PNIEB_1ST

Formation and AcademicDIRECCIN DE INGLS EN EDUCACIN BSICA

PLANEACIN DIDCTICA SEMANAL

School:Teacher:Cycle: 1Grade: 1 st.Date: week 1 toMaterials:

Block 2: Unit 3Social Practice: follow steps in an instruction manual in order to make a product.Grammar: Specific Activities with the Language: read illustrated instructions manuals in order to assemble an object.Environment: Formation and Academic

TEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDay's ObjectiveTo identify graphics and textual components in instruction manualTo recognize topic, purpose, and intended audience of instruction manualsTo differenciate instructions or steps from a list of materialsTo find out the meaning of words using a picture dictionaryTo recognize names and figures of Cardinal numbersTo know (Warm up/ Presentation) display an instruction manual on board. Guide ss to identify Title, instructions, and list of materials by answering questions(What is it about?, How do pictures help us understand?, etc.Display an instruction manual on board. Guide ss to identify topic, purpose, and audience, by answering questions(what for?, who is it for) Help ss with the answersShow ss an instruction manual and ask them where you can find what you need to make the object. Guide ss to the instructions as well and explain.Read a small part of the text in a manual. Say aloud (a specific word) "I do not know whay it means. Model looking up the word in a picture didtionary. Look around and ask ss where they can find numbers(Clock, cellphone,etc) Display visuals numbers1-10 on board. Ss repeat saying the numbers. Play audio ss repeat.To do (Practice/ApplicationIn pairs, ss explore an instruction manual (provided by T) and talk about it . Ss will identify the te textual compnents with T's help Pair-work provide each pair with an instruction manual and let them explore it. Direct ss' attention to the board and go over the manual one more time. Point out the topic and ss look at their manuals. Elicit from ss where else they can find instructions/list of materials. Provide ss with handouts of an exercise where they will differenciate instructions and list of materials from other things.Assign two words to each pair of ss and ask them to look those words in the picture dictionary.Pair-work. Ss stand up and T calls out a number(1-10) ss should trace the number in the air. Repeat. Then ss sit down and practice with partner.To Be (Assessment)Ss participate at the board. T ask the questions again, ss answer, eg What is it about?.... Why do you think so. Did pictures help you? Ss share answers with the classEncourage ss to report to the class placing his/her work up on the board.Ss report to class.Ss trace the numbers I-10 in writing sheets. Encourage ss to say the names of the numbers to the classHomeworkCommentsAchievment:

______________________________________________________________________A.T.P.DIRECTOR(A)

DIRECCIN DE INGLS EN EDUCACIN BSICA

PLANEACION DIDCTICA SEMANAL


Block 2: Unit 3Social Practice: follow steps in an instruction manual in order to make a product.Grammar: Specific Activities with the Language: read illustrated instructions manuals in order to assemble an object.Environment: Formation and AcademicTEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDay's ObjectiveTo distinguish the order of instructions or steps in a sequenceTo compare the written form of wordsTo select words to complete instructionsTo read aloud an instruction manual with the support of visual aids.Cumulative reviewTo know (Warm up/ Presentation) Call on a st to tell "what happens first," and on another st to "tell what happens next" and so on. Direct ss'attention on getting the correct sequence.Write on board the name of the numbers(1-4) Direct ss' attention to the beginning and ending of the words. Ask them how many letters they see in number one and so on.Select some key words(Three) that can be used to complete instructions from the manual. Say the word holding up a visual of the word. Have ss repeat. Do as many times as necessary.Display 3-4 visuals related to the instruction manual . Read the manual aloud and point at the picture you're reffering to. Do it again and have ss repeat. Continue Cumulative reviewTo do (Practice/ApplicationDivide the class into teams. Give each pair 4 pictures that can be arrange in sequential order, eg planting a flower(4 steps)Ss will paste the pictures on a sheet of paper in left-to-right order.Have ss trace the name of number one and two in a writing sheet.Practice with ss instructions. Read the instruction aloud, ss repeat. Do it several times.Pair- work. Give each pair a photocopy of the manual you just read. With your guide, ask ss to read the manual with the help of visuals. Make sure they take turns. Cumulative reviewTo Be (Assessment)Encourage ss to "Show and Tell" about his/her work to the class.Invite ss to trace the names of the numbers on the writing sheet you have placed on the board.Read the instruction aloud but do not finish it and give ss the opportunity to fill in with one of the "key words" they have practiced.Encourage ss to participate reading aloud to the class.Cumulative reviewHomeworkCommentsAchievment:

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TEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDay's ObjectiveTo order instructions or steps in a sequenceTo compare words in the foreing language and the mother tongueWord formationTo write instructions based on a modelTo establish correspondence between the writing and reading of wordsTo know (Warm up/ Presentation) Read the instructions (3-4) in a manual(same from last week) ss repeat several times. Mix the order of the instructions and model putting them in the proper order. Invite a ss to do it .Draw a chart on board. Write two Spanish words on one side and two English words on the other side.Point out the similarities and the differences between those words. Elicit more words from ss to compare.Write the word KING. Model blending the sounds/k/-ing. K I N G (change K for S ) S I N G (change G for K) . S I N K and so on. Present two -three instructions as a model. Read them aloud and have ss repeat several times. Elicit from ss another instruction and write it down. Leave them on the board (they shoul be short ones)Display the instructions on board(poster size) Read them aloud while keeping track of the print eith an indicator. Read them again and this time keep the indicator in the incorrect track. Ss will notice you'reTo do (Practice/ApplicationPair-work. Give each pair a set of strips of papers with written instructions. Ask ss to order the instructions in a sequence.In pairs ss look for more words in the instructions in a manual to compare Encourage ss to add more words to the board. Now, in pairs ss play forming new words.Ss trace the writing of the instruction on a writing sheet.track. Ss will notice there is no connection witrh between what you're reading and the writing(print) You should use visuals To Be (Assessment)Ss present their work to the rest of the class.Ss share their findings.Invite ss to shoe their word formation to the class.Ss draw a picture reffering to the instruction and color itT practice with ss readind aloud several times While T keeps track of the print with an indicator.HomeworkCommentsAchievment:

A.T.P.DIRECTOR(A)





TEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDay's ObjectiveTo plan a projectTo review and work on the projectTo review following stepsTo present the projectExamTo know (Warm up/ Presentation) Tell ss they're going to make a project. Illustraded instruction manual to make an object: A kite and/or a mask.Review. According to the project chosen, T gives instructions.Review. Give instructionsT gives instructions ExamTo do (Practice/ApplicationDivide the class into pairs. Ss decide which project to choose.Ss should identify with T's help the instructions and the list of materials. In pairs ss practice reading the in structions with the support of illustrations T. monitors and makes sure ss take turns talking.Ss present their projects following the steps in the instruction manual to make an object!ExamTo Be (Assessment)Ss have decided and T gives instructions.Ss draw pictures that correspond to each instruction.Ss present their projects to the class so they have a chance to arrange anything left behind.You may invite other classes to the presentation.ExamHomeworkBring an instruction manual to have it as a modelSs keep working in the illustrationsCommentsAchievment:

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Familiar and CommunityDIRECCIN DE INGLS EN EDUCACIN BSICA


School:Teacher:Cycle: 1Grade: 1Date: week 5 to Materials:

Block 2: Unit 4Social Practice: follow and give instructions in everyday settingGrammar: Specific activities with the language: understand and follow instructions to carry out everyday home activitiesEnvironment: Familiar and Community

TEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDaily ObjectiveTo identify purpose of instructions in everyday home activities(With support of visuals aids, non-verbal languageTo listen to instructions, observe images that illustrate them , and perform themTo identify specific words while listeningTo identify new vocabulary and find out its meaningTo distinguish intonation in instructionsTo know (Warm up/ Presentation) Display a poster of house showing areas nside. Elicit from ss anything can tell. Mime activities that are performed in each area, say (wash dishes,etc)Ss do it with you.Discuss purpose of instructions.Play audio of instructions around house. Alow ss get familiar with what they listen to and show visuals of performance of the instructions. Guide ss to perform them.Play audio, oint out key words. Have choral repetitions while you show images that illustrate the target vocab. Model identifying the target words by pointing to the word (written on board) when you hear it. TPR routine(always) Present written familiar and one unknown instructions on board. Read them aloud showing pictures, except for the one unknown. Model how to find the meaning(through images, context, etc)Pre-teach vocab. Sing a song, etc. Read aloud some instructions for chores at home and have ss notice how your voice goes up or down, etc to show emotion, etc Practice with whole class.To do (Practice/Aplication)Guided prectice. Divide the class into pairs. Have ss perform the instructions with you. Help ss identify purpose. Remember to place visuals on board. Pair-work. Divide the class into pairs. Hold up an image of an instruction and ask ss to perform them. They should say them aloud as well.In pairs ss listen to audio and signal when they hear the specific word.Guided practice. In pairs ss identify new vocab in a printed exercise (pictures and vocab) and find the meaning.In pairs and with the T's help ss read aloud instructions practicing intonationTo Be (Assessment)Elicit from ss purpose of instructions Encourage ss to present their performance to the class. Two - three pairs of ss participate inj front of the class. T show an image, say it aloud, and ss act out the instruction.Ss answer an exercise where they will circle, underline, etc the written word they heard. The exercise shows word and image together. Check answers as a class.Ss report to class. T provides feedback.Encourage ss to report to the class.HomeworkCommentsAchievment:

______________________________________________________________________A.T.P.DIRECTOR(A)DIRECCIN DE INGLS EN EDUCACIN BSICA



