guidance.

Participate in a guided reading of

fantastic tales.

S E S S I O N

S 4 - 1 0

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. Identifyand define new phrases and

words. Locate parts of a story.

Identify characteres.

Identify punctuation, direct and

indirect speech.


purpose, and intended audience.Elements of stories. Repertoire of



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 Englishspeaking countries. Provide

written descriptions about the

family. Design and illustrate an

imaginary family tree.

S E S S I O N S 1 1 - 1 2

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.


purpose, and intended audience.

Elements of stories. Repertoire of



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.

D is tinguishes between narrator, main characters , and supporting characters . Establishes differences and simi larities between the behavior and values of

Names the settings of a story. characters in the story, familiar people, and one’s 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.

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