1. Programa Nacional de Inglés en Educación Básica
PLANEACION MUESTRA
School: Cycle: 4 Grade: 1st
grade Groups: A,B,C,D.
Teacher:
Social Practice of the language: Understand and use information about goods and services.
Date: From: To:
Social environment: Familiar and community Unit: 1 Lesson plan:
Specific Competency:Give and receive information for performing community service
Product 1: Acting-out a dialogue
PRODUCT Stages: Doing with the language Knowing about the
language
Achievements Time Procedure
(teaching strategies)
Assessment Materials
Leveling Basics:
Introduction (classmates,
teacher)
Greetings
-Introduce and greet each
other
Permanent activity:
Greet each other, everyday
• Repertoire of words
necessary for this social
practice of the language.
- Greetings and
introduction
- Hello, good
morning-
- how are you?.
I’m fine, thanks.
- What’s your
name?
My name is____
- Good bye, see
you soon!
- Introduce, greet
classmates
• Predicts the general
meaning from words
and expressions similar
to those of the mother
tongue or through non-
verbal language. (Use of
Cognates, modeling,
ilustrations)
SESSION 1: ICE BREAKING
Beforehand Preparation:
- Flashcards with vocabulary will be
pasted on the wall in order to
understand the dialogues ss will
perform.
- Disciplinary dialogue already written
on the board
1.1.T introduces him/herself to the
students and guide them to introduce
themselves, too, by following his/her
lead.
1.2.T hands out nametags for the
students to write their names and
wear them. T will wear also his/her
nametag.
1.3.T writes a short disciplinary dialogue
on the board to facilitate participation
and interaction among the students
when introducing each other.
1.4. T asks the students to stand up and
go around the classroom introducing
themselves to the rest of their
classmates, following the disciplinary
dialogue on the board (changing their
personal information).
Leveling Basics:
Rules
Give opinions and agree on
the classroom rules.
• Repertoire of words
necessary for this social
practice of the language:
• Predicts the general
meaning from words
and expressions similar
SESSION 2
Leveling: Establishing rules

2. - Classroom rules:
E.g.
- Take turns,
raise hands,
keep silence,
keep your table
clean
- No fighting
- Listen carefully
- Follow
instructions
to those of the mother
tongue or through non-
verbal language. (Use of
Cognates, modeling,
ilustrations)
Beforehand preparation:
Labeled Flashcards with vocabulary
(sentences) regarding classroom rules
pasted on the walls.
2.1. Permanent Activity:
T greets their students and asks them
to greet each other.
2.2.Establishing rules together: In teams
of 4, T guides Ss to make a list of rules
created by themselves, giving them
some examples.
(Only Ss may speak Spanish, T will be
translating their opinions and write
them on the board)
2.3.T writes the rules agreed on with the
Ss, on the board and asks the
students to write them down and
create labeled flashcards if necessary.
2.3 T asks students as homework to
investigate what a Community service is,
and bring pictures, (images/ illustrations)
of an example.
Goals Writing Today’s date.
Permanent activity:
Greet, write today’s date,
attend classroom rules.
• Repertoire of words
necessary for this social
practice of the language:
Today is (month, day,
year)
- Days
- Ordinal
numbers (1st.
31st)
- Months
- Cardinal
numbers (year)
Purpose:
- Objective
- Product
- Community
service
Vocabulary: (brought by
students)
Learn the purpose of the
unit/social practice of
the language/product
• Predicts the general
meaning from words
SESSION 3: Leveling Through the product:
3.1.Permanent Activity:
T writes down the date on the board,
in such a way that students
participate and learn new vocabulary.
T greets their students and asks them
to greet each other and introduce
themselves with the activity on P. 12
3.2.T presents Ss the main goal of the unit
as well as each achievement to be
fulfilled. T shows a sample of the product
they will create and explain its academic
purpose.
3.3.T asks the Ss to paste their
Community Service Illustrations
(homework) on the wall, eliciting them
Permanent
Assessment:
responsibility
(homework)
(Attitude scale)
Diagnose Ss’
previous

3. and expressions similar
to those of the mother
tongue.
to participate and answer simple
questions to find what these
flashcards have in common, regarding
topic, purpose, environment,
background noise.
3.4.T pastes the names of the community
services at random on the side of the
wall, for the students to match them.
3.5.Ss listen a dialogue about community
helpers performed between a Teacher
and his/her students. Students
identify known vocabulary. (Use of
colorimetric strategies)
knowledge of
English through
participation
(Observation
guide)
Flashcards
Leveling through the
product:
Stage 1
––Choose a classmate to
act-out a dialogue about
providing services.
• Repertoire of words
necessary for this social
practice of the language:
- Problems
- Solutions
- Community
services
Identifies topic,
purpose and intended
audience.
SESSION 4
Stage 1:
Elicit from Ss the problems or the
community services that need to be attended
to at school. Brainstorm ideas about why
those problems need to be attended and
what could be done to solve the problems or
improve the services.
Ss may cast a vote and register the
information on the most pressing needs
about community service on a grid or graph.
Once they democratically decided, they
express possible actions that could be taken
in order to meet that need.
Ss get together in order to form pairs and
decide what they are going to express to give
and receive information on the task assigned.
In the same pairs, Ss identify topic, purpose
and the audience they intend to present the
dialogue to. Ss identify key words and two
types of register language.
Stage 2
––Choose the community
service about which
information is to
Listen and check a
dialogue about the
performance of
communityservice.
Repertoire of words
necessary for this social
practice of the language.
SESSION 5
Stage 2:
Once Ss have chosen the topic and
identified the vocabulary they need, expose

4. beexchanged.
• Recognize topic and
purpose.
• Discriminate environment
sounds and background
noise.
• Identify form of
communication.
• Distinguish between
intonation and attitude.
• Establish the relationship
between participants.
The usage of
disciplinary dialogues:
Conversations that give
the students the change
to change concepts,
vocabulary, or complete
phrases according to
their own context and
previous knowledge.
• Repertoire of words
necessary for this social
practice of the language:
them to the language needed to
communicate when giving and receiving
information for performing community service.
Ask them to work in groups and analyze the
different characteristics that community
services have.
Group Ss and provide them with an
application format to analyze and fill out,
and then ask them to explain to the rest of
the class in the form of a short presentation.
In this way, Ss will have the chance to explore
different application formats to be filled out
with relevant information.
Stage 3
––Decide roles and turns
ofparticipation.
SESSION 6
Stage 3:
Ss decide what they want to include in their
dialogue and they attempt the construction of
their dialogue.
Expose Ss to dialogues pre-selected
to suit the purpose of giving and receiving
information. Ss do note-taking to discover the
functional language needed for this task.
Back in a plenary session, Ss provide the
phrases, functions, and structures needed for
the dialogue. Through monitoring, promote
self and peer correction, and if necessary use
direct correction.
Monitor the activity to make sure Ss
are actually attempting the dialogue with a
good repertoire of words, relevant structures,
and appropriate functions.
Stage 4
––Check that sentences are
understood when spoken
and listened to.
Understand the general
meaning and main ideas.
• Activate previous
knowledge.
• Find out the meaning of
words.
• Predict the general
meaning.
• Distinguish composition of
expressions.
• Topic, purpose and
intended audience.
• Context clues:
environment sounds,
background noise,
relationship between
participants, attitudes,
etc.
Predicts the general
meaning from words
and expressions similar
to those of the mother
tongue.
Distinguishes
expressions in oral
exchanges.
Recognizes the
composition of
SESSION 7
Stage 4:
Ask Ss to bring along posters, flyers and
different types of texts from which they can
extract information for their own projects, and
ask them to discuss the kind of information
they would like to include in their project.
Having decided on the contents, Ss
proceed to make their dialogue. Encourage
Ss to use the language, do not spoon-feed.
Ss may write their dialogue

5. • Identify words used to link
ideas.
• Find key words.
• Recognize the behavior of
speakers and listeners that
support the meaning
construction.
• Determine sequence of
statements (for example:
description, instruction,
etc.).
expressions in oral
exchanges.
interventions on pieces of paper to be
shown to the teacher for correction and
enrichment before presenting them to the
other couples; they can even exchange
dialogues with other teams and act them out.
Stage 5
––Write sentences to give
and receive information.
Exchange information
about the performance of
community
Service.
• Choose a suitable word
repertoire.
• Use an appropriate
speech register based on
the addressee.
• Write sentences.
• Form of
communication: on-site,
distance.
• Structure of dialogue,
opening, body, closure.
• Speech register.
• Composition of
expressions.
• Similarities and
differences between the
mother tongue and
English language.
• Sentence types.
• Connectors (e.g., if,
then, and, because).
• Verbs: modals.
Produces expressions
to provide information
Adjusts volume and
speed.
SESSION 8,9
Stage 5:
Expose Ss to models of the type of
exchange they have to participate in. Having
analyzed this information, Ss make notes of
the type of language they want to add to their
own productions. Ask them to work in teams
and exchange sentences for peer correction.
Choose a spokesperson to read the
sentences aloud for the rest of team, and in
teams give the sentences a final revision.
Direct Ss’ attention to the key
elements of the product to make sure the
contents from the doing, knowing and being
are properly covered.
Ss may decide the types of sounds,
noises and special effects they would like to
insert while producing their dialogue.
Stage 6
––Practice sentences.
• Read sentences to
practice pronunciation.
• Organize sentences to
establish turns of
participation.
• Include relevant details
and interesting information.
• Establish tone and
intonation of sentences.
• Formulate and answer
questions to give and
request information.
• Acoustic features:
tone, intonation and
pronunciation.
SESSION 10,11
Stage 6:
Having identified the type of
exchange they need to produce, Ss proceed
to sit down and rewrite or edit their own
dialogues. Monitor as necessary and
promotepeer correction. As a last resource,
use direct correction.
In their same pairs, Ss practice the
dialogue in a low voice so that the rest of the
group still keeps the element of surprise when
the pairs come to front to act it out.
Ss may want to exchange their
dialogues so that the different pairs have the
chance to produce the others and having

6. experienced a dialogue that is not theirs;
they can be given the chance to enrich it with
the right intonation, tone and pronunciation.
Offer Ss an assortment of connectors
so that Ss want to try them out for the final
reading of their dialogues.
Ask Ss to take turns and perform the
dialogue in front of the class, the rest of the
Ss can also participate by adding ideas to
solve the problem or improve the service.
Ss take turns to come to the front and
act out the dialogue. The rest of the group
may express their opinion and suggestions for
further improvement.
The group is asked to identify the
opening, body and closure of these dialogues,
and the speech register they have used
depending on the audience they are to
present this to. Ss’ attention should be
concentrated on stress and intonation.
Stage 7
––Perform the dialogue. • Start a dialogue with the
help of written guidelines.
• Adjust volume and speed.
SESSION 12
Stage 7
If the school logistics allows it, ask
for permission to reproduce the dialogues in
other groups and other grades. Prepare the
presentation with noises and sounds.
Ss may select a panel to invigilate
the appropriate participation, and the right
attitude when pairs are at the front or when
they become the audience to guarantee
respect and acceptance all along.
Being through the language:
• Participate appropriately during oral exchanges.
• Foster confidence within interpersonal relationships.

7. Comments and reflections:
BOOKS
Publishing House Teacher’s Book Student’s Book Readers
“All Ready! 1” pp. 23-35 pp. 6-21 Reader
Macmillan pp. 7-19
"Brilliant! Teens 1" pp. 17-29 pp. 12-24 Fact
Santillana pp. 73-86
“Crossover 1” pp. 23-42 pp. 8-18 Informative
University of Dayton pp. 4-16
“Teens Club 1” pp. 32-36 pp. 7-13 Informative
Castillo pp. 6-14
"Yes, we can! 1" pp. 4-13 pp. 4-13 Fiction
Richmond pp. 5-15
Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
http://a4esl.org