CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015

GRADE:
SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Recognizes future verb
forms within sentences.
Classifies sentences by
the types of future verb
form found in them.
Compares sentences that
express future situations
to ones which express
past and/or present
situations.
Formulates and answers
questions in order to
understand forecasts.

First grade
PARTICIPATE IN LANGUAGE GAMES TO WORK WITH SPECIFIC LINGUISTIC ASPECTS
Literary and Ludic
Participate in language games to recognize and comprehend future tense in forecasts.
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH THE
LANGUAGE
LANGUAGE
Check written forecast examples
Verb tenses: present,
Promote feedback among
past, future (will, shall,
classmates.
Identify situations in which forecasts are
made.
be + going to).
Show a good attitude to
Recognize topic, purpose and intended
Sentence types.
auto-evaluate possibilities
audience.
and capacities.
Non-frequent or
.
Distinguish graphic and text components.
absent letter groups
found in mother
Understand characteristics of the future
tongue. (e.g., sh, ll).
tense.
Conventional writing
Listen to the reading of forecasts containing
of words.
verb forms in future tense.
Punctuation:
Identify sentences that express future
apostrophe.
situations and conditions, and their
composition.
Classify sentences according to the future
verb form.
Complete sentences with words used in future
situations and conditions
Compare sentences that express future
situations to those that express past and/or
present situations.
Answer questions formulated to create
forecasts based on current situations.

UNIT:

3A

PRODUCT
FORECASTS
Stage 1
Establish which kind of
descriptions are allowed and
which are not to write the
forecast.
Stage 2
Choose a subject to write a
current description: of one-self, a
classmate, the community, etc.
(e.g., Maria is now in secondary
school, in the future she will
study, in a 15-year-time she
will be)
Stage 3
Write the current description.
Stage 4
Foretell the current description
and write it in the future tense in
order to write the forecast.
Stage 5
Read the forecasts out loud and
place them in a visible spot of
the classroom.

Write sentences that express future tenses,

in order to make a forecast.
Write words that express future tense.
Write questions about future situations.
Complete sentences with the future verb form.
Arrange sentences in a sequence.
Write down sentences to make a forecast
about a real or fictitious situation.

SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Ask Ss to bring articles to the class, they can be about issues they are interested in such as sports, machines, technology, fashion, etc. Ask them to
include information about the origins, updated information as well as future information about the event. Ask Ss to keep a record/chart of the action words
and vocabulary encountered in context, as a whole group, establish a connection between the vocabulary as well as the expression with different tenses
such as present, past and future.
Encourage Ss to think about what the topics they chose will be like in the future, at this stage it is important for Ss to know that there exists a future tense
in English that they can use to make predictions.
Analyze a forecast as necessary; remember to promote the use of English as much as possible. Make use of good Ss to explain, clarify and make it
accessible to all. On another occasion, expose Ss to a historical event or period to show the past tense in context. Complement the original record/chart
with verbs in past and the corresponding time expressions and adverbs so that Ss associate tenses to the time concept.
Ask Ss to write a brief description about themselves including information such as name, age, interest, and activities in the next 2, 3, 5, and 10 years.
As a model introduce yourself and ask Ss to predict events about in the following 2, 3, 5, and 10 years. Then encourage Ss to work in pairs and
interchange information about themselves, advise them to use pictorial support. It may be graphically organized as a time line. Tell Ss to use
expressions such as: At present I work for I prepare my sessions every. I do my shopping on Saturdays, etc.
Ask Ss to exchange their information, monitor while they are interacting in case they need any support or in case correction needs to be promoted.
Based on the input offered during the previous stage of the product, ask Ss to think of the logical organization of a description like that. Once Ss have
organized their thoughts and ideas, ask them to identify activities they may continue doing or that will have a follow-up in the future.
Draw Ss attention to activities that are possible and logical for their age.
Make Ss equip themselves with the vocabulary needed to carry out the task. Allow time for dictionary work and for Ss to enrich one anothers vocabulary.
In trios, ask Ss to write their own descriptions in pencil to allow for corrections and changes. Monitor Ss work as necessary and allow the stronger
students to help out. Make sure the final version is correct and legible, both in terms of grammar and English but also in terms of contents and the right
sequencing of actions and ideas.
Taking the description presented in stage 2 of this product, encourage Ss to work in pairs or in teams and transfer the activities to the future time. Do it
with two or three examples, leaving the rest for Ss to start attempting the construction of the future forms. Start with WILL as it only means adding the
auxiliary. Expose Ss to the negative form. Make sure they grasp the concept of uncertainty for future and they add the right expression: I guess /I think I
will I will probably Maybe I will Once they are well familiarized with this future form, use GOING TO with the corresponding nuance in meaning
and concept. Make sure they know GOING TO is used for future activities that have been planned and decided on.
Ask Ss to manipulate these two forms depending on their own intentions. Leave a formula on the blackboard for students to substitute will for going to as
appropriate. Complete the forecast again in pencil and monitor Ss work as necessary. Once all forecasts have been checked by students themselves,
with a final check on the part of the teacher, ask Ss to write them out on nice, attractive pieces of cardboard to be exhibited in the classroom.
If time allows and the work is well done, linguistically speaking, Ss may add a bit of artwork to make them more attractive and catchy.
Make sure to count on the number of lessons necessary to allow each team to come to the front and read their forecasts out loud with good pronunciation
and intonation. Allow time for questions stemming from the oral presentations. Assist and promote correction as necessary.
Prepare a good checklist for Ss to evaluate their work and have one more criterion to evaluate Ss work and progress during that month.
Keep Ss informed about what they are doing well, and what still needs improvement. Go back to the Ss whose work has not been so satisfactory and give
them the chance to try harder to earn a better mark. Tell Ss they can attempt a draft copy and then on the basis of the teachers and colleagues
comments they may make changes.

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB

BOOKS
Publisher

Teachers book

Students book

Readers

All Ready
Macmillan

pp.75-87

pp.66-81

Readers
pp.59-71

Brilliant! Teens
Santillana

pp.93-111

pp.88-103

Stories
pp.31-42

Crossover
University of Dayton

pp.102-121

pp.49-58

Informative
pp.29-44

Teens Club
Castillo

pp.78-85

pp.70-85

Informative
pp.55-64

Yes, we can!
Richmond

pp.44-53

pp.44-53

Non-fiction
pp.27-38

Other resources
http://www.mes-games.com/future1.php
http://www.esltower.com/GRAMMARSHEETS/future/future.html
http://www.eslkidsworld.com/worksheets/future%20will%20and%20going%20to%20worksheets/

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB