PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
SOCIAL PRACTICE OF THE LANGUAGE:
ENVIRONMENT:
SPECIFIC COMPETENCE:
PRODUCT:
STAGES OF THE PRODUCT
SESSIONS 1-3
Choose a recipe.
SESSIONS 4-10
Get the ingredients. Listen to the
reading of the recipe. Listen to each
step and follow it. Make sure
ingredients are fit for consumption.
Eat the product of the recipe.
SESSIONS 11-12
Place the recipe book in a visible
place in the classroom.
Follow steps in a set of instructions in order to make a product
Educational and Academic
Follow steps from an illustrated recipe
Illustrated recipe book
DOING
INITIAL
Explore and recognize recipes.
Identify topic, purpose, and
intended audience. Compare
images. Identifies parts in a recipe:
title, ingredients, and steps.
DEVELOPMENT
Identify the product to be obtained
from a recipe based on its
illustrated steps. Identify names
and quantities of ingredients.
Identify figures and letters that
represent numbers.
CLOSING
Identify the order of steps. Locate Repertoire of words necessary for this
the list of ingredients. Follow steps social practice of the language: cardinal
in a recipe while it is read aloud.
KNOWING
Graphic distribution of recipes. Topic
(what about?), purpose (what for?), and
intended audience (for whom?).
Graphic and textual components:
images, numbers, bullets, and text.
Word formation.
numbers, etc.
CYCLE: 1
GRADE: 3rd. Grade Preschool
UNIT: 2a
SUGGESTED LANGUAGE
BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL
Collaborate and help each other to express doubts in order to understand a language other than the mother
This is
These are title, ingredients, steps, To display a recipe poster to present
What is this? repertoire of words suitable parts of a recipe. To do a pointing
It is a for this practice activity to make sure students
They are recognize parts of a recipe.
tongue. Compare eating habits in different countries.
DEVELOPMENT
To present components of a recipe
This is step number (one).
with the support of visual aids. To
Language structures suitable for
practice pronunciation. Have
this practice.
colors, cardinal numbers, students recognize quantities of
This is number
bullets, steps, food products ingredients with the support of
This is the (first) step.
visual aids. Have students order
These are the ingredients.
steps. Have students identify figures
and letters.
CLOSING
To finish the recipe book. To read
the recipe. To follow steps to do the
Language structures of the unit. Vocabulary of the unit.
recipe. To eat the product of the
recipe.
ACHIEVEMENTS (Tick when reached):

Distinguishes what can be read (text) and what cannot (images). Identifies names of food products.
Identifies and follows the order of steps in a recipe.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

To greet students in a varitey of ways. ORAL posters To play a game to reward students' behavior.
To name food products. construction paper To display the students' participation (charts) on the wall .
To sing a nursery rhyme that involves recipe poster To display the students' work on the wall. Be sure students write their names on the assignments.
numbers. WRITTEN food products (realia)
Trace of words flashcards
To say finger chants. Gap fillings worksheets
Knowledge of the notebook
To do TPR to review writing system. books
classroom language. CD player
PRODUCT CD
To use mimic to guess actions

To use TPR to review actions.

To use body language to

OBSERVATIONS:
convey meaning.
One, two buckle my shoe.
Three, four, shout the door .
Five, six pick up some sticks.
Seven , eight lay them straight.
Nine, ten, a big red hen.
 PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA

SOCIAL PRACTICE OF THE LANGUAGE: Follow and give instructions in everyday settings CYCLE: 1
ENVIRONMENT: Familiar and Community GRADE: 3rd. Grade Preschool
SPECIFIC COMPETENCE: Follow oral instructions to carry out activities in the classroom and at school UNIT: 2b
PRODUCT: Cards with illustrated instructions

SUGGESTED LANGUAGE
STAGES OF THE PRODUCT DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL

Pay attention to sender. Respond appropriately to oral instructions. Compare ways of giving instructions and their
SESSIONS 1-3

Divide the cards in two parts: one

meant for gluing the instruction
(previously written by the teacher)
on it, and the
other for illustrating the
instruction.
Stand up, please.
Explore instructions. Identify
Purpose and intended audience. Come to the front. To perform actions. To follow
purpose and intended audience.
Non-verbal language. Sit down, please. come, go, front, back instructions with the support of
Perform actions by following
Graphic components. Go to the back of the classroom. visual aids.
instructions.

DEVELOPMENT DEVELOPMENT

effect in different countries.

Point out illustrated instructions to Everyone (stand up) please. What
SESSIONS 4-10

be followed by others. Listen to action is this? To point to an illustrated poster. Ask

Word formation. Correspondence
Illustrate the instruction of each instructions and match them to It is sit down, stand up, short Ss to do the actions. Ask Ss to color
between written and oral language.
card. Glue each instruction next to their writing. Explore the written Show me . words, long words, colors, some actions (sheet of paper). To
Repertoire of words necessary for this
its corresponding illustration. form of specific instructions. What is (he/she) doing? numbers, actions complete words with the parts that
social practice of the language.
Complete words with missing parts (He/She) is are missing.
(beginnings, endings, etc.).

CLOSING CLOSING
SESSIONS 11-12

Play with the cards: show them to
follow instructions. Choose a place
in the classroom to keep them for
future use.
Find differences and similarities
between written words (long
words, short words, words
beginning or ending with, etc.).
Repertoire of words necessary for this To finish the product. To expose the
Language structures of the unit. Vocabulary of the unit.
social practice of the language. product.
ACHIEVEMENTS (Tick when reached):

Identifies purpose and intended audience. Compares differences and similarities between words.
Completes words orally and in written form. Follows instructions using non-verbal language.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

To greet students. LISTENING posters To play a game to reward students' behavior.
T. tells students several construction paper To display the students' participation (charts) on the wall .
instructions. recipe poster To display the students' work on the wall. Be sure students write their names on the assignments.
To sing a song that involves numbers . flashcards
PRODUCT worksheets
To say a chant that involves physical To do illustrated cards. notebook
movements books
CD player
CD
To do a show me activity.
To play simon says

To use TPR to review actions.

To use body language to

OBSERVATIONS:
convey meaning.
Two little black birds.
Sitting on a hill .
To change greeting
One named Jack, one named Jill.
and farewell expressions
Flay away Jack, fly away Jill.
once in a while.
Come back Jack, come back Jill.