LANGUAGE CONTENTS (K5. 1st. 2nd) Contenidos Curriculares: LANGUAGE CONTENTS (5th.

6th)
ORALIDAD: La dramatización de canciones. La El ambiente y la salud: La relación de los ORALIDAD: La exposición con apoyo de esquemas y
descripción de lugares, personas, animales y animales y el ambiente. gráficos. Las opiniones.
objetos. El nivel de organización ecosistémico: El LECTURA: Las noticias con soporte material y/o
LECTURA: Las consignas para la realización de equilibrio del ecosistema como resultado virtual.
tareas. de una compleja evolución. ESCRITURA: La explicación de temáticas estudiadas.
ESCRITURA: El mapa semántico. Functions
Thematic Unit: -Giving warning and advice.
Functions
-Giving and following commands Save the -Talking about future intentions and predictions.
Exponents
-Naming objects and characters in context.
-Giving suggestions.
Earth -I/we will/won´t…
Exponents -For example/For instance…
-There is/are… It is… -We should/shouldn´t … /have to…/ must …
-We should/ shouldn´t… LANGUAGE CONTENTS (3rd. 4th) Vocabulary
-It is good/bad ORALIDAD: La comunicación oral de diferentes temáticas -Greenhouse effect, acid rain, food chain.
Vocabulary empleando vocabulario específico. La memorización de canciones.
-Nature, sky, sun, cloud, ocean, earth, rocks, LECTURA: Las inferencias organizacionales en textos de divulgación
sand, animals. OBJECTIVES:
científica. La localización de información en el párrafo. 3ro y 4to-
-Water, plants, trees, garbage, clean. ESCRITURA: Las fichas temáticas con apoyo icónico. -To motivate students to write letters.
Functions -To enhance the production of posters.
OBJECTIVES: -Communicating ideas using connectors. 5to y 6to-
K5. 1st. 2nd -Expressing obligation -To encourage students to read scientific texts
-To enhance descriptions of living and -Making future plans using different reading strategies.
non-living things in an ecosystem. Exponents -To make students exchange facts and their
-To make students familiar with poems -It is/they are… because/but/and… opinions about the current environmental
and rhymes. -We must respect… problems by writing persuasive texts.
-To make students perform short -We don´t have to…/We have to… -To promote awareness about the school
dialogues. -We should/ shouldn´t… environment.
-We are going to… -To make students create graphic organizers to
Vocabulary represent information contained on a text (news,
-Environment, nature, recycling, mountains, forest, beach, ocean, articles).
pollution.
Suggested Activities: -Endangered animals/species. Rainforest.
- Endangered Animals: Story Books, descriptions.
-Create a chart: which things you should or shouldn´t do -Songs: “What a wonderful world” by Louis Armstrong; “Where do the children play” by Cat Stevens.
to help the environment?- DO´s vs DON´Ts -Labeling the School: to create signs, posters and drawings about how to take care of the Environment and
-Song: Save the world. display them around the school.
-Recycling: Sorting the garbage by creating a School -Brainstorming ideas about environmental problems caused by human beings: greenhouse effect, soil,
Recycling Center. water and air pollution.
-Material elaborado por el Centro de Recursos y
-Make recycling crafts with the students.
Prof.coordinadores de Lengua del Dpto de SL y LE-