Block 2: Unit 4Social Practice: follow and give instructions in everyday settingGrammar: Specific activities with the language: understand and follow instructions to carry out everyday home activitiesEnvironment: Familiar and CommunityTEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDaily ObjectiveTo identify sender and intended audienceTo appropiately respond to oral instructionsTo compare the written form of wordsTo recognize writing directionalityCumulative reviwTo know (Warm up/ Presentation) Present three different instructions, eg make your bed, color the circle, wear seat belt. Model how to identify sender y who is the instruction for?. Model again as needed.pre-teach vocab. Remember to always use images. Model, practice,etc. Read an instruction aloud and mime the response. Do it more than once. Then do it with the class.Write on board two to three words and direct ss' attention to how the words start, eg upper case, lower case, how many words, etc. Practice with the whole class, with one st. Write on board some instructions and point out Or elicit from ss how you start writind(left to right). Model puttin images in sequencial order and point out you start from left- right.To do (Practice/Aplication)Guided practice. In pairs and with T's help ss practice. In pairs ss respond to the instructions T reads aloud. Then have ss change partners. Keep practicing.Guided practice. Divide the class into pairs. Point to the letters an have ss say sound, name, upper or lower,etcSs practice in writing sheets. Cumulative reviewTo Be (Assessment)The same practice as in the beginning, but in a printed exercise. T reads aloud, ss answer. T collects ss'work.Encourage ss to participate in front of the class. T reads instruction, ss(in pairs) respond by acting out the instruction.Ss trace two- three words, eg wash, make, bed, etc in a writing sheet.Ss participate at the board tracing words.HomeworkCommentsAchievment:




Block 2: Unit 4Social Practice: follow and give instructions in everyday settingGrammar: Specific activities with the language: understand and follow instructions to carry out everyday home activitiesEnvironment: Familiar and Community

TEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDaily ObjectiveTo complete the writing of wordsTo recognize names of areas or specific places at homeTo write instructions and names of places at homeTo classify illustrated instructions according to the area or specific place at home To write and respond to instructionsTo know (Warm up/ Presentation) Write 2-3 words on the board , but with one letter missing (in each word). Elicit from ss , explain and model completing the word. Model again and as necessary.Display the poster of a house showing the different areas. Elicit from ss the names of those areas and write the names on board or use strips of paper. Ss repeat while you point to the name.and place it in correct area.Display a poster with instructions written and a poster of the house showing the areas. Model reading the instructions and mime the response. Practice with the whole class.Display illustraded instructions at random. Place strips of paper with names of specific areas(bedroom, kitchen,etc) as titles. Model classyifing the images according to the area. Model again if necessary.Write instructions and mimthe response. Elicit from ss two to three instructions to respond there in classroom. Practice them with the class then with pairs ,with single. To do (Practice/Aplication)In pairs spractice with T's help and one writing sheet for each st.Pair-work. Provide each pair with a n exercise that shows the areas of a house. Ss place a strip( with name of area written) on the corresponding area.Have ss trace the names of places at home in writing sheets with images reffering to instructions and areas at home.Pair work. Provide each pair with illustrated instructions cards and a piece of paper with Names of specific areas. Ss classify according to the area. T monitors.Ss practice in pairs. Make sure they switch roles.To Be (Assessment)Ss participate at the board.Ss participate at the board placing the label in the correct area.Ss answer a matching exercise where they should draw a line from an image to a word or instruction that has a missing letter. T collects ss'workSs participate at the board.Ss perform in front of the class.HomeworkCommentsAchievment:




Block 2: Unit 4Social Practice: follow and give instructions in everyday settingGrammar: Specific activities with the language: understand and follow instructions to carry out everyday home activitiesEnvironment: Familiar and CommunityTEACHING STRATEGIESMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYDaily ObjectiveTo plan a projectTo work in the projectTo reviewTo present the projectEXAMTo know (Warm up/ Presentation) Tell ss they're going to make a project; a labeled model of a house. Give instructions.T presents her model of house. Demonstrate how to write on the lebels instructions/ names of areas at home and paste them in the right area.Demontrate placing the lebels in the correct area of the model house.Model saying the names of areas of the house . Then you say the name of area and say an instruction that can be performed in that area. To do (Practice/Aplication)Divide the class into pairs(suggestion) and distibute the actions to make the model of the house. Ss practice writing the instructions on the strips of paper. Guide ss to do the lebeling the model house. Ss practice presenting their projects.EXAMTo Be (Assessment)Show ss a model you brought and alow each pair to take a look at it for a minute or so.Ss classify the lebes according to areas T monitors and helps when needed.Check model and verify that lebels are placed correctly. Ss say the names of areas aloud.Ss present their projects !!!HomeworkStart making the model of a housePut together the model of the house. Bring it to class tomorrow.Practice for tomorrowYou may invite othrer classes to the presentation.CommentsAchievment:

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