SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
Play with words and read and write for expressive and aesthetic purposes
Literary and Ludic
Recreate language games to recite and write tongue-twisters
Tongue-twister contest
DOING
KNOWING
CYCLE:
GRADE:
UNIT:
BEING
SUGGESTED LANGUAGE
STRUCTURES
Choose some tongue-twisters.
Identify the two words forming up
the name of this game: tonguetwister. Identify purpose. Identify
graphic distribution.Identify
textual components.
Purpose of a tongue-twister. List of
suitable words.
SESSIONS 4-10
DEVELOPMENT
Decide on the criteria for the
contest; for example, who says
more tongue-twisters faster, who
says the tongue-twister more
fluently, etc. Make a list of the
contestants and determine their
order of participation.
Identify the number of words in
tongue-twisters. Associate the
reading and writing of words to
each other. Clarify the meaning of
new words. Spell the words of a
tongue-twister. Read tongueWord division into syllables. Textual
twisters aloud. Listen to and
components and graphic distribution of
identify a number of words with
tongue-twisters. Acoustic
specific sounds (t-th, f-ph, -ugh,
characteristics. Phonemes in minimal
etc.). Repeat the pronunciation of
pairs.
specific sounds several times.
Practice the fluent pronunciation
of words. Dictate and/or complete
the written form of words in a
tongue-twister.
SESSIONS 11-12
CLOSING
Choose tongue-twisters for the
contest and practice them.
Participate in the tongue-twister
contest.
SUGGESTED ACTIVITIES
INITIAL
Read tongue-twisters aloud.
Dictate and/or complete the
written form of words in a tongueMusical elements of literary language:
twister. Identify the spaces
rhyme and repeated sounds. Spaces
between written words based on
between words.
their beginning and ending. Make a
list of tongue-twisters for the
contest.
Language as a means of entertainment. Use word games as a form of healthy interaction among people.
SESSIONS 1-3
INITIAL
VOCABULARY
2
4th
3a
Hello! My name is____.
I will show you some ____.
What am I? I'm a/an________.
tongue-twister, game, fast,
bought, butter, bitter, batter,
better, sells, sea shells, sea
shore, witches, watch,
watches, big, bug, bit, little,
beetle, back
Predict the general sense of the
topic based on illustrations.
Visualize rhyming words. Read
and repeat rhyming words.
Recognize the structure of a
tongue-twister.
DEVELOPMENT
I´m color__ and also a ____.
What am I? I'm_____.
What kind of text are they?
What are the texts about?
What is the tongue-twister about?
How many words are there in each
tongue-twister?
Contextual clues: non-verbal
tongue-twister, game, fast, codes (gestures, body postures,
bought, butter, bitter, batter, signs, etc). Adjectives. Predict the
better, sells, sea shells, sea general sense of a dialogue based
shore, witches, watch,
on non-verbal language and
watches, big, bug, bit, little,
illustrations. Recognize while
beetle, back
listening. Complete sentences
verbally and in writing.
CLOSING
How was your work?
My work____.
Working with my classmates ____.
My final product.
tongue-twister, game, fast,
bought, butter, bitter, batter,
better, sells, sea shells, sea
shore, witches, watch,
watches, big, bug, bit, little,
beetle, back
Notice tone, fluency, and
intonation.
ACHIEVEMENTS (Tick when reached):
Identifies the number of words in a tongue-twister.
Spells words.
Dictates and writes words.
Reads tongue-twisters aloud.
WARM UPS
ASSESSMENT
MATERIAL
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.
Oral
Check pronunciation.
Monitor Ss 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
T's own material
MOTIVATIONAL IDEAS
Use different activities to motivate Ss.
Invite Ss to make a Bulletin Board at the end of the unit.
Ss invite other groups to the contest.
For more tongue-twisters you can visit:
www.uebersetzung.at/twister/en.htm
http://learnenglishkids.britishcouncil.org/en/tongue-twisters
OBSERVATIONS:
Teacher should promote BEING throughout the whole unit.
Take notes about Ss' performance.
Try to make Ss interact with partners.
Encourage Ss to use English in and out of the classroom.
* Betty Botter bought some butter but, said she, the butter's bitter. If I put it in my batter, it will make
my batter bitter. But a bit of better butter will make my bitter batter better. So she bought some better
butter, better than the bitter butter, put it in her bitter batter, made her bitter batter better. So it was
better Betty Botter bought some better butter.
* Sally sells sea shells by the sea shore. But if Sally sells sea shells by the sea shore then where are the
sea shells Sally sells?
* If two witches would watch two watches, which witch would watch which watch?
* The big bug bit the little beetle, but the little beetle bit the big bug back.
