Planeamiento Anual Trimestra 3 Grado

MINISTRY OF EDUCATIONEDUCATIONAL PLANNING ANNUAL / QUARTERLY

C. E. B. G. CARMEN CIELO HERRERA ORTÍZ

Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: February 23 th, to May 29th

Level: 3rd, Grade Trimester: I

Works week: 15AREAS: PEOPLE; FEELINGS AND BODY’S PARTS

LEARNING OBJECTIVES:

Recognize people’s feeling Dramatize a scene to illustrate feelings Describe people’s body. Draw the human body.z Understand and follow commands and the rules of the classroom. Investigate and illustrate the building of their school

CONTENT COMPETENCY PERFORMANCE INDICATORS

CONCEPTS: LANGUAGE SKILLS

ATTITUDE ( VALUES)

Learn to learn Communication

Interaction with surroundings

Society / Citizenship

Create the flash

cards to express

his/her felling

FEELINGS

Expressions

Exciting –mad

Hungry - thirsty

Describing people’s mood.

Maintaining a positive attitude toward different situation.

Worried - upset

Interested-bored

Distress

Grammar in context:

Information questions

nouns

adjectives

Parts of the Body

Describe people’s

Identifying expressions used to ask someone’s name or name spelling.

Discriminating

greetings from

courtesy expressions

Expressing mood.

-Identifying the different parts of the body.

Interacting politely and with respect when introducing oneself and others.

Recognizing the importance of stress and intonation in the exchange of information or ideas.

Justifying his/her

mood

-Showing interest to

know the human body

Communication



Learn to learn

Communication



Learn to learn

Communication

Act out puppets

conversation with a

partner indicating

his/her mood

Place his/her

photograph next to

a emotions

Prepare a short speech using feelings and emotions.

Sing songs related to the topic.

appearance.

Face

eyes

mouth

nose

ears

head

shoulder

legs

hands

feet

back

fingers

knee

-Connecting the body

parts with its corresponding name

-Showing respect for the human body and assuming responsibility for his/her own body.

Learn to learn

Autonomy / Personal Initiative






Recognize the parts of the body.

Create a personal

representation about

their body

Talk about his/her

body part.

METHODOLOGY AND TECHNIQUES: Song, Game, Individual practices, Peer learning.

ASSESSMENT ACTIVITIES:

Diagnostic: questionsFormative test: test, practices.Summative test: written test.

CORRELETED SUBJECTS:

Mathematics, Science, Social Studies, Physical Education, Technology.

English, Spanish, Language and Literature.

REFERENCES:

ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.

AREAS: HEALTH, NUTRITION AND FOOD


Analyze the importance of a balanced diet Explain the importance of a good nutrition Value the importance of vegetables in our diet. Analyze the structure of the food pyramid.



ATTITUDE ( VALUES)

Learn to learn




Learn to learn


communicative

List the variety of

different kind of food

Classify the food in their correct group.

Express preferences of variety of food.

Create a pyramid list of food by color, flavor and taste.

Food

Healthy food and junk food.

vocabulary: Doughnut , candy bar , lollipop, milkshake, Coffee, hot chocolate, popcorn , soup ,banana, lemon, carrot, fish, chesee, Apple ,milk, chicken, coke, hotdog, hamburger, potato fries, grapes, strawberries, cherries, tomato, meal, cake, pear, pizza, cucumber, watermelon, pineapple, orange, egg, bread , onions cereals, yoghurt lettuce, candies, flour , spaghetti, garlic.

-Identifying the different group of the food.

-Classifying the pyramid food.

-Comparing the quality of

different food

Emphasizing the importance of nutrition and healthy habits to improve the quality of life.

-Selecting nutritional food to improve his/her health

METHODOLOGY AND TECHNIQUES: Inductive method, Visualization, Dependent study , Independent study, Questioning, Illustration.


Diagnostic: questionsFormative test: test, practices.Summative test: written test

CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.

English, Spanish, Language and Literature

REFERENCES:

ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd.1988ALVERMANN, Donna and others Heath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.

AREAS: FAMILY, SCHOOL, HOUSE


Interact with a partner in a conversation using vocabulary related to the family. Express ideas and thoughts about families. Understand and follow commands and the rules of the classroom. Investigate and illustrate the building of their school

CONTENT COMPETENCY PERFORMANCE

INDICATORS


ATTITUDE ( VALUES)




Communication


Identify the extended family and relatives with

appropriate vocabulary

Draw or sketch ideas in response to extended family.

Use diagrams, and pictures from books to prompt comprehension.

Read his/her classmate’s descriptions of physical appearance at a sentence

Family

Parents

Relatives

In laws

-Male

-Female

Grammar in context:Possessives adjectives

Adjectives for describing appearance and personality

-Identifying extended family.

-Describing the extended family.

-Exchanging information about family members

Showing interest in the information exchanged by peers.

-Completing academic tasks with creativity

School

Places

People

Objects

Grammar in context

Preposition of place

In, on, under, in front of, between.

Demonstratives

Courses: Mathematics,

Science, Social Studies,

English, Spanish, Language

and Literature, Physical

Education, Technology.

-Identifying vocabulary related to objects, personnel, courses, and

places in the school

-Making posters related to courses or subjects.

-Asking for specific place.

-Showing awareness about the location of their school.

-Showing respect for their school.





Identify the places in the school.

Label the different school areas and personnel using the correct vocabulary.

Formulate and answers simple questions using preposition of place.

House

Parts of the house

-Rooms

-Furniture

-Activities

Demonstratives

Singular

Plural

-Yes – no questions

-Identifying vocabulary related to places and furniture.

-Describing specific activities for each part of the house.

Answering simple questions using yes/no about the house and its parts

-Cooperating to keep a clean and healthy environment at home.

-Reinforcing the values of tolerance, respect, and support in the family.




-Locate the rooms and furniture the house.

-Classify the furniture according to the part of the house.

-Identify chores in the houses.

-Give a short speech describing his/her house and furniture.

-Draw and label the

different spaces at

home with creativity

METHODOLOGY AND TECHNIQUES: Inductive method.

Visualization, Dependent study , Independent study, Questioning, Illustration,

ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices. Summative test: written test

CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology. English, Spanish, Language and Literature.

REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988

ALVERMANN, Donna and others Heath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie



Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: June 8 th, to September 11th

Level: 3rd, Grade Trimester: II

Works week: 14AREAS: ECOLOGY; PLANTS AND ANIMALS


Recognize the importance of plants to the planet earth. Discuss about pets with partners. Classify pets from farm animals. Prioritize the animal need from the most important to the less important.



ATTITUDE ( VALUES)

Communicative

Learn to learn

Label, draw and match the parts of the plants.

Plants

Vocabulary:

Parts

-Recognize the parts

Be aware the importance of taking care of the plant.

-Needs

-Function

- Reproduction

Sexual/asexual

-Grammar in context

-Wh question (what, why)

Animals

Vocabulary:

-Pets

-Farm

-Wild /domestic

of the plants

-Use colors to describe the needs of the plants and flowers.

-Identifying reproduction organs of the plants.

Identify types of animals.

Interact with nature.

Respect life cycle plants.

Show respect for

animals and recognize

them as part of the

ecological chain

Autonomy /Personal Initiative



Communicative

Learn to learn



Prepare a short speech explaining sexual and asexual reproduction.

Complete crossword related to the topic.

Identify pets, farm

animals, wild animals,

ocean animals

Classify animals by

-Ocean

Locomotion

-Land

-Air

-Sea

Comparative

-Similarities

-Differences

Wh questions

Classifying animals by

locomotion and certain

characters

Recognizing animal’s needs and their habitat.

Identifying sounds of different animals

Be aware of

preserving nature

Value the importance of animals in its habitat


locomotion

Identify differences of each group.

Compare similarities and differences between animals.

METHODOLOGY AND TECHNIQUES:

Inductive method, Visualization, Dependent study ,,Independent study, Questioning, Illustration

ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices. Summative test: written testCORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.


REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie

ui



Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: September 21 th, to December 18th

Level: 3 rd, Grade Trimester: III

Work week: 13AREAS: WEATHER, CLIMATE, , NUMBERS, TIME AND MONETARY UNIT


Identify cardinal numbers from 0 to 50 and their sequence. Identify ordinal numbers from 1ST to 50TH. Recognize time in English. Express time by saying the hour in English. Differentiate Daily activities from Schedule. Appreciate the importance of the climate.



ATTITUDE ( VALUES)




Create the flash

cards to express

his/her felling

Numbers

Vocabulary:

‐Ordinal

‐Cardinals

Recognizing numbers

from 0 to 100 and ordinal numbers from 1st to 100th

Maintaining a positive attitude toward different situation.

‐Grammar

‐Count and non-count

nouns

Adverb of quantity/ time.

Time

Vocabulary:

Clock, O’clock

Minutes, Seconds, Hour, Half

To, For.

Daily activities

Schedule

‐Grammar

-Identifying numbers.

-Identifying and naming each climate for specific weather.

-Classifying clothing for each season.

Interacting politely and with respect when introducing oneself and others.

Being aware of the importance of preserving nature.

-Keeping track of the everyday weather in each season.

-Interacting classmates comments and

Communication



communicative


communicative


Learn to learn

communicative

Act out puppets

conversation with a

partner indicating

his/her mood

Draw hands on clock to indicate a give and tell the time shown on the clock.

Make a clock with construction paper and a push fastener.

Participate in oral exchanges actively.

Read the clock in

‐Wh question(what)

‐Auxiliaries do‐does

‐Subject pronoun

‐Simple present tense

‐Spelling vocabulary

-Taking care of the environment for each season.

opinions

Appreciating his/her


English

Make a list of their daily activities.

Make schedule of one of their days.

List daily activities

Differentiate Daily activities from Schedule

Write sentences with

adverbs of quantity/ adverbs of time.

Ask about the weather condition daily.

Climate

Vocabulary:

‐Weather: cloudy, sunny, rainy

‐Seasons: summer, winter, spring.

Grammar ‐Information questions (what, how, why) how is the weather today?

‐Simple present

Today is a sunny day.

‐How is the weather today? What can you do to avoid?

Identifying climate

‐ Take care of the environment

-Identify and exchanging information about the Panamanian money.

classmates’ comments and opinions.

-Participating in oral exchanges activities.

Learn to learn

communicative


. ‐Make an oral presentation about weather.

‐Draw picture that shows your favorite season and explain the drawing to the class.

Create a monetary unit with different resources to oral presentation.

Monetary Unit

Cents

Balboa

Dollar

-Writing the price of monetary goods.

-Becoming aware of consumers’ rights.

Learn to learn CommunicativeMathematical thinking interaction with surroundings


CommunicativeMathematical thinking



Brainstorming giving name and value of monetary unit.

METHODOLOGY AND TECHNIQUES: Song, Game, Individual practices, Peer learning.


Diagnostic: questionsFormative test: test, practices.Summative test: written test.

CORRELETED SUBJECTS:

Mathematics, Science, Social Studies, Physical Education, Technology.


REFERENCES:

ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.

AREAS: TRANSPORTATION AND COMMUNICATION


•Recognize means of transportation

•Classify means of transportation.

•Recognize means of communication.

•discuss the differences between traditional and modern transportation and communication.

• Present information about transportation and communication.

•Recognize the importance of transportation and communication means.



ATTITUDE ( VALUES)

Learn to learn CommunicativeInteraction with surroundings

Differentiate

between traditionalTransportation -Identifying means

of transportation in Promoting the safe and responsible use

Means of Transportation

Bus

Taxi

Metro

Bike

Train

Horse

Boat

Airplane

And others.

different sources.

-Listing and describing

means of transportation

-Asking and giving information about the use of transportation.

-Identifying specific information about the use of

of means of transportation.

Being polite when

he/she use of the

means of transportation

Being aware of transportation in his/her community.

-Valuing appreciating the advantages the use of communication.


CommunicativeInteraction with surroundings






and modern

transportation

Recognize

Expressions related means of transportation.

Identify different means of communication in

his/her community

Communication

Traditional from modern

means of communication

-Traditional

-Written letters

-Modern Technology

-Wh questions(what, how)

-Adjectives

-Verbs

communication.

-Discriminating traditional from modern means of communication.

-Exchanging information about means of communication.

-Showing positive attitude toward the acquisition of the English language in communication.

-Promoting and being responsible of the use of communication.





Differentiate traditional and modern means of communication.

Exchange ideas of the use of communication in his/her daily life.

-Comparing means of communication


Inductive method, Visualization, Dependent study, Independent study, Questioning, Illustration.

ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices.Summative test: written test.



REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.

AREAS: LITERATURE


Analyze stories of the context.CONTENT COMPETENCY PERFORMANCE

INDICATORS


ATTITUDE ( VALUES)


Society /Citizenship





Underline the

main idea of the story using the modals

Match the word and the definition.

Make a model to illustrate the story and present to the class.

Dramatize a dialogue related to short stories.

Recite a poem

Literature

Grammar in context

-Modals (can –can’t)

-Quantifiers

-Short stories

-Understanding

-Dramatization

-Getting the main idea of a story

Recognizing vocabulary related the story

-Identifying key words

and specific information

-Recognizing chronological order of events in different sources.

-Using polite expressions to make description of

Performing academic tasks with creatively an enthusiasm.

Acquiring habits in

Developing literature.

Developing interest in resources literature

people and personalities.

-Determining sequence of events.

Sing a song


Inductive method, Visualization, Dependent study, Independent study, Questioning, Illustration.

ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices.Summative test: written test.



REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.

Documents

Planeamiento Anual Trimestra 3 Grado