PLANEACIONES DE INGLES PRIMARIA PNIEB planeacion de ingles para primaria

Lesson Planning
Cycle 2
3Rd Grade Elementary School
BimesterII

-Purpose, sender and intended
audience.
-Non-verbal language.
Cycle: Grade: Block: Date:
1 3° A 2-A
Social Practice: Learning Environment:
Give and receive instructions to make an object
Educational and
academic
SpecificCompetency Follow the steps of a set of instructions to make an object
Product Set of instruction
Stage of theproduct - Plan the writing of the set of instructions based on its
structure: title, subtitles, list of material, sequence of steps
or instructions and illustrations
Time 3 Sessions
COMMUNICATIVE SITUATIONS:
CLASS SEQUENCE
LEARNING OUTCOME (PRODUCT):
Identifies purpose and intended audience
Doing with the language Knowing about the language Being through the language
Listen to and understand instructions to make a
simple object (rattle, drum, etc).
Reading Skills: WritingSkills:
Observe layout of the components of an instructional text. Clarify the meaning of words using a dictionary
ListeningSkills: SpeakingSkills:
Associate an instruction withits graphic Distinguish consonant sounds
- Use language as a means of
sharing and learning about
cultural expressions- Identify topic, purpose and intended
audience.
- Observe the distribution of graphic
and textual components of a set of
instructions
- Associate an instruction withan
image.
- Structure of a set of
instructions.
- Topic, purpose, and intended
audience.
- Graphic and textual components.

ElementarySchool
Programa Nacional de Inglés en Educación Básica
Secretaria de Educación
Teacher:
Session1
Time Grouporganization Material Activity
5:00 Wholegroup CD T greets SS and welcomes them to class singing a good morning song
10:00 Whole group Paper crafts
(plane, boat,
hat)
T shows SS some paper crafts ( plane, boat, hat) and awakes their creativity by
askingthem if they know the steps to make one T encourages SS to use the target
language
15:00 Individual Hand out T gives a hand out sheet to SS andthen plays the audio SS listenand answer the
questions What’s happening? Mark the correct option: a) someone is painting b)
someone is drawing c) someone is makingan object , etc. after SS hadanswered T
play the audio again and check the answers
15:00 Individual whole
class
Notebooks,
dictionaries
T writes on the board some key vocabulary and SS copy it to their notebooks then
they have to look for meaning of new words
5:00 Individual board T practice pronunciation of new words and check meaning of words
Homework Finish vocabulary search for homework
Assessment
criteria
Session2
5:00 Whole group T greets SS and asks about what kind of paper crafts they know ( origami, etc)
10:00 Individual Homework T checks out homework and practice pronunciation of words also makes sure that the
whole class have the same meaning of the words
15:00 Individual Paper
sheets
T gives a copy to SS where they have to answer a crossword writingthe names of the
pictures in the copy (materials) next they have to match the words in order to name the
material example( a sheet… … of paper), etc. T checks spelling
10:00 Pairs Notebooks When SS have finishedthe last activity T asks oral participation and has SS toread the
materials after that they have to follow instructions giveninthe last exercise of the copy
( color the circle blue, color the quarters of the squares red and green)
5:00 Pairs Hand out When SS have finishthe whole activities T asks them to make a paper craft they know
and have them to write instructions
Homework No homework
Assessment
criteria
Session3
5:00 Wholegroup T greets SS and asks about yesterday’s class
10:00 Individual T gives an colored paper sheet and have SS to follow instructions inorder to teach them
the following words: unfold, fold, draw, glue, cut.
20:00 Individual, pairs Paper
sheets
After that the T writes on the board some uncompleted instructions that they have to
copy and complete intheir notebooks leavingenough space inorder to draw or paste the
example
10:00 Pairs Paper
sheets
When the class have finished the activity T asks oral participation in the reading aloud of
the instructions T focuses in pronunciation and helps SS whennecessary
5:00 Pairs Paper
sheets
Finally the T gives them a cut out sheet and SS number the steps in order and write the
final step the whole class checks the answers
Homework Study use of going to
Assessment
criteria