SOCIAL PRACTICE OF THE LANGUAGE:
Formulate and answer questions in order to find information about a specific topic
CYCLE:
2
ENVIRONMENT:
Educational and Academic
GRADE:
4th
SPECIFIC COMPETENCE:
Formulate and answer questions to obtain information about a specific topic
UNIT:
3b
PRODUCT:
Questionnaire to study
STAGES OF THE PRODUCT
DOING
KNOWING
BEING
SUGGESTED LANGUAGE
STRUCTURES
Select a topic of study and
determine the aspects that will
form the questions.
Identify purpose of questions.
Predict the content of questions.
Identify the structure of
interrogative sentences. Clarify the
meaning of unknown words. Listen
to the reading aloud of questions.
Identify words used to formulate
questions.
Contextual Clues
Graphic Components.
Acoustic characteristics
List of suitable words
SESSIONS 4-10
DEVELOPMENT
Select and order words to
formulate questions. Identify
Formulate questions orally and
words that work as auxiliaries in
Verb forms: auxiliaries. Types of
check that they are relevant to
interrogative sentences. Complete
sentences: interrogatives with
obtain the information needed.
interrogative sentences using
auxiliaries and with the copulative verb
Write questions based on a model.
auxiliaries or questions words.
(to be). Question words. List of suitable
Check that the questions are
Identify punctuation in
words. Word division in the acoustic
understandable, complete and that
interrogative sentences. Complete
chain. Punctuation: question mark.
they comply with spelling
questions. Practice pronunciation
Upper-case letters.
conventions. Write the final version
of words in interrogative
of the questions on a sheet of
sentences. Read questions. Check
paper to make a questionnaire.
intonation when formulating
questions.
CLOSING
SESSIONS 11-12
SUGGESTED ACTIVITIES
INITIAL
Define and list aspects of a topic
Exchange the questionnaires with
about which it is intended to
Verb forms: auxiliaries. List of suitable
other teams and practice reading
obtain information. Detect the
words. Word division in the acoustic
the questions aloud. Request
order of words in questions.
chain. Punctuation: question mark.
permission to ask students in
Formulate questions to obtain
Upper-case letters.
higher grades to answer the
information about the topic, based
questionnaire.
on a model.
Show interest towards new knowledge. Cooperate to check the finished work.
SESSIONS 1-3
INITIAL
VOCABULARY
When is it celebrated?
Where is it celebrated?
What do people do/celebrate?
What I think...
How do children celebrate___?
celebrate, people, offerings,
set up, dress up, children, Day
of the Dead, I think,
questionnaire, collect,
information, When, Where,
How,Who, Why, verb to be
(auxiliary verb), dead people,
food, drink
Select a topic of study and
determine the aspects that will
form the questionnaire.
DEVELOPMENT
To be: is, are
To do: does, do
People celebrate___ .
Who celebrates___?
Set up our offerings.
What is___?
(When) are we going to do it?
(Where) are we going to set it up?
celebrate, people, offerings,
set up, dress up, children, Day
of the Dead, I think,
questionnaire, collect,
information, When, Where,
How,Who, Why, verb to be
(auxiliary verb), dead people,
food, drink
Check that the questions are
understandable, complete and
that they comply with spelling
conventions. Circle auxiliaries in
questions and determine their
use. Formulate questions orally
and check that they are relevant
to obtain the information needed.
CLOSING
People celebrate___ .
Who celebrates___?
Set up our offerings.
What is___?
(When) are we going to do it?
(Where) are we going to set it up?
celebrate, people, offerings,
Write questions based on a
set up, dress up, children, Day
model. Write the final version of
of the Dead, I think,
the questions on a sheet of paper
questionnaire, collect,
to make a questionnaire. Request
information, When, Where,
permission to ask Ss in higher
How,Who, Why, verb to be
grades to answer the
(auxiliary verb), dead people,
questionnaire.
food, drink
ACHIEVEMENTS (Tick when reached):
Understands the purpose of questions.
Identifies the content of questions.
Formulates questions to obtain information.
WARM UPS
ASSESSMENT
To talk to Ss about the different
Use questions to check
celebrations.
comprehension.
To show pictures of how people
Where do people celebrate…?
celebrate in different countries.
How do we celebrate….?
To name the different kinds of
To pass and write on the calendar
celebrations around the world.
chart the specific celebration.
To ask questions to Ss about what they
know of celebrations.
To have Ss brainstorm about things they
need to have a celebration such as Day
of the Dead.
Identifies auxiliaries in questions.
Understands the use of question marks.
Writes questions to obtain information.
MATERIAL
pictures of celebrations
cutouts showing activities in celebrations
calendar chart
masks or some clothes, to represent the holiday
T can ask Ss to bring some things to set up a
celebration using real items (realia)
MOTIVATIONAL IDEAS
Teacher can use a mask or some clothes pretending to show the meaning of the celebration.
To have Ss talk about what they do in holidays.
To have Ss bring to class items to set up a celebration .
OBSERVATIONS:
Teacher should promote BEING throughout the whole unit.
Take notes about Ss' performance.
Try to make Ss interact with others.
Encourage Ss to use English in and out of the classroom.