COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
COORDINACIÓN ACADÉMICA
Cycle: 2
Grade: 4th
Unit: 4. Block A / Weeks: 1-4
Days: 1-11
Teacher:______
Social Practice of the language: Listen to and express immediate and practical needs
Specific Competency: Interpret and produce expressions to offer help for the school year in a dialogue
Environment: Familiar and community
Product: Poster with an illustrated dialogue
STAGE OF THE PRODUCT / CONTENTS / ACHIEVEMENTS / SUGGESTEDASSESSMENT / SUGGESTED
Timing / ACTIVITIES-IDEAS
1. Suggest situations where it is convenient to offer and ask for help. / Doing with the language
*Identify sender and intended audience.
* Identify turns of participation.
*Identify non-verbal language.
*Predict the content of dialogues.
*Identify everyday life situations (in a set of illustrations) in which it is suitable to offer or ask for help.
Knowing about the language
*Structure of dialogues.
* Topic, purpose, and participants in the communicative situation.
*Acoustic characteristics.
*List of suitable words.
*Consonant sounds.
Being through the language
*Offer sincere help to others.
*Show kind and respectful attitude when offering and asking for help. / *Use non-verbal language to offer and ask for help. / Bimestrial evaluation report
Comprehension questions / 3 sessions
2. Determine and write questions or sentences that the speaker would use to offer and ask for help, based on a model.
Determine and write the replies the listener would use to respond to the offer of help. / Doing with the language
*Use contextual clues to understand the meaning of expressions.
*Clarify the meaning of words using an bilingual dictionary and/or the teacher’s help.
*Identify questions and sentences to offer and ask for help.
*Read sentences aloud to practice pronunciation and intonation.
*Use written sentences as models to offer and ask for help, orally.
*Dictate and complete sentences or words.
*Compare sentences.
*Identify punctuation and spaces between words.
*Read sentences aloud.
Knowing about the language
*Contextual clues.
*Acoustic characteristics.
*List of suitable words.
*Verb forms: modals (shall, would, etc.)
*Personal pronouns.
*Consonant sounds.
*Punctuation: period, question mark and dash.
Being through the language
*Offer sincere help to others.
*Show kind and respectful attitude when offering and asking for help. / *Understand expressions to offer and ask for help.
*Identify questions to offer help.
*Dictate sentences. / Bimestrial evaluation report
Graphic organizers / 4 sessions
3. Check that the writing of the dialogues is complete without omissions, replacements or alterations of letters or spaces.
Design the posters considering the necessary space for the dialogues between the speaker and listener.
Produce posters with the final version of the dialogues. / Doing with the language
*Check spelling and punctuation conventions.
Knowing about the language
*List of suitable words.
*Verb forms: modals (shall, would, etc.)
*Personal pronouns.
*Punctuation: period, question mark and dash.
Being through the language
*Offer sincere help to others.
*Show kind and respectful attitude when offering and asking for help. / *Check writing conventions. / Bimestrial evaluation report
Brainstorm
Conversations / 2 sessions
4. Practice the reading aloud of the dialogues on the posters.
Visit other classes to show the poster and read the dialogues aloud.
Display the posters in a visible place in the school. / Doing with the language
*Use written sentences as models to offer and ask for help, orally.
*Read sentences aloud.
Knowing about the language
*Acoustic characteristics.
*List of suitable words.
*Consonant sounds.
Being through the language
*Offer sincere help to others.
*Show kind and respectful attitude when offering and asking for help. / *Play the role of a speaker.
*Notice pronunciation, rhythm and intonation. / Bimestrial evaluation report
Role plays / 2 sessions