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LESSON PLANNING U

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PLAN CLASS
TEACHER
HUGO ARMANDO ASCANIO
DIANA MILENA LLANO GARCÍA
LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
PENSILVANIA, CALDAS
2019
GRADE
Lesson number: ONE
Grade:FIRST
Numberofstudents: 3
Students’average: Pre A1
The parts of the body
Unit/Topic:
Time:1- 30 hours (per academic term)
Goal:
Identify, visually and orally, in English, some activities for body care and personal hygiene.
General objective
Identify, orally, words and short instructions, related to body care and personal hygiene.
Mention, in a simple way, actions he/she practices for his/her personal hygiene.
Language function
Express his/her preferences about certain food that contributes with the health care.
Describe his/her personal hygiene routine.
English DBA:
1. Understands and follows instructions related to basic school tasks, verbally and nonverbally.
2. Understands and makes simple statements, using rehearsed expressions about his/her
immediate environment (house and school).
3. Orders the sequence of main events in a simple short story, by using pictures, after reading or
listening to it.
Performance indicators:
KNOW
DO
BE
LEARN
1. Identifies vocabulary
related to body parts.
1. Answers simple
questions that require
basic personal
information.
2. Organizes images to
represent a sequence in
his/her daily routine and
retells it in English .
3. Makes a list of
activities required to
take care of the body.
1. Recognizes his/
her responsibility to
practice daily routines
to take care of the body
as an important way to
be healthy.
2. Becomes concerned
about his/her hygiene
and body care.
21st Century Skills
Shows commitment
with regard to his/ her
learning as a process
for lifetime.
Learning strategies
Establishes
relationships between
the things he/ she
already knows and the
new things to learn.
2. Recognizes words and
expressions related to
routines of body care and
personal
hygiene.
3. Identifies words that
help
him/her follow a
sequence in a
story or a process.
Possibleproblems
There isn’t energy in the school.
Anticipatedsolutions
The teacher has to be appropriated of the topic.
I.
FASE/ STAGE
BEGINNING
MIDDLE
LESSON SEQUENCE
PROCEDURE
 Greeting and song
“Hello teacher, hello
teacher, how are
you? How are you?
I am very happy, I
am very happy din
don dan, din don
dan”
 The teachers shows
and sing with the
students the song:
“head, shoulders,
knees and toes”
(Annex I)
 Students repeat
after teacher each
one the sentences
of the song.
 Students sing with
the teacher and the
video.




Students review
when they are
throwing a dice
where they have the
parts of the body
and answer to the
teacher what part is
it.
The teacher shows
to the students in
the board the parts
of the body and
students repeat
after him/ her.
The teacher gives to
the students a copy
where they paint the
body and math the
nouns with the part
in the picture.
(Annex II)
Students paint, cut
and paste in their
TIME
10 minutes.
5 minutes
15 minutes.
10 minutes
30 minutes
END
notebooks the
human body taking
into account the
picture on the left of
the paper. (Annex
III)
 Students in groups
of five play the
board game about
the topic of the
class. And say the
parts of the body.
(Annex V)
HOMEWORK:
 Students with their
parents in their
houses circle the
correct part of the
body that is in the
left of the copy.
(Annex IV)
15 minutes.
Materials:
Video Beam – pc – board–copies topaint and complete. Copies tocut, boardgamewith dice.
Annexes:
Annex I:
Video head, shoulders, knees and toes.
https://www.youtube.com/watch?v=h4eueDYPTIg
Annex II:
Annex III:
Annex IV:
Annex V:
Lesson number: two
Grade: FIRST
Numberofstudents:
3
Students’average: Pre A1
The daily routine
Unit/Topic:
Time:1- 30 hours (per academic term)
Goal:
Identify, visually and orally, in English, some activities for body care and personal hygiene.
General objective
Identify, orally, words and short instructions, related to body care and personal hygiene.
Mention, in a simple way, actions he/she practices for his/her personal hygiene.
Language function
Express his/her preferences about certain food that contributes with the health care.
Describe his/her personal hygiene routine.
English DBA:
4. Understands and follows instructions related to basic school tasks, verbally and nonverbally.
5. Orders the sequence of main events in a simple short story, by using pictures, after reading or
listening to it.
Performance indicators:
KNOW
DO
BE
LEARN
1. Identifies vocabulary
related to body parts.
1. Organizes images to
represent a sequence in
his/her daily routine and
retells it in English .
2. Makes a list of
activities required to
take care of the body.
1. Recognizes his/
her responsibility to
practice daily routines
to take care of the body
as an important way to
be healthy.
2. Becomes concerned
about his/her hygiene
andbodycare.
21st Century Skills
Shows commitment
with regard to his/ her
learning as a process
for lifetime.
Learning strategies
Establishes
relationships between
the things he/ she
already knows and the
new things to learn.
2. Recognizes words and
expressions related to
routines of body care and
personal
hygiene.
Possibleproblems
There aren’t energy in the school.
Anticipatedsolutions
The teacher has to be appropriated of the topic.
II. LESSON
FASE/ STAGE
BEGINNING
SEQUENCE
PROCEDURE
 Students hear and
repeat the song after
the teacher, then they
learn the song “Brush
TIME
15 minutes

1.
2.
3.
4.
MIDDLE




END

your teeth” (Annex I).
The students answer
the following questions
to the teacher:
What is your daily
routine?
Why is important take a
shower every day?
Why must we brush our
teeth after each meal?
What time do you get
up every day?
The teacher shows to
students some
postcards with daily
routines and questions
to them “What is he/she
doing?”
Teacher explains and
students repeat each
action after him/her.
Students draw and
paint their daily routine
on their notebooks.
Teacher gives a copy to
students where they
order the routine about
jack.
5 minutes
Teacher plays domino
with students to review
the topic of the class.
30 minutes
5 minutes
20 minutes
15 minutes.
Materials:
Video Beam – pc – board – copies topaint and completetheroutine, domino’sgame.
Annexes:
Annex I:
Video “Brush your teeth”
https://www.youtube.com/watch?v=1eV2Vwgvax8&t=95s
Annex II: (Post cards daily routines)
Annex III
Annex IV: (Domino)
Lesson
number: Three
Grade: FIRST
Numberofstudents:
Students’average: Pre A1
The health activities
Unit/Topic:
Time:1- 30 hours (per academic term)
Goal:
Identify, visually and orally, in English, some activities for body care and personal hygiene.
General objective
Identify, orally, words and short instructions, related to body care and personal hygiene.
Mention, in a simple way, actions he/she practices for his/her personal hygiene.
Language function
Express his/her preferences about certain food that contributes with the health care.
Describe his/her personal hygiene routine.
English DBA:
6. Understands and follows instructions related to basic school tasks, verbally and nonverbally.
7. Understands and makes simple statements, using rehearsed expressions about his/her
immediate environment (house and school).
8. Orders the sequence of main events in a simple short story, by using pictures, after reading or
listening to it.
9. Describes some physical characteristics of self and others, through the use of rehearsed
words or phrases.
Performance indicators:
KNOW
DO
BE
LEARN
1. Identifies vocabulary
related to body parts.
1.Organizes images to
represent a sequence in
his/her daily routine and
retells it in English .
2. Makes a list of
activities required to
take care of the body.
1. Recognizes his/
her responsibility to
practice daily routines
to take care of the body
as an important way to
be healthy.
2. Becomes concerned
about his/her hygiene
andbodycare.
21st Century Skills
Shows commitment
with regard to his/ her
learning as a process
for lifetime.
Learning strategies
Establishes
relationships between
the things he/ she
already knows and the
new things to learn.
2. Recognizes words and
expressions related to
routines of body care and
personal
hygiene.
3. Identifies words that
help
him/her follow a
sequence in a
story or a process.
Possibleproblems
There isn’t energy in the school.
Anticipatedsolutions
The teacher has to be appropriated of the topic.
III.
FASE/ STAGE
BEGINNING
MIDDLE
PROCEDURE
 The teachers directs
the game: “Simon
says” and Students
do the following
activities:
Jump – run – walk –
dance – play – sing.




END
LESSON SEQUENCE

The teacher shows
to the students in the
board the following
activities in English
and in Spanish the
students repeat after
him/ her.
Cycling – running –
jumping – football –
walking – basketball.
Students take a card
with a sport and do
the action
corresponding to it
and the partners
have to say what it
is. (Annex I)
Students write on
their notebooks and
draw the activities in
the nouns.
Students mark in the
copy if the activity is
done with the hands,
footh or body and
paste it on their
notebooks.
Students in groups
play with the sport
dice and after that
TIME
10 minutes.
10 minutes.
10 Minutes
20 minutes
30 minutes
10 minutes.
they say the activity.
HOMEWORK:
 Question to your
partners and write on
their notebooks. Por
qué es tan
importante hacer
actividades físicas?
Materials:
Video Bean – pcs – board – copies to paint and complete. Copies to cut, board game with
dice.
Annexes:
Annex I: Cards activities
CYCLING
FOOTBALL
Annex II:
RUNNING
WALKING
JUMPING
BASCKETBALL
Annex III:
Lesson number: Four
Grade: FIRST
Numberofstudents:
Students’average: Pre A1
:The healthy food
Unit/Topic
Time:1- 30 hours (per academic term)
Goal:
Identify, visually and orally, in English, some activities for body care and personal hygiene.
General objective
Identify, orally, words and short instructions, related to body care and personal hygiene.
Mention, in a simple way, actions he/she practices for his/her personal hygiene.
Language function
Express his/her preferences about certain food that contributes with the health care.
Describe his/her personal hygiene routine.
English DBA:
10. Understands and follows instructions related to basic school tasks, verbally and nonverbally.
11. Understands and makes simple statements, using rehearsed expressions about his/her
immediate environment (house and school).
12. Orders the sequence of main events in a simple short story, by using pictures, after reading or
listening to it.
13. Answers simple questions about basic personal information such as name, age, family and
classmates.
Performance indicators:
KNOW
DO
BE
LEARN
1. Identifies vocabulary
related to body parts.
1. Answers simple
questions that require
basic personal
information.
2. Organizes images to
represent a sequence in
his/her daily routine and
retells it in English .
3. Makes a list of
activities required to
take care of the body.
1. Recognizes his/
her responsibility to
practice daily routines
to take care of the body
as an important way to
be healthy.
2. Becomes concerned
about his/her hygiene
andbodycare.
21st Century Skills
Shows commitment
with regard to his/ her
learning as a process
for lifetime.
Learning strategies
Establishes
relationships between
the things he/ she
already knows and the
new things to learn.
2. Recognizes words and
expressions related to
routines of body care and
personal
hygiene.
3. Identifies words that
help
him/her follow a
sequence in a
story or a process.
4. Identifies the words
what/
who/how old to answer
basic
questionsrelatedto
personal
Possibleproblems
There aren’t energy in the school.
Anticipatedsolutions
The teacher has to be appropriated of the topic.
IV. LESSON
FASE/ STAGE
BEGINNING
MIDDLE
SEQUENCE
PROCEDURE
 With the fruits carried by the
students to share with partners,
the teacher talk about the
importance of healthy food.
TIME
10 minutes.

10 minutes
Students listen the following
song and enjoy the video.
(https://happylearning.tv/cancioningles-yummy-yummy/)Students
sing with the teacher and the
video.

Students search the way in the
copies and then paste it on their
notebooks.
15 minutes.

The teacher shows to the
students in the board the cards
and pronounce the food in them
and repeat after the explaining.
15 minutes

The teacher give to the students
a copy where they must fill the
pictures with clay.
30 minutes

Students paint and emboss each
of the following nouns in a copy :
MILK – EGG – VEGETABLES –
MEAT – FRUIT
Students match the meals with
20 minutes

10 Minutes
END
the corresponding group of food.
(Aneex VII)
 Students in groups play the
game with the teacher in the
yard.
HOMEWORK:
 Students with their parents in
their houses paint the circle of
each one of the meals
corresponding to the food group
in the color copy.
15 minutes.
Materials:
Video Bean – pcs – board – copies to paint and complete. Copies to cut, board game with
dice.
Annexes:
Annex I:
Video about food.
https://happylearning.tv/cancion-ingles-yummy-yummy/
Annex II: Search the way.
Annex III:
Annex IV:
Annex V:
Annex VI:
Annex VII:
Lesson number: FIVE
Grade: FIRST
Numberofstudents:
Students’average: Pre A1
:The general diseases
Unit/Topic
Time:1- 30 hours (per academic term)
Goal:
Identify, visually and orally, in English, some activities for body care and personal hygiene.
General objective
Identify, orally, words and short instructions, related to body care and personal hygiene.
Mention, in a simple way, actions he/she practices for his/her personal hygiene.
Language function
Express his/her preferences about certain food that contributes with the health care.
Describe his/her personal hygiene routine.
English DBA:
14. Understands and follows instructions related to basic school tasks, verbally and nonverbally.
15. Understands and makes simple statements, using rehearsed expressions about his/her
immediate environment (house and school).
16. Orders the sequence of main events in a simple short story, by using pictures, after reading or
listening to it.
17. Answers simple questions about basic personal information such as name, age, family and
classmates.
18. Describes some physical characteristics of self and others, through the use of rehearsed
words or phrases.
Performance indicators:
KNOW
DO
BE
LEARN
1. Identifies vocabulary
related to body parts.
1. Answers simple
questions that require
basic personal
information.
2. Organizes images to
represent a sequence in
his/her daily routine and
retells it in English .
3. Makes a list of
activities required to
take care of the body.
1. Recognizes his/
her responsibility to
practice daily routines
to take care of the body
as an important way to
be healthy.
2. Becomes concerned
about his/her hygiene
andbodycare.
21st Century Skills
Shows commitment
with regard to his/ her
learning as a process
for lifetime.
Learning strategies
Establishes
relationships between
the things he/ she
already knows and the
new things to learn.
2. Recognizes words and
expressions related to
routines of body care and
personal
hygiene.
3. Identifies words that
help
him/her follow a
sequence in a
story or a process.
Possibleproblems
There aren’t energy in the school.
Anticipatedsolutions
The teacher has to be appropriated of the topic.
V. LESSON
FASE/ STAGE
BEGINNING
SEQUENCE
PROCEDURE
 The teachers has in
a bag some cards
with diseases and
each one of children
have one of them
and after that they
have to act that
diseases and others
have to say what is
it. (Annex I)
 Students looks
several times the
cards and repeat
after teacher each
one the nouns in
thecards.
 Students sing with
the teacher and the
video.
TIME
10 minutes.
15 minutes
MIDDLE

Students draws the
antidotes that their
mother uses to cure
the diseases in the
copy. (Annex II)
30 minutes
END

Students in groups
cut and paste
pictures of
magazines where
they represent the
diseases learned in
class.
15 minutes.
Materials:
Video Bean – pcs – board – copies topaint and complete. Copies tocut, boardgamewith dice.
Annexes:
Annex I:
Annex II:
THE ANIMALS
GOAL
To achieve the third grade students to understand story and from this interact with other partners
through participation strengthening reading, writing, listening and pronunciation skills.
GENERAL OBJECTIVE:
Identify the wild animals inside you readings and written texts.
ENGLISH DBA:
 Understands and describes details in short, simple texts related to familiar topics, based on
images and known phrases.
 Exchanges ideas and simple opinions with classmates and teachers, following models or
using images.
 Describes things, places, people, and communities, in oral or written form, using simple
phrases.
TIME:2 HOURS
GRADE: 3°
PERFORMANCE INDICATORS:
KNOW
DO
1. Classifies
causes and
1. Identifies simple effects with in an
vocabulary related environmental
using
to elements of the situation,
images.
environment in
2. Describes
your context.
environmental
2. Recognizes
problems in your
expressions
immediate
related to human
community, using
actions against
previously studied
the environment.
phrases.
BE
1. Works in a
team to make
your school
community a
better place to be.
2. Recognizes
that their
decisions and
personal actions
have
consequences for
others and the
environment
LEARN
21st Century Skills
Takes a shared
responsibility and
values
contributions of
every member of
the team.
Learning
strategies Takes
advantage of
every opportunity
to learn English
(e.g. learn songs
in English
SOCIOLINGUISTIC/
INTERCULTURAL
Contributes in a
responsible way to
take care of the
environment
SUGGESTED CONTENT:
TOO REVIEW
GRAMMAR
EXPRESSION
Grade first: the
domestic animals.
Adjectives
This is..
Used where and
what.
The animal is…
The colors
The numbers
Verb to be
No. isn¨”t
Module 3: Animals
and their habitats
Environmental
elements Tree,
park, animals,
river, ocean
POSSIBLE PROBLEMS
ANTICIPATED SOLUTIONS
That there light
Bring the printed class
That a situation of forcé
majeure arises
Organize the class for
another day
LESSON SEQUENCE
FASE/ STAGE
BEGINNING
MIDDLE
END
PROCEDURE
Hand out the worksheet that contains annex I,
tell the children there are seven animals. The
crocodile is circled as an example.the children
need to find and circle the other six words.
Give the children about five minutes and then
put them in pairs to check together.
Monitor and help if necessary. (Annex I)
- Read the story about the crocodile Mr
crocodrile’s toothbrush to the children. (annex
II)
-Hand out worksheet that contains anexo III.
Ask the children to look at the pictures of the
seven animals and check they know what each
one is. Explain that you will play the recording
and they should write the number next to each
animal to show the order in which it appears
in the story. The crocodile is given number one
because it is the first animal they hear. (annex
III)
- Read the story again
-Ask the children if they can remember which
animal is described with which adjective and to
write the animals in the correct blanks.(Annex
IV)
- Tell students that they must enclose the
correct answer according to the story. (Annex
V)
- Glue the image of the bathroom on the board.
(Annex VI).Ask the children if they can find the
missing toothbrush by looking at the final
picture of the story.
- Draw these animals in your notebook, write
the questions in English and answer them.
(Annex VII)
MATERIALS:
Photocopies, board, markers, colors, poster
ANNEXES:
Annex I
TIME
10
minutes
30
minutes
20
minutes
Annex II
Annex III
Annexes
IV and V
Annex VI
Annex VII
What animal is this?
This is a lion.
What animal is this?
This is a _ _ _ _ _ _ _ _ _ _ _
What animal is this?
This is a _ _ _ _ _ _ _ _
What animal is this?
_
This is a _ _ _ _ _ _ _ _ _
_
What animal is this?
_______________________
What animal is this?
______________________
What animal is this?
_____________________
What animal is this?
___________________
PARTS OF THE HOUSE
Grade: Third
Time: 2 hour
GOAL:
 To achieve the third grade students to identify the different parts of the house by responding to
the four English language skills.
GENERAL OBJECTIVE:
 Understand sentences in short and simple written texts, backed by images, related to the parts
of the house.
LANGUAGE FUNCTION:
 Mention the causes and consequences of a given situation with the support of images.
 Give and ask for simple information about everyday actions related to their responsibilities in the
house.
ENGLISH DBA:
 Understands and describes details in short, simple texts related to familiar topics, based on
images and known phrases.
 Exchanges ideas and simple opinions with classmates and teachers, following models or
using images.
 Describes things, places, people, and communities, in oral or written form, using simple
phrases.
PERFORMANCE INDICATORS:
KNOW
DO
BE
LEARN
1.Recognize
words
related to each other
on topics that are
familiar to me.
1.Describes
things,
places,
in oral or
written form, using
simple phrases.
1.Use gestures and
body movements to
make me understand
better.
21st Century Skills
2.Understand songs,
rhymes and children's
rounds,
and
Demstrarlo
with
gestures
and
movements.
2.Answer questions
about people, objects
and places in my
environment.
2.Respects the rules
and the spaces of the
house.
3.To show knowledge
of the basic structures
of
English.
1.Shows commitment
with regard to his / her
learning as a process
for lifetime.
Learning strategies
2. Establishes
relationships between
the things he / she
already knows and the
new things to learn
3.Participates in short
representations;
Memorized
and
I
understand
the
parliaments
SUGGESTED CONTENT:
GRAMMAR
EXPRESSIONS
ENGLISH
SOCIOLINGUISTIC/
IN
INTERCULTURAL
PRACTICE
-Possessive
pronoun.(my,your,his,her…)
-This is my house…
-This
my
house…. In my
house
there
are
two
bedrooms..two
bathrooms…
-Demonstrative pronoun. (
this, that)
-That is
room…
a
living
-Respect to the different
types of housing of my
companions.
-Question with (what and
where)
-Verb to be.
_Adjective
POSSIBLE PROBLEMS
ANTICIPATED SOLUTIONS
No internet Access
Electrical equipment failure
Children not attend class
Institutional meetings
Bring the prepared class in
another médium
Download the videos
Present the Work at another
time
Define a Schedule that does
not affect the class
LESSON SEQUENCE
FASE/ STAGE
BEGINNING
MIDDLE
PROCEDURE
TIME
-Start the class with the song “parts of the
house” to dance it, sing it. (Annex I)
- On the board will be placed images with the
parts of the house with their respective names.
(annex II)
-Pronounces several times and interacts with
the students.
10
minutes
10
minutes
- Students should draw in their notebooks the
different parts of the house and write their
respective names within simple sentences.
For example:
 This is the kitchen
 The bathroom is small
25
minutes
- Students must solve the crossword puzzle
found in the photocopy. (Annex IV)
gEND
15
minutes
- Students should write a short paragraph in
their notebooks describing their houses.
10
minutes
-The
students
will
make
a
small model of their house with recycled
material and prepare a brief description to
present it to the companions.
60
minutes
MATERIALS:
Computer, baffles, posters with parts of the house, photocopies, recyclable material, paintings, paste,
scissors
ANNEXES:
Annex I
https://www.youtube.com/watch?v=DR5qPNPGCmY
Annex II
Annex III
Annex IV
Grade: Fourth.
Goal:
General
objective:
DBA:
Time: 2 hours
To achieve that the students of the fourth grade have knowledge about the physical
description of people, keeping in mind some of the most common qualities of them.
To make practical and funny exercises about the physical qualities of people, providing
tools to the students that allow to them to expand vocabulary and to practice grammar in
simple sentences.
Compares basic characteristics of people, objects and places of his / her school and community, through
simple sentences.
Performance indicators:
KNOW
DO
BE
Recognizes the main
physical characteristics
of people in English with
simple sentences.
Describes the physical
characteristics of people
and handles them in
different games and
activities.
Recognizes that the
human beings are
different and values to
each person with his/her
differences.
LEARN
Strengthens his/her
motor skills through
games
Suggested content
Physical description
Big, small, tall, short, beautiful,
ugly, fat, thin, Young, old.
Grammar
Comparatives.
Sociolinguistic/ Intercultural
Respect for individual
differences.
Possible problems
Anticipated solutions
II LESSON SEQUENCE
FASE/ STAGE
Beginning
Procedure
Time and
interaction
In different parts of the school, there will be ten pictures of people with
different characteristics; the students have to find them.
ANEXO IMAGENES
They are going to observe the video about some adjectives that describe 25 minutes
people, animals and things.
2. https://www.youtube.com/watch?v=AVNGiXT-zts
After to listen to the song, the students that found the pictures are going to
paste them one by one on the board to try to associate them in the correct
posters that have the writing. For example: The picture of an ugly man, the
student pastes it in the poster that says “ugly”.
Middle
End
They are going to complete the following sentences keeping in mind
physical cualities of their members of the family, friends and classmates.
In groups they are going to practice with a lotery. ANEXO 4
The guys are going to search in magazines and newspapers different
pictures of people, they have to cut and to paste them in their notebooks,
to make short descriptions with those people. ANEXO6,7
Materials
-
Computer
Magazines
Posters
Pictures
Scissors
Glue
Markers
Tape
Papers
15 minutes
20 minutes
-
Lotery
ANNEXES
3. https://www.youtube.com/watch?v=AVNGiXT-zts
4. ANEXO LOTERIA
Short
Tall
Young
Young
Old
Beautiful
B
Small
Fat
Thin
SS
Big
jj
Ugly
5.










My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ______________
My ____________ is ____________
6.
UGLY BEAUTIFUL SHORT
FAT
OLD
THIN
BIG
YOUNG
UGY
TALL
7
Example:
They are tall
They are thin
She is beautiful
He has short hair
Grade: Fourth.
Goal:
General
objective:
Time: 2 hours
To achieve that the students of the fourth grade handle their own feelings and
emotions in their different contexts.
To identify the causes of the different moods that the human being expresses.
Exchanges simple opinions about a topic of interest, through simple and known
sentences.
DBA:
Performance indicators:
KNOW
DO
Recognizes the
vocabulary related to the
main feelings of the
human being in short
conversations and
written texts.
BE
Expresses feelings and
emotions through
different ways of the
language.
LEARN
Recognizes and controls
her/his own feeling and
emotions to have a
healthy coexistence.
Describes pictures with
simple sentences in
English.
Grammar
Verb to be
Sociolinguistic/
Intercultural
Comprehension of mood
of others.
Suggested content
Feelings and emotions
Happy, sad, scared,
crazy, in love, angry,
tired, sick, embarrassed,
shy.
Causes
(Depending the situation)
Example: Happy: To see
a friend. Sad: To lose a
test.
Possible problems
Anticipated solutions
II LESSON SEQUENCE
FASE/ STAGE
Beginning
Procedure
Start the class with the song “Feelings” to dance it, sing it and write it in the
notebook.
1- Feelings - Word Power - PINKFONG Songs for
Children.mp4
2-
Take the posters on the table; it is a memory game with different
Time and
interaction
15 minutes
faces about feelings and their writing. (Pronunciation of them)
CONCENTRECE
Middle
In the notebook the students have to locate the different faces in the correct
box (Negative feelings, positive feelings) next to the face they write its
20 minutes
writing. ANEXO 3
Organize the concept map according to the feelings or emotions that you
find in it.
End
Describe the pictures on the table with simple sentences about verb to be,
represent them to the classroom, so that they raise the posters of the
feelings that the picture shows. ANEXO 4
There are three groups; each one will have the name of a feeling in secret. 25 minutes
The teachers name some emotion and the person that has it runs around
the yard until to arrive to the middle of it to search the name and the face
will be in the boxes. ANEXO5
Find the feelings seen before in the letter soup. (It is the homework)
ANEXO 6
Materials
-
Computer
Posters
Papers
Faces
Scissors
Glue
Markers
Tape
Box
ANNEXES
3- Feelings - Word Power - PINKFONG Songs for Children.mp4
4- CONCENTRECE
POSITIVE FEELINGS
5- ANEXO4
NEGATIVE FEELINGS
I recieve a gift
I make a joke
I do exercise
Someone fights me
I am in a strange place
I eat too much
I feel rejected
People discover me lying
Someone likes me
I am in the dark
7 ANEXO 5
6- ANEXO 6
Grade: Fourth
Number Time: 2 hours
Goal:
General
objective:
DBA:
To achieve that the students of the fourth grade produce simple sentences
keeping in mind comparative and superlative adjectives.
To learn the use of comparative and superlative adjectives and to apply them in
the daily life.
Understands the main idea and some details of a short, informative and simple text
about topics of interest.
Performance indicators:
KNOW
DO
Differentiates
comparative and
superlative adjectives
and uses them in simple
sentences.
BE
Produces simple
sentences with
comparative and
superlative adjectives.
LEARN
Values to each person
as authentic and
important still with his/her
differences and applies
the knowledge in his/her
own life.
Understands the
importance of using
pictures to do some
specific activity.
Grammar
Superlative and
comparative.
Sociolinguistic/
Intercultural
Exchanges knowledge
working together
respectfully.
Suggested content:
Comparative and
superlative
They are not going to
learn specific adjectives,
it will depend of the
activities.
Special Rules
When they finish in:
“E” add “R” or “ST”
“Y” change it for “I” and
add “ER” or “IEST”
More than two syllables:
Before the adjective add
“MORE” or “THE MOST”
If there are consonant,
vowel and consonant,
double the last
consonant and add “ER”
or “EST”
Good: “BETTER” “THE
BEST”
Bad: “WORSE” “THE
WORST”.
Possible problems
Anticipated solutions
II LESSON SEQUENCE
FASE/ STAGE
Beginning
Procedure
The teacher is going to bring to the class different objects with different
shapes, sizes, textures, tastes, colors, in order to the students can
explore with them, classifying, tasting, touching them and saying different
characteristics of each object.
They are going to observe two Alej8andro Lopera´s videos about
comparative and superlative adjectives.
https://www.youtube.com/watch?v=Umxq8mOyiyc
Time and
interaction
20 minutes
Middle
After to see the videos, they are going to paste a copy in their notebooks,
with the explanation of the topic and the teacher will solve the worries
they have about it.
https://www.youtube.com/watch?v=4GW-Jds8Q3A
15 minutes
The students have to match with lines the adjectives with their respective
comparative and superlative ways. ANEXO 3)
End
Each student is going to receive different pictures with a little activity
about the topic, individually they are going to complete the activity, in
order to paste them one by one on the board. ANEXO 4
Use the comparative or the superlative according to the pictures shown in
the activity. ANEXO5 , 6
Materials
-
Computer
Objects
Copies
Pictures
Tape
Markers
ANNEXES
https://www.youtube.com/watch?v=Umxq8mOyiyc
https://www.youtube.com/watch?v=4GW-Jds8Q3A
3- Anexo tres
25 minutes
4-
5-
6-
THE
EMOTIONS
Goal:
General
objective:
Learn some emotions and Identify how do you feel
Learn some emotions: Happy, sad, hungry, scared
Time : 1 hour
Grade 0°
ACTIVITIES
1. The class begins with a song about the different emotions that children express.
Learn Feelings and Emotions for Kids | Preschool Learning | Kindergarten Learning |
Emotions Child
2. Video about emotions or moods
https://www.youtube.com/watch?v=a1AjAoxkMEQ&t=136s
3. accompanied by the teacher, the children will observe the images of the most known emotions
through them. ( ANEXO 1)
4. Draw in the silhouettes of the faces the various emotions that the teacher has mentioned to
you. ( ANEXO 2)
5. play with your class teams to imitate with gestos the emotions that the teacher indicates to you
6. with orientation of the teacher, perform the activity of annex 3
7. with recyclable paper and with the help of the parents, make a carit that expresses any of the
emotions seen in class. (anexo 4)
ANEXO 1
ANEXO 2
ANEXO 3
ANEXO 4
GUIA 3
THE COLORS
Goal
Learn and identify the primary colors in English
General
objective:
Time:
Learn the primary colors in English Yellow, Blue and
Red.
1 hour
Grade
0°
Beginning
 Class will begin with the songHello
https://www.youtube.com/watch?v=tVlcKp3bWH8
 Introduce the class with a routine that could include the song: colors super simple song .
https://www.youtube.com/watch?v=jYAWf8Y91hA

Present the vocabulary primary colors in the images, students must repeat and say the color
is…(Anexo 1)
Activities.

Students should look for objects in the classroom that have the primary colors, to find them
they should pronounce them in English

I honor the flag of Colombia with yellow, blue and red colored papers (anexo 2)

The students will say which is their favorite color.

Using yellow, blue, and red vinyls students will color the word of the primary colors in English.
as well as some objects (Anexo 3)
it's time to play
 the teacher will say a primary color in English, the students should bring or touch classroom
objects that have this color. the student who does not find the color should play the role of the
teacher.
homework
 With the help of parents, children will cut out objects that contain the colors learned in class
(Anexo 1)
Anexo 2
Anexo 3
THE FAMILY
Goal:
General
objective:
Time
Grade
Mention their current and future role as a member of
a community, recognizing their cultural identity.
Exchanges basic and simple information about
family traditions and customs.
1 hour
0°
ACTIVITIES
1. lass will begin with the song good morning
https://www.youtube.com/watch?v=CuI_p7a9VGs
2. Introduce the class with a routine that could include the video: Miembros de lafamilia
https://www.youtube.com/watch?v=FHaObkHEkHQ
3. Present the vocabulary Family members, students must repeat. (ANEXO 1)
4. Students will be shown images of different types of families later…
5. Each student will draw his family and tell the name of their relatives to their classmates.
6. The students will be taught the song Family fingers
https://www.youtube.com/watch?v=YJyNoFkud6g
7. Finally drawings of the family members will be given and the children can decorate it to their liking.
And then the song will be played and the students will have the opportunity of singing and playing with
their puppets.
ANEXOS
ANEXO 1
ANEXO 2
DIFFERENT TYPES OF FAMILIES
ANEXO 3
I honor the family that most resembles mine
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