GRADE: 1st
DATE: SEP-15TH-2012
NUMBER OF
GROUP(S): U
MONTH(S):September
SESSIONS:
SCHOOL: Graciano Ricalde Gamboa
UNIT: 1
WEEK: 4
12
SOCIAL PRACTICE OF THE LANGUAGE (SOCIAL
SPECIFIC COMPETENCE:
PURPOSE): Understand and use information about
Give and Receive information for Performing Community Service.
TEACHER: María Cecilia Meléndez González.
goods and services.
ACHIEVEMENTS:
ENVIRONMENT:
IDENTIFY TOPIC, PURPOSEAND INTENDED AUDIENCE. PREDICT THE GENERAL MEANING FROM
Familiar and Community
WORDS AND EXPRESSIONS SIMILAR TO THOSE OF THE MOTHER TONGUE. DISTINGUISHES
EXPRESSIONS IN ORAL EXCHANGES. RECOGNIZES THE COMPOSITION OF EXPRESSIONS IN ORAL
PRODUCT:
Acting out a dialog.
EXCHANGE. PRODUCE EXPRESSIONS TO PROVIDE INFORMATION. ADJUSTS VOLUME AND SPEED
WHEN CONSTRUCTING ORAL TEXTS.
Week 1
Class 1. Topic introduction about community helpers
Class 2. Present short text about what services the
C.H give.
Dif. Community helpers
there are and the places
of service.
Verbs, purpose of their
service.
Ss will identify C.H in a
text and places of
service.
Ss will recognize and
establish the
Participate in
classroom.
Respect the
importance of C.H
Class 3. Brainstorm of the actions the C.H provide.
Verbs, context clues.
relationship between
C.H and service
Ss will write the C.H
and his/her diff.
service provided.
and their jobs.
Work in group.
ACTIVITIES
Learning to know
Learning to do
Learning to be
Week 2
Class 4. Present 2 interviews of C.H and their service.
Use of WH questions and
P. pronouns.
Class 5. Interview of C.H and their service.
Composition of
expression, structure of
dialog, words necessary.
Class 6. Ss will choose a C.H and create their own interview.
Review of vocabulary
Week 3
Class 7. Choose the C.H they want to become and provide
the information needed.
Verbs , vocabulary
composition of
expression.
Class 8. Draw the C.H they chose and present it to the class.
Repertoire of words
intonation, pronunciation.
Class 9. Make questions to their classmates about their jobs
(responsibilities, etc.)
Necessary words
expressions, questions
give and request info.
Listen an interview,
next read it out loud
for entonation and
practice it.
Listen and read the
interview again and
fill in I.D. Carlos for
the C.H
Ss will write the
conversation and act
it out.
Confidence in reading
a text. work in pairs
Ss will make a
sequence of
statements and
activate previous
knowledge.
Ss will draw the C.H
they want to become
and present it to their
classmates.
Ss will ask info about
the services of their
classmates.
Confidence truthful to
themselves.
Work in pairs and
participate..
Pair work be respect
full with other
classmates.
Participate
confidence.
Fluency
Participate
Oral exchange.
Week 4
Class 10. Listen to a text were there are several complaints
Class 11. Present and dialogue with complaints.
Class 12. Make a complaint of a C.H
Assessment of the achievements
Expressions structure of
dialogue
Structure dialogue verbs,
expressions.
Relevant detail
expressions
Read, identify
complains and
underline them
Complete dialogue of
several complaints
Read out loud their
complaints
Learn how to ask for
their rights.
Pair work
Participation in pairs
Teacher: Ma. Cecilia Meléndez González
Grade: 1st
Date: Sep 15th 20012
Number of
Group (s): U
Month(s): October
sessions: 12
Unit: 1
Week(s): 4
School : Graciano Ricalde Gamboa
Social practice of the language (Social purpose):
Specific competence (didactic purpose):
Read and Understand Different Types of Literary Texts
Read Classic Tales and Write a Short Story Based on Them
Of English-Speaking Countries
Achievement (s):
Environment :
Uses known comprehension strategies. Recognizes the general meaning from some details.
Literary and Ludic
Formulates and answers questions in order to locate specific information. Expresses personal
reactions to literary texts, using known oral expressions. Retells events using images. Organizes
sentences into a qsequence of actions.
DIDACTIC SEQUENCES
Product:
Put together and
Illustrate a Book
Description of the activities for each learning
ACTIVITIES
Learning to know
Learning to do
Learning to be
Past tense verbs,
personal and adjectives
pronouns
Recognize graphics.
Complete sentences
Read as a
recreational activity.
Week 1
Class 1. Presents a short text named “Yucatan”
Class 2. Read the short text again
Necessary vocabulary,
Narrative elements and
WH questions.
Class 3. Ss will read out loud the text
Textual components
Understand main
ideas, True or False
sentences, Short
answer questions.
Arrange events in
sequence. Answer
oral questions.
Searching and
obtaining info.
Cooperative action
Contribute orally.
ACTIVITIES
Learning to know
Learning to do
Learning to be
Class 4.Present a short text
named “Zamna” .
Class 5. Read the text again
.
Class 6. Present a serious
of drawings about their
text.
Week 3
Class 7. Present a Horror
Tale to read out loud.
Personal and adjective pronouns.
Past tense and Adverbs of time.
Textual components
Narrative elements
Repertory of necessary words.
Narrative elements.
Recognize graphics
Complete sentences
Rewrite the key events. Yes or No
sentences.
Rewrite events using images.
Read out loud the writing events.
Obtain information showing
curiosity
Show a good attitude and
cooperation when reading.
Respect classmates
opinions.
Past and progressive verbs
Necessary words.
Adverbs of time.
Comprehension strategies
Rehearse the oral reading out
loud and practice the
pronunciation.
Activate previous knowledge.
Recognize the pronunciation.
Recognize general meaning.
Acknowledge reading as a
recreational activity.
Team work.
Confidence on reading.
Week 2
Class 8continue with the
Horror Tale.
Class 9. The reading of the
tale continuous.
Week 4
Class 10.Ss will write a
short tale.
Intonation.
Pronunciations.
Past and progressive verbs
Adverbs of time and Pronouns.
Class 11. Continue to work
on their tale.
Verbs, adverbs, pronouns and
connectors.
Write sentences expressing
events in continuous and past
actions.
Draw the graphics, put together
with the sentences.
Class 12. Read outloud
their tales.
Narrative elements.
Read the tale in class.
Have a good attitude when
reading in class
Continue having a good
attitude.
Team work
ACTIVITIES
Learning to know
Learning to do
Learning to be
Goods or products
vocabulary.
Adjectives and adverbs of
degree
Ss will give at least 5
goods or products
Identify and underline
the words that
describe a product.
Complete a text in
which they’ll use
comparative words.
Cooperative in class.
Identify and
underline the words
Used.
Ss will fill in a short
dialog.
Use the correct word
in each part of the
dialog. Read it.
Be respectful in class
Cut clippings of goods
Or draw them.
Detect expressions to
buy or sell a product
Collaborative work
Complete with the
Good attitude, work
Week 1
Class 1. Brainstorm of different goods or products.
Class 2. Present a text with goods
Class 3. Give Ss several sentences to read.
Week 2
Class 4. Present a short oral dialog
Class 5. Present a short written dialog
Class 6. Ss will create a short dialog.
Week 3
Class 7. Design a catalogue
Class 8. Present an oral dialog to Ss so they’ll listen
Class 9. Read a dialog
Comparatives
How to compare.
Modal verbs
Connectors
comparatives
Structure of dialog
Repertoire of words
Already seen.
Goods and products
Structure dialog,
adjectives,
Comparatives, etc.
Necessary words
Participation
Pair work
Pair work
Cooperative work
Work in teams
Show assertiveness .
correct expression.
pair.
Assessment of the achievements
Teacher: MARÍA CECILIA MELÉNDEZ GONZÁLEZ
School : GRACIANO RICALDE GAMBOA
Grade: 2nd
Date: SEP 15TH2012
Number of
Group (s): U
Month(s): SEPTEMBER
sessions:
Unit: 1
Week(s):
12
Social practice of the language (Social purpose):
Specific competence (didactic purpose):
UNDERSTAND AND EXPRESS INFORMATION RELATED TO
OFFER AND UNDERSTAND SUGGESTIONS IN ORDER TO BUY OR SELL A
GOODS AND SERVICES.
PRODUCT.
Achievement (s):
Environment :
ANTICIPATE THE GENERAL MEANING AND MAIN IDEAS BY LISTENING TO FAMILIAR EXPRESSSIONES.
FAMILIAR AND
IDENTIFIES MAIN IDEAS IN ORAL EXCHANGE. SEARCHES FOR CONFIRMATION IN AN ORAL EXCHANGE.
COMMUNITY
PRODUCES EXPRESSIONES TO ARGUE OR OBJECT. ADJUSTS TONE, RHYTHM, AND INTONATION I PRODUCING
Product:
ORAL TEXT.
PRESENT A CATALOGUE TO
A SELECTED AUDIENCE.
DIDACTIC SEQUENCES
Description of the activities for each learning
ACTIVITIES
Learning to know
Learning to do
Learning to be
Week 4
Class 10. Formulate a dialog
Class 11. Continue to formulate a dialog
Class 12. Ss will act out their dialogs
Contextual clues,
repertoire of necessary
words.
All what has been learned
Produce expressions
to purchase or sell a
product.
Adjust intonation,
pronunciation in oral
text
Use language when
buying or selling
correctly.
Self confidence
Team work and
respect.
ACTIVITIES
Teacher:
Week 2
Class 1.
Class 2.
School
Class 3.:
Week 3
Class 1.
Class 2.
Class 3.
Week 4
Class 1.
Class 2.
Class 3.
Assessment of the achievements
Learning to know
Learning to do
Learning to be
Grade:
Date:
Number of
Group (s):
Month(s):
sessions:
Unit:
Week(s):
Social practice of the language (Social purpose):
Specific competence (didactic purpose):
Achievement (s):
Environment :
-
Product:
DIDACTIC SEQUENCES
Description of the activities for each learning
ACTIVITIES
Week 1
Class 1.
Class 2.
Class 3.
Learning to know
Learning to do
Learning to be
ACTIVITIES
Teacher:
Week 2
Class 1.
Class 2.
School
Class 3.:
Week 3
Class 1.
Class 2.
Class 3.
Week 4
Class 1.
Class 2.
Class 3.
Assessment of the achievements
Learning to know
Learning to do
Learning to be
Grade:
Date:
Number of
Group (s):
Month(s):
sessions:
Unit:
Week(s):
Social practice of the language (Social purpose):
Specific competence (didactic purpose):
Achievement (s):
Environment :
-
Product:
DIDACTIC SEQUENCES
Description of the activities for each learning
ACTIVITIES
Week 1
Class 1.
Class 2.
Class 3.
Learning to know
Learning to do
Learning to be
ACTIVITIES
Teacher:
Week 2
Class 1.
Class 2.
School
Class 3.:
Week 3
Class 1.
Class 2.
Class 3.
Week 4
Class 1.
Class 2.
Class 3.
Assessment of the achievements
Learning to know
Learning to do
Learning to be
Grade:
Date:
Number of
Group (s):
Month(s):
sessions:
Unit:
Week(s):
Social practice of the language (Social purpose):
Specific competence (didactic purpose):
Achievement (s):
Environment :
-
Product:
DIDACTIC SEQUENCES
Description of the activities for each learning
ACTIVITIES
Week 1
Class 1.
Class 2.
Class 3.
Learning to know
Learning to do
Learning to be
ACTIVITIES
Week 2
Class 1.
Class 2.
Class 3.
Week 3
Class 1.
Class 2.
Class 3.
Week 4
Class 1.
Class 2.
Class 3.
Assessment of the achievements
Learning to know
Learning to do
Learning to be