SCHEME OF WORK
Cycle: 4
Weeks: 4
Grade: 3rd
Days: 12
Unit:
5.2
Teacher:______________________
Social Practice of the language:
Specific Competency:
Environment:
Product:
STEPS OF
THE PRODUCT
1.Select the field trip
destination.
Interpret and express everyday life instructions
Understand and give instructions to plan a field trip
Familiar and community
Activity Schedule
CURRICULUM CONTENTS
DOING
3. Check that instructions
are understood when said
and heard.
Organize the instructions to
put together an activity
schedule.
3 SESSIONS
4. Practice the enunciation
of the schedule.
1 SESSION
KNOWING
ACHIEVEMENTS
BEING
*Identify place and medium.
*Identify general information
regarding the planning of a field trip.
*Topic, purpose and intended
audience.
*Repertoire of words necessary for
this social practice of the
language.
*Foster group interaction.
*Strengthen interpersonal bonds.
*Become aware of mutual responsibility
with the group.
Identifies general
information
*Infer meaning from explicit
information.
*Identify sentence structure.
*Establish sequence of enunciation .
*Write instructions.
*Determine speech register.
*Use words and expressions to link
ideas together.
*Contextual clues.
*Verbs: modals.
*Verb tenses: future.
*Verb forms<. Imperative.
*Consistency in the use of a variant.
*Syntactic differences between British
and American variants: future
tense verb forms (e.g., We shall
leave; We will leave).
*Foster group interaction.
*Strengthen interpersonal bonds.
*Become aware of mutual responsibility
with the group.
Writes instructions.
*Rephrase ideas.
*Use strategies to influence,
strengthen or negotiate meaning.
*Use strategies to restore a failed
conversation.
*Offer instructions with the support of
non-verbal language.
*Give further explanations to clarify
instructions.
*Rephrase instructions to confirm
understanding.
*Judge the relevance of instructions.
*Contextual clues.
*Acoustic features.
*Verbs: modals.
*Verb tenses: future.
*Verb forms<. Imperative.
*Consistency in the use of a variant.
*Syntactic differences between British
and American variants: future
tense verb forms (e.g., We shall
leave; We will leave).
*Foster group interaction.
*Strengthen interpersonal bonds.
*Become aware of mutual responsibility
with the group.
Offers explanations
to clarify
instructions.
*Distinguish volume, tone, rhythm,
speed and intonation.
*Offer instructions with the support of
a non-verbal language.
*Repertoire of words necessary for
this social practice of the
language.
*Acoustic features.
*Verbs: modals.
*Foster group interaction.
*Strengthen interpersonal bonds.
*Become aware of mutual responsibility
with the group.
Set dates, time and
activities.
2 SESSIONS
2. Write instructions for
activities.
3 SESSIONS
DIRECCIÓN DE EDUCACIÓN BÁSICA
COORDINACIÓN GENERAL DEL PROGRAMA DE
INGLÉS “PROGRESS”
JEFATURA DE ENSEÑANZA DE INGLÉS
SECUNDARIA
SUGGESTED
ASSESSMENT
Discuss
Talk over with
peers.
Group
exercises
Writing rubrics
Listening and
retelling
Rephrasing
Rephrases
instructions to
confirm
understanding.
Appraises the
pertinence of
following
instructions or
not.
Adjusts volume,
intonation and
tone to
emphasize or
clarify
Hands on,
active
participation
Oral practice of
presentations
ACTIVITIESIDEAS
*Verb tenses: future.
*Verb forms<. Imperative.
*Consistency in the use of a variant.
*Syntactic differences between British
and American variants: future
tense verb forms (e.g., We shall
leave; We will leave).
5. Present the
schedule.
3 SESSIONS
*Use strategies to restore a
failed conversation
*Judge the relevance of
instructions.
*Repertoire of words necessary for
this social practice of the
language.
*Acoustic features.
*Verbs: modals.
*Verb tenses: future.
*Verb forms<. Imperative.
instructions.
*Foster group interaction.
*Strengthen interpersonal bonds.
*Become aware of mutual responsibility
with the group.
Appraises the
pertinence of
following
instructions or not.
Final
presentation of
work.