/ SCHEME OF WORK / DIRECCIÓN DE EDUCACIÓN BÁSICA
COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
JEFATURA DE ENSEÑANZA DE INGLÉS SECUNDARIA
Cycle: 4
Grade: 1st
Unit: 4.1 / Weeks: 4
Days: 12
Teacher:______

Social Practice of the language: Understand and produce oral exchanges related to leisure situations

Specific Competency: Exchange likes and dislikes in a dialogue

Environment: Familiar and community

Product: Interview

STEPS OF
THE PRODUCT / cURRICULUM CONTENTS / ACHIEVEMENTS / SUGGESTED
ASSESSMENT / ACTIVITIES-IDEAS
DOING / KNOWING / BEING
1.Select a leisure activity.
Decide time, place and length of the interview.
3 SESSIONS / *Observe and comprehend non-verbal communication.
*Identify topic. Purpose and intended audience.
*Recognize situations in which likes and dislikes are shared.
*Identify leisure activities by name.
*Anticipate the general meaning.
*Identify and compare forms for expressing likes and dislikes.
*Establish sequence of statements
*Identify words used to link ideas.
*Recognize behavior adopted by speakers to clarify and confirm comprehension.
*Identify speech register. / *Context clues.
*Speech register.
*Topic, purpose and intended audience.
*Acoustic features.
*Sentence types.
*Repertoire of words necessary for this social practice of the language.
*Connectors.
*Question tags.
*Syntactic particularities of the English language: sentences using “like”, stranded prepositions (e.g., The man I talked to).
*Syntactic differences between British and American varieties: collective nouns concordance. / *Use language to exchange common interests.
*Promote interpersonal relationships. / *Recognizes the speakers and listeners behavior that supports the construction of meaning.
*Requests clarifications.
*Anticipates the general meaning to start a dialogue. / Spider map
2. Structure questions about likes and dislikes.
2 SESSIONS / *Establish sequence of statements
*Identify words used to link ideas.
*Write sentences.
*Organize sentences in a sequence.
*Include details in main ideas.
*Use linguistic resources to confirm comprehension. / *Structure of dialogues: opening, body and closure.
*Sentence types.
*Repertoire of words necessary for this social practice of the language.
*Connectors.
*Question tags.
*Syntactic particularities of the English language: sentences using “like”, stranded prepositions (e.g., The man I talked to). / *Use language to exchange common interests.
*Promote interpersonal relationships. / *Writes sentences. / Questions and answers
3. Check that the questions are appropriate regarding the topic, the purpose and intended audience.
3 SESSIONS / *Establish sequence of statements
*Identify words used to link ideas.
*Recognize behavior adopted by speakers to clarify and confirm comprehension.
*Identify speech register.
*Organize sentences in a sequence.
*Include details in main ideas.
*Express points of view in favor and against.
*Use linguistic resources to confirm comprehension. / *Structure of dialogues: opening, body and closure.
*Sentence types.
*Repertoire of words necessary for this social practice of the language.
*Connectors.
*Question tags.
*Syntactic particularities of the English language: sentences using “like”, stranded prepositions (e.g., The man I talked to). / *Use language to exchange common interests.
*Promote interpersonal relationships. / Requests clarifications. / Discussion
Think aloud
Peer assessment
4. Invite the person or classmates to be interviewed.
Assign the roles of interviewer and interviewee.
Practice the formulation of questions and their answers.
2 SESSIONS / *Use non-verbal language.
*Recognize the appropriate time to interrupt a speaker.
*Practice and follow rhythm, speed and pronunciation.
*Start a dialogue to express likes and dislikes about leisure activities. / *Acoustic features. / *Use language to exchange common interests.
*Promote interpersonal relationships. / *Formulates questions to clarify doubts. / Role plays
5. Carry out the interview.
2 SESSIONS / *Use non-verbal language.
*Recognize the appropriate time to interrupt a speaker.
*Start a dialogue to express likes and dislikes about leisure activities. / *Acoustic features. / *Use language to exchange common interests.
*Promote interpersonal relationships. / Presentations