SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
Follow steps in a set of instructions in order to make a product
Educational and Academic
Follow instructions to carry out a simple science-related experiment
Illustrated sequence of an experiment
DOING
KNOWING
CYCLE:
GRADE:
UNIT:
BEING
SUGGESTED LANGUAGE
STRUCTURES
Choose a simple experiment (i.e.
germinate a seed). Make or cut out
cards. Write the list of materials for
the experiment on the cards.
Explore simple illustrated texts in
experiments. Participate in the reading
aloud of texts in experiments. Predict the
content based on previous knowledge, title,
and illustrations. Participate in the writing of
texts. Identify names of materials. Rewrite
names of materials.
Purpose and topic. Textual and graphic
components. Repertoire of words
necessary for this social practice of the
language.
SESSIONS 4-10
DEVELOPMENT
Complete instructions using one or
more words. Identify the logical
Collect the materials and start the order of instructions in a sequence.
experiment under teacher’s
Identify and follow instructions to
Repertoire of words necessary for this
supervision. Observe the different carry out an experiment. Identify
social practice of the language. Upper
stages of the experiment. Write
questions about an experiment.
and lower case letters. Punctuation.
sentences (previously written by
Identify words that form
Word and sentence formation.
the teacher) that describe every
questions. Select options to
observed stage.
answer questions. Practice the
pronunciation of questions and
answers about an experiment.
SESSIONS 11-12
CLOSING
Check that the written form of
sentences and materials is
complete and legible. Display the
illustrated sequence of the
experiment inside or outside the
classroom.
Rewrite names of materials.
Complete instructions using one or
more words.
SUGGESTED ACTIVITIES
INITIAL
Repertoire of words suitable for this
social practice of the language. Upper
and lower case letters. Punctuation.
Use the language as a means of sharing knowledge. Show confidence in the use of the English language.
SESSIONS 1-3
INITIAL
VOCABULARY
1
2nd
2a
What is an experiment? It is _____.
What are the materials that we need
experiment, germinated,
to make the experiment? What are material, instructions, cotton,
the instructions to make the
water
experiment?
T. will explain to the Ss what an
experiment is. Ss will write the definition
on their notebook. T. will explain to the Ss
that they are going to do the germinated
seed experiment. T. will show the Ss an
illustrated sequence of the experiment. Ss
will do a matching activity .
DEVELOPMENT
T. will say the name of the materials
and the Ss have to show them in an
illustrated manual. Ss will put the
instructions in order. Ss will match the
instructions with the picture that
Put a seed in the cotton ball. Put it in
corresponds.
T. will check that Ss put
plastic cup, water, ordinal
the plastic cup. Put a little water in the
the instructions in order. Ss will start
numbers (first to tenth),
doing the experiment. Ss will place
cup. First, second, then, finally…
experiment, germinated,
the experiment in a visible place in
Watch it grow. How much did it grow?
material, seed, cotton, steps the classroom. Ss will observe what
Sequence events.
happened with the experiment. T. will
ask some questions. Ss will write the
questions on the notebook. Ss will
write and describe the experiment,
with the T's help.
CLOSING
Recycle unit grammar structures.
Recycle unit vocabulary.
T. will show the illustrated sequence
of the experiment and the Ss have to
complete the instructions using some
words. Ss will put the instructions in
order. Ss will display the experiment
and the illustrated sequence outside
the classroom.
ACHIEVEMENTS (Tick when reached):
Distinguishes instructions from a list of materials.
Orders words to form questions.
WARM UPS
ASSESSMENT
"Good Morning" song
T. will show some flashcards with
T.P.R.
the material of the experiment and
Chants and games such as: “Simon Says”
Ss have to say the name.
“Clap Clap” song
Ss have to pass to the front and
Brain Gym.
put the instructions in order.
Ss will write the sentences on the
Bb.
Ss will complete the instructions
filling in some words.
Interprets and follows instructions.
Identifies the order of instructions in a sequence.
MATERIAL
posters
flashcards
word strips
sentence strips
pictures
crayons
CD
glue
paper sheets
scissors
worksheets
MOTIVATIONAL IDEAS
Ss will show the experiment to the rest of the groups.
Ss will display the experiment outside the classroom and invite the principal of the school.
T will award the Ss that have good behavior and do the experiment correctly.
OBSERVATIONS:
Choose a simple experiment (ex. germinate a seed).
Make or cut out cards.
Write the list of materials for the experiment on the cards.
Collect the materials and start the experiment under T's supervision.
Observe the different stages of the experiment .
Write sentences (previously written by the teacher) that describe every observed stage.
Check that the written form of the sentences is complete and legible.
Display the illustrated sequence of the experiment inside or outside the classroom.
SOCIAL PRACTICE OF THE LANGUAGE:
Follow and give instructions in everyday settings
CYCLE:
1
ENVIRONMENT:
Familiar and Community
GRADE:
2nd
SPECIFIC COMPETENCE:
Follow and give instructions that regulate everyday school activities
UNIT:
2b
PRODUCT:
Poster or ads with school instructions
STAGES OF THE PRODUCT
DOING
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES
Choose from a set of cards
Explore school instructions.
(previously made by the teacher)
Identify the purpose and intended
instructions that regulate activities,
audience. Point out specific words.
instill habits or promote a healthy
Identify instructions.
form of coexistence in the school.
Purpose of intended audience.
Repertoire of words for this social
practice of the language
SESSIONS 4-10
DEVELOPMENT
Complete or write the chosen
instructions on a poster or ad,
based on a model. Check the
writing of instructions. Write the
final version of instructions on a
poster or ad. Illustrate each
instruction in the poster or ad.
Check that instructions can be
carried out.
Finding out the meaning of words
and instructions. Point out specific
Text and image correspondence.
words. Rehearse the giving of
Repertoire of words necessary for this
instructions. Follow instructions.
social practice of the language. NonIdentify intonation in instructions. verbal language. Upper and lower case
Give instructions to carry out or
letters. Punctuation.
prevent specific actions.
CLOSING
SESSIONS 11-12
SUGGESTED ACTIVITIES
INITIAL
Participate in the writing of
instructions. Identify nonFind places in the school to display
regulated activities or situations in
instructions. Ask for permission to
Sentences formation. Upper and lower
the class. Compare the written
display the poster or ad in the
case letters. Punctuation.
form of the words. Complete the
school.
writing of specific instructions.
Point out specific words.
Use instructions to regulate activities, instill habits, and promote a healthy form of coexistence in the school.
Promote a healthy coexistence through posters or ads.
SESSIONS 1-3
INITIAL
VOCABULARY
Stand up.
Sit down.
Touch the floor.
Point to the window.
Be quiet.
Pay Attention.
desk, clean, eat, pickup, talk,
wash, exercise, line, put
away, run, listen to, shout,
open, push
Matching activities. Fill in the
blank exercises. TPR following
commands.
DEVELOPMENT
Don't eat in the classroom.
Don't push.
Don't run in the corridor.
Don't shout.
Don't talk in class.
Open your books.
Stand in line.
Raise your hand.
Put your toys away.
Look at the board .
desk, clean, eat, pickup, talk,
Listen, point to, and show
wash, exercise, line, put
activities. Unscramble sentences.
away, run, listen to, shout,
Puzzle activity.
open, push
CLOSING
Obey the rules.
desk, clean, eat, pickup, talk,
wash, exercise, line, put
away, run, listen to, shout,
open, push
Listen, point to, and show
activities. Spelling words.
Dictation of sentences.
ACHIEVEMENTS (Tick when reached):
Identifies purpose and intended audience.
Identifies new words.
Uses a picture dictionary to find out the meaning of words.
WARM UPS
ASSESSMENT
“Good Morning” song.
Evaluate Ss knowledge by
TPR (classroom commands).
performing some classroom
"The Rules of the Class" song.
commands.
Simon Says
Evaluate Ss by checking a listening
Chants, rhymes to follow directions. ("1,
activity (follow directions).
2, Buckle my Shoe…")
Evaluate Ss by comparing the
written form of the words.
Evaluate Ss by checking
punctuation and upper and lower
case letters.
Evaluate Ss by checking their
posters or ads and by asking them
to read them aloud.
Gives and follows simple instructions.
Completes the writing of instructions using one or more words.
MATERIAL
posters
crayons
markers
sentence strips
word strips
CD
notebook
worksheets
glue
scissors
MOTIVATIONAL IDEAS
T will award Ss that participate in oral and written activities.
T will recognize Ss that create a poster or ad based on a model.
T will choose the best ads or posters and place them in visible places.
OBSERVATIONS:
Choose from a set of cards (previously made by the T) instructions that regulate activities, instill habits,
or promote a healthy form of coexistence in the school.
Complete or write the chosen instructions on a poster or ad, based on a model.
Check the writing of instructions.
Write the final version of instructions on a poster or ad. Illustrate each instruction in the poster or ad.
Check that instructions can be carried out.
Find places in the school and display instructions.
Ask for permission to display the poster or ad in the school.