Sep Dosificacion

DIRECCIÓN DE INGLÉS EN EDUCACIÓN BÁSICA

PLANEACION DIDÁCTICA SEMANAL

School: Teacher:

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

Block 2: Unit 4 Social Practice: follow and give instructions in everyday setting Grammar:

Specific activities with the language: understand and follow instructions to carry out everyday home activities Environment: Familiar and Community

TEACHING STRATEGIES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Daily Objective To identify purpose of instructions in everyday home activities(With support of visuals aids, non-verbal language To listen to instructions, observe images that illustrate them , and perform them To identify specific words while listening To identify new vocabulary and find out its meaning To distinguish intonation in instructions

To 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 intonation

To 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.

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A.T.P. DIRECTOR(A)

DIRECCIÓN DE INGLÉS EN EDUCACIÓN BÁSICA

PLANEACION DIDÁCTICA SEMANAL

School: Teacher:

Cycle: 1 Grade: 1 Date: week 6 to Materials:

Block 2: Unit 4 Social Practice: follow and give instructions in everyday setting Grammar:

Specific activities with the language: understand and follow instructions to carry out everyday home activities Environment: Familiar and Community

TEACHING STRATEGIES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Daily Objective To identify sender and intended audience To appropiately respond to oral instructions To compare the written form of words To recognize writing directionality Cumulative reviw

To 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,etc Ss practice in writing sheets. Cumulative review

To 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.

Homework

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Achievment:

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