ElementarySchool
Teacher:
audience.
1 3° A 2-A
Educational and
academic
Stage of theproduct - Write the draft of the set of instructions including all its
components, based on a model
Time 3 Sessions
COMMUNICATIVESITUATIONS:
Identifies components of a set of instructions
simple object (rattle,drum,etc).
cultural expressions
- Identify topic, purposeand intended
audience.
- Observethedistribution ofgraphicand
textual componentsofaset of
instructions
- Associatean instruction with an image.
- Clarify themeaning of words.
- Identify cardinalsand ordinalsnumbers.
Participate in the writing of aset ofinstructions
- Determinethenumber of instructionsor
steps.
- Distinguish instructionsfrom list of
materials.
- Writeordinaland cardinalnumber.
instructions.
audience.
- List of suitable words.
- Types of sentences.
- Semantics fields
-

ElementarySchool
Teacher:
CLASS SEQUENCE
Session1
5:00 Wholegroup T welcomes SS to the class and have them count first, second, third, fourth, etc
8:00 Whole group poster T shows a poster of materials needed to make a rain stick SS name the materials they will
need (not all the materials inthe poster will be need it)
15:00 Individual CD Now ina hand out given by the T, SS listento the CD and mark the materials they need for
the rainstick, next write down the name of materials T checks out spelling SS correct if
necessary
12:00 Individual Handout Then they listen againand number the pictures inorder stepby step, listenone more time
and check
10:00 individual Handout Complete the instructions withwords from the box then read aloud the instructions and
check the answers SS correct if necessary
Homework Follow the instructions at home and ask toyour parents to help you out to do the rain stick
Assessment
criteria
Session2
Time Group
organization
Material Activity
10:00 Individual Rain stick T greets SS and cheks homework SS show rain sticks to the class
10:00 Whole group Flashcard T shows SS usinga flash card a Jack O’ lanternand explain how to make one SS identify
materials and instructions T leaves the flashcard on the board.
15:00 Individual Board
notebooks
T writes on the board the instructions to make the lantern and SS have to copy to their
notebooks and number the instructions after that illustrate the instructions
15:00 individual,
whole class
CD, hand
out
After the T had checked the activity he plays a song, fisrt SS listenthe song then the T
gives a hand out sheet whit the lyrics that have to be completed T write the missing words
on the board SS listenand complete the song
5:00 Individual SS listenagain and chek the song and finally singthe song along withthe T and the music
after sometimes SS singa capella
Homework Sing the song to your family
Assessment
criteria
Session3
Time Group
organization
Material Activity
5:00 Wholegroup CD T greets SS together sing yesterday’s song
10:00 Whole group Paper
hat
T shows toSS a paper hat and asks them if they know how to make one SS give answers in
Spanish T encourages them to say the instruction in English
15:00 Pairs Hand
out
T organizes the classroom in pairs and gives them a hand out where they have to look and
match the instructions withthe images example: fold inhalf, fold into thirds, etc.
15:00 Pairs Hand
out
Then students look and answer the questions and follow the instructions what these
instructions are for? How many steps are needed? Number the steps according to the
sequence. What can you use a pirate hat for?
10:00 Individual Hand
out
When SS have finishedthe activity the T plays an audio to listenand check the order of the
steps, listenone more time and check answers (play the audio two or three times)
Homework Study the ordinal numbers
Assessment
criteria

ElementarySchool
Teacher:
audience.
1 3° A 2-A
Educational and
academic
Stage of theproduct - Check the set of instructions with the members of the
team and then with the Teacher to make sure it is
complete, instructions are in the correct order and its
writing complies with spellings conventions
Time 3 Sessions
COMMUNICATIVESITUATIONS:
CLASS SEQUENCE
Completes instructions. Identifies the order of instructions in a sequence .
audience.
instructions
steps.
materials.
- Dictatewordsto completeinstructions
- Identify differencesand similaritiesin the
writing ofwords
Read aloud a set ofinstructions
- Identify stressand intonationin words
- Identify consonantssounds
instructions.
audience.
- Semantics fields
- Consonant clusters absent or non-
frequent in the model tone
- Conventional writing of words
without alterations, replacements
or omissions

ElementarySchool
Teacher:
Session1
10:00 Wholegroup CD T greets SS and sings the song “the Jack O´ lantern”
10:00 Whole class Paper hat T asks SS about the last class SS tell the T some of the instructions needed to make a
paper hat, T encourage them to use the target language
notebooks
T writes on the board the instructions how to make a pirate paper hat SS unscramble
the words inparenthesis to complete one part of the instructions, SS copy and answer
notebooks
SS readaloud the instructions and the whole class check the answers SS correct if
necessary, T asks to SS to copy the ordinal numbers in their notebook
notebooks
T asks questions about the instructions to make a paper hat encourage SS to answer
using the ordinal numbers in order
Assessment
criteria
Session2
5:00 Wholegroup Audio T greets SS and welcome them to the class
10:00 Whole class Video T shows a videoof how to make a fire truck SS have to identify the instructions
and the materials T asks them to write down notes
15:00 Whole class Hand out T gives a hand out where SS have tolook and label the parts of a manual first the
T guides the reading of the complete manual, SS repeat after him. When they
finishreading SS label the title, instructions and materials, SS read the materials
and the instructions
15:00 individual Cuts out T gives cuts out to SS in order to use them to complete the instructions and the
material (cut classify and glue) read the instructions aloud pay attention to the
underlined words
5:00 Individual Notebook and
glue
T checks out the exercise and asks SS topaste the copy in their notebooks
Homework If SS did not finish exercise do it at home
Assessment
criteria
Session3
5:00 Wholegroup T greets SS talks about yesterday exercise
15:00 Whole class Yesterday´s
manual
T writes on the board an exercise where SS have to match the numbers withthe
corresponding objects (about yesterday´s materials) example seven… …paper
plates, one card board box, etc
20:00 individual Cut out T gives them a cut out that they have to look cut and glue the correct picture of
materials intheir notebooks after that the whole class discuss. Why is this correct
picture? What is wrong withthe other picture?
10:00 individual Hand out Read instructions from yesterday class using the hand out that the T just gave to SS
cut and glue the images in order. T makes sure that everybody is working and
understand the activity
individual Hand out When they have finishT checks the exercise and asks towrites ordinal numbers
according to the instructions
Homework If SS did not finish exercise do it at home
Assessment
criteria

ElementarySchool
Teacher:
audience.
1 3° A 2-A
Educational and
academic
Stage of theproduct - Write the final version of the set of instructions and include
graphics that explain the steps to make an object.
- Use the set of instructions to make an object.
- Use and share the object with other group members
Time 3 Sessions
COMMUNICATIVE SITUATION
CLASS SEQUENCE
Find differences and similarities between words. Writes, both in numbers and in letters
ordinal and cardinal numbers.
audience.
instructions
steps.
materials.
- Dictatewordsto completeinstructions
- Identify differencesand similaritiesin the
writing ofwords
Read aloud a set ofinstructions
- Identify stressand intonationin words
- Identify consonantssounds
- Identify actionsin instructionsorsteps
- Identify useand purposeof theobject a
set of instructionsrefersto.
instructions.
audience.
- Semantics fields
- Consonant clusters absent or non-
frequent in the model tone
- Conventional writing of words
without alterations, replacements
or omissions
- Upper and lower-case letters
- Punctuation

ElementarySchool
Teacher:
Session1
10:00 Wholegroup T greets SS and asks them to count first ordinal and then cardinal numbers
15:00 Whole class Board T asks SS to follow the instructions and writes on the board the followingexercise: circle the
object inred, the numbers in blue, the actions ingreen, and the colors inorange, add one
more word for each category
20:00 Whole class Cuts
out
SS copy intheir notebook do the task whenfinish T gives them a cut out sheet where they
have to complete the words that are written by categories, label the categories, look read
and mark the stress in each word.
10:00 Individual Board Read the words aloud and T makes sure that the whole class had stressed the correct
syllable
Assessment
criteria
Session2
5:00 Wholegroup T greets SS and sings the good morning song
10:00 Whole class video T shows toSS a piñata explains the steps to make the piñata by
showing a video
15:00 Individual Water newspaper flour,
balloon, tissue
T organizes the SS in teams and provides the materials (previously
asked) and a hand out withthe instructions to complete the task
balloon, tissue, hand out
When the teams are already set up T guides the activity andstarts
reading the instructions stepby step givingthe example as well
T and SS placed the incomplete piñata in a safe place. Tomorrow we
will continue working on this project
Assessment
criteria
Session3
5:00 Wholegroup T welcomes SS and asks them questions about yesterday´s class
20:00 Teams Water newspaper flour,
SS take their piñata and continue working withtheir project T makes sure
that everybody is collaborating inthe making of the piñata. Finally SS
decorate their piñata.
10:00 Individual Handout sheet In the hand out sheet previously given by the T SS complete the list of
materials
10:00 Pairs Notebooks In the same copy SS readand complete the missingletters inthe
instructions
5:00 Pairs Notebooks Finally SS go to the front of the class, taking turns and shows the piñata like
if they were givinginstructions to make one.
Homework In their notebooks SS illustratedthe instructions
Assessment criteria:

ElementarySchool
Teacher:
1 3° A 2-B
Offer and receive information about oneself and
acquaintances
Familiar and
community
SpecificCompetency Understand information about one’s own another’s daily routines
Product List of activities
Stage of theproduct State daily routines to be describe: have breakfast, shower,
commute to school, etc.
Plan the writing of statements to make the list, considering the
number of statements and the order in a chronological
sequence
Time 3Sessions
SS SEQUENCE
Session1
Time Group organization Material Activity
5:00 Wholegroup T greets SS and acts out some daily activities
15:00 Wholeclass individual board T introduces new vocabulary to the SS totalk about daily routines
15:00 Whole class individual dictionaries writes the words on the board and asks SS tolook for meaning in the dictionary
10:00 individual board T practices pronunciation with SS and they repeat after the T
5:00 Whole class Dictionaries T makes sure that SS have the same meaning of the words
Homework No hw
Assessment criteria
Identifies in oral and writingform, words that describe daily routines.
Doingwiththelanguage Knowingaboutthelanguage Beingthroughthelanguage
Listen to list of daily routines
Predict topic, purpose and intended
audience based on graphics
Distinguish contextual components
Identify theme, purpose and audience. Clarify the meaning of words using a dictionary
Listen to daily activities Predict types of daily routines
- Typographical resources: dashes and
bullets.
- List of suitable words
 Show integration and
ascends of belongingness
withina social group with
shared activities.
- Predict types of daily routines.
- Identify topic, purpose and intended
audience.
- Clarify doubts about the meaning of
words.
- Perform actions of daily routines
while mentioning them

ElementarySchool
Teacher:
Session2
5:00 Wholegroup T greet SS and welcomes to the class
10:00 Whole group Video T shows a video to the class Kelly’s day, SS identify the routines, and the
activities they do as well
10:00 Individual Video Watch the videoone more time and write down what does Kelly do in the morning/ in
the afternoon/ at night
class
Video, hand
out
In a hand out givenby the T, SS look at the pictures and circle the answer. What are
the pictures about? Thenwatch the videoagain and label the pictures
10:00 Individual Hand out After the SS have finished the activity T checks it out and SS correct spelling if
necessary.
Homework Draw your routine
Assessment
criteria
Session3
5:00 Wholegroup T greets SS and T acts out some actions, SS have to guess what actions is it.
10:00 Whole group Vocabulary T asks SS to follow him in the performance of several actionroutines from the
vocabulary
20:00 Individual Board, CD T writes on the board Marie’s daily activities then plays the audio and SS have to copy,
listenand mark what Marie does inher routine. ( SS copy to their notebooks and do the
task) but first T read aloud all the activities and SS identify them as the same time that
they are acting out them
class
CD,
notebooks
Listen againthe CD and number the activities inorder
15:00 individual notebooks When SS have finishedof number the actions T asks SS to illustrate the activities
Homework SS finishthe exercise at home if its uncompleted
Assessment
criteria

ElementarySchool
Teacher:
1 3° A 2-B
acquaintances
Familiar and
community
Stage of theproduct Enlist in written form the statements that correspond to the
activities, according to the planned sequence.
Time 3 Sessions
CLASS SEQUENCE
Understand and expresses schedules
Doing with the language Knowingaboutthelanguage Beingthroughthelanguage
bullets.
- Acoustic segmentation of words.
- Types of sentences
shared activities.
 Avoidthe use of offensive
illustrations or descriptions.
- Predict types of daily routines.
- Identify topic, purpose and intended
audience.
- Clarify doubts about the meaning of
words.
- Perform actions of daily routines
while mentioning them
- Identify names of moments of the
day in which daily routines are
carried out.
- Identify expressions that convey the
activities.
- Complete expressions.

ElementarySchool
Teacher:
Session1
5:00 Wholegroup T welcomes SS and talks about yesterday’s class
15:00 Whole group Reader book T reads a story from a Reader book and show the illustrated book in order to theach
them the moments of the day (morning, afternoon, evening, night) SS listenand
identify the routines they do on their own. When the reading is completely read T asks
questions about the reading
10:00 Individual Copy, CD In a hand out givenby the T, SS listenand write the expression according to the
pictures in the copy, T plays again the audio and makes sure SS have the correct
answers
1500 Individual whole
class
Copy, CD SS listenagain and complete the sentences T asks them to take care of the spelling
and SS correct the exercise if necessary
10:00 Individual Dictionaries,
copy
Using the same copy SS classify the expressions that they can use in the
morning/afternoon/evening/at night. They can use their dictionary in case they don’t
know a word. T asks participation of the reading aloud of the expressions, T focuses in
pronunciation and helps SS
Assessment
criteria
Session2
5:00 Whole group T greets SS and asks SS toact out the daily activities actions that he is mentioning
15:00 Whole group Board Then he writes onthe board a text where that are going to underline the actions after
they had copied into their notebooks. T readaloud the sentences and guides the reading
then asks SS to readby themselves
15:00 Individual Notebooks In their notebooks and using the words from their vocabulary and the their exercises SS
write down their ownroutine at the different time of the day. T checks spelling and has
SS to share their sentences by reading aloud to the class
15:00 Individual Hand out When finishedthe activity T gives a hand out where they have to complete the
information ( words that link information, a word that indicates a sequence of events,
time expression, etc)
10:00 Individual Hand out In the same hand out SS have to complete the diagram. Using verbs from their
notenooks. When the activity is completed SS read aloud their answers
Assessment
criteria

ElementarySchool
Teacher:
Session3
10:00 Wholegroup Board T greets SS and encourages SS to dictate him complete sentences about daily routines
Sentences
card
T explains the grammar of a sentence inorder to have students to learnto make
sentences correctly SS copy to their notebooks what the T just wrote on the board.he
gives examples of the grammar part and the sentences example: Time expressions( in
the morning) subject (Carmen) verb (wakes up) complement ( to take a shower)
punctuation (.)
10:00 Teams Notebooks Following the chart that the T just had explained SS write some sentences and T checks
the spelling and the grammar form of the sentences SS correct if necessary.
class
Notebooks Draw the activities that represents the daily routines youjust have wrote inthe last
exercise
12:00 Pairs Notebooks Dictate the sentences to your partner and checks the spellingand pronunciation and
correct if necessary T observes the activity and makes sure that everyone is working
Assessment
criteria

ElementarySchool
Teacher:
1 3° A 2-B
acquaintances
Familiar and
community
Stage of theproduct Include illustrations that represent the activity stated in the
sentences.
Check that the writing of statements is completed and complies
with spelling convention, in pairs first and then with the help of
the teacher
Time 3 Sessions
Follows and gives instructions to carry out daily routines.
bullets.
- Conventional writingof words
without alterations, replacements or
omissions.
- Predict typesof daily routines.
audience.
- Clarify doubtsaboutthemeaning of
words.
- Perform actionsof daily routineswhile
mentioning them
- Identify namesof momentsoftheday in
which daily routinesarecarried out.
- Identify expressionsthat convey the
activities.
- Completeexpressions.
Participate in the reading of statements.
- Read sentencesaloud.
- Identify partsin astatement.
- Identify actionsdescribeina statement.
- Compareand statementsand identify
their differencesand similarities.
- Classify activitiesaccording to thetypeof
wordsused to convey an action.
shared activities.
 Use basicrules of exchange
in a dialogue: listening,
looking at the speaker, and
respecting turns of
participation

ElementarySchool
Teacher:
CLASS SEQUENCE
Session1
5:00 Wholegroup Stripe
cards
T greets SS and gives cards for the activity they are about todo
15:00 Whole group Stripe
cards
Tinvites SS tofind out their card that completes their sentences ( T previously gave cards to
SS) (I take a… shower inthe morning ) when the SS have found their cards they take turns in
order to performance their daily activity routine and the rest of the class will guess it , the
couple that guess more activities gets a prize
15:00 Individual handout T gives a hand out sheet to SS where they will reada report and circle the 18 mistakes, T
starts the reading and then asks SS tocontinue reading aloud T emphasizes pronunciation
of words
10:00 Individual pairs Hand out Once they have found the mistakes SS correct the punctuation marks, capital letters and
spelling of the text. Thennumber the texts inorder .
5:00 Individual CD After SS did the activity T plays anaudio in order to check the order of the sentences, T
plays again the audio and help SS tocorrect the text.
Assessment
criteria
Session2
5:00 Wholegroup T greets SS and asks SS about yesterday’s class
10:00 Whole group Hand out T asks to the SS totake out the copy from yesterday and read aloud againT
focuses inpronunciation and helps SS toidentify sounds of the words.
10:00 Individual notebooks T asks SS to rewrite the report intheir notebooks, and asks them to be careful
withthe spelling of words. T checks that everybody is working inthe class
class
Notebooks When SS finishthe writingT asks them to illustrate the report in order of the
routine during the moments of the day.
10:00 Pairs Notebooks,
schoolsupplies
Write a report of your own daily routine then illustrate it T checks Spellingand
grammar form of the sentences, SS correct if necessary
Homework If the task is uncompleted finishit at home
Assessment
criteria
Session3
5:00 Wholegroup T welcomes SS to class
10:00 Whole group Poster Using a poster the T presents Becky’s day during the different moments of the day. T
encourages SS toname the routines inorder or just to name the times of the day.
notebooks
On the board SS dictate to the T the activities that Becky does everyday alsowrite the
times (T write the words with spellingerrors and make sure that SS identify the errors
and corrects} them) SS copy from the board
class
Hand out In a hand out givenby the T, SS complete Becky’s agenda and write down the
activities by day of the week and time. T makes sure SS have the correct answers
15:00 Pairs Notebooks Now SS withthe information from Becky’s agenda make sentences and write them
down in their notebooks. T checks spellingand the grammar form of the sentences.
SS share answers withthe classmates
Assessment
criteria

ElementarySchool
Teacher:
1 3° A 2-B
acquaintances
Familiar and
community
Stage of theproduct Compare the list and decide the format in which they shall be
presented (sign, card, etc).
Show the list to an audience chosen by the group and the
teacher
Time 3 Sessions
Identifies differences and similarities inthe writingof daily routines.
Dictates words.
Identify theme, purpose and audience. Write a list of daily routines
Listen to daily activities Talk about types of daily routines
bullets.
- Conventional writingof words
without alterations, replacements or
omissions.
- Upper and lower-case letters
- Predict typesof daily routines.
audience.
- Clarify doubtsaboutthemeaning of
words.
- Perform actionsof daily routineswhile
mentioning them
- Identify namesof momentsoftheday in
which daily routinesarecarried out.
- Identify expressionsthat convey the
activities.
- Completeexpressions.
Participate in the reading of statements.
- Read sentencesaloud.
- Identify partsin astatement.
- Identify actionsdescribeinastatement.
- Compareand statementsand identify
their differencesand similarities.
- Classify activitiesaccording to thetypeof
wordsused to convey an action.
Write statements
- Order sentencesaccording tothepartof
theday when they described activities
take place.
- Dictatewordsthat makeup statements.
- Enlist statements
shared activities.
 Use basicrules of exchange
in a dialogue: listening,
looking at the speaker, and
respecting turns of
participation

ElementarySchool
Teacher:
CLASS SEQUENCE
Session1
5:00 Wholegroup T greets SS and asks them to count withordinal and cardinal numbers
10:00 Whole group Notebooks
copies
T introduces the next activity and has SS toremember the works of the unit making a
summary withtheir notebooks and copies
10:00 Individual Hand out Then T gives a hand out to SS where they have to unscramble the instructions. When
they finishthe activity T asks participations one by one the whole class checks the
answers
class
Hand out
notebooks
The next exercise SS complete the sentences with words from the box but remember
SS they can check their notebooks then write the sentences inorder. T checks spelling
and grammar form of the sentences. Finally SS readaloud the sentences.
5:00 Individual School
supplies
Illustrated the sentences according to the time of the day
Assessment
criteria
Session2
Time Group
organization
Material Activity
5:00 Wholegroup T greet SS
10:00 Whole group Illustrated report T explains the followingactivity let’s make and Illustrated report to SS who had
brought to the class the materials previously askedby the T
15:00 Individual Colored paper, glue,
magazines, cuts out,
scissors, folder
T asks to students to get from the notebooks one of the reports they wrote in
past classes and then cut the colored paper incards where they are going to
write the routine activities and the they illustrated using cuts out from the
magazine
20:00 Individual
whole class
Colored paper, glue,
magazines, cuts out,
scissors, folder
Finally SS put together in order by sequence the illustratedcards into the folder
and go to the front of the class taking turns inorder to share their report, at the
end SS exhibit their folders inthe classroom
Assessment
criteria
Session3
Time Group
organization
Material Activity
5:00 Wholegroup T welcomes SS and asks about yesterday’s class
10:00 Whole group Posters of each time of
the day
T organizes the group into teams to make the list of activities classifiedby
moments of the day (morning, afternoon, evening, at night)
10:00 Teams Cardboard, markers,
colors, tissue
Once the class is set up in teams they start working withthe writingof the
activities that correspond to their time of the day T checks spelling of the list
15:00 Teams Cardboard, markers,
colors, tissue
After the team wrote the list of the activities they decorate the cardboard
and color it they can used the tissue paper in order to illustrated the list
15:00 Teams List of activities according
to the time of the day
When the teams have done the activity they take turns to show and read
aloud the list after they participate T helps SS to display the list on the walls
of the classroom.
Assessment
criteria

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PLANEACIONES DE INGLES PRIMARIA PNIEB planeacion de ingles para primaria