Mi planeación de Inglés Primaria PNIEB

Ejemplo Planifica

ción anual de

Ingles Primaria

PNIEB

Cycle: Grade: