Social Practice of the Language

Teacher: Alejandra A. Calas Ruiz.

School: Escuela Primaria “Camilo Pintado”.

Grade: 3rd

Groups: “A”, “B”, “C”, & “D”.

Unit: I

Date: October 4th, 2012.

Number of sessions: 3

Social Practice of the Language (Social Purpose): talk and participate in everyday diaglogues. Read and sing songs. Ask for and give one’s personal information.

Specific Competence (didactic Purpose): interpet school-related concerns in a dialogue. Interpret and sing songs of interest to the group.

Achievement (s): students can identify speakers in a dialogue and their participation turns. The students can use contextual clues to comprehend the meaning. Environment: Familiar and community.

Didactic sequences:

Description of the activities for each learning.

Week 1 Activities Learning to know Learning to do Learning to be.

Day 1.: take one’s leave, introduce people. Teacher invites students to sit around in order to form a semicircle.

Teachers prepare Ss to the vocabulary in use. Repertoire of words suitable for this practice of the language.

Personal pronouns (I, you, he, she, it.

Write down the sentences that express personal information. Language as a means of expressing exprectations, desires, purposes, and intentions. Respect towards the intervention of others.

Day 1. Ask for and give one’s personal information. Verb be in the present tense affirmatives, negatives, questions, short answers, Wh questions: Who, What, Where, When. Features and types of oral and written texts.

Purpose and participants in the communicative situation. Recognize words in greeting, courtesy, and farewell expressions used to introductions and everyday communications. Attention to the sender and intended audience.

Comparison of expressions in the foreign language and the mother tonge.

Day 2. Listen: listen for specific information in a conversation about a hotel stay. Pronounciation: rising intonation in questions with be; falling intonation in Wh questions. Draw some illustrations to make a poster with personal information. Non-verbal language (gestures, body language, signals, glances, etc.) explore everyday communicative situations in which greeting and courtesy expressions are used with the support of visual aids, and nonverbal language.

Stories as a reflection of emotions, personal experiences, and cultures

Product: Students will introduce themselves about personal information. Name, I am 8 years old, I’m from Tuxtla. Etc.

Assessment: Students will participate with the same classmates by interacting and asking about personal date

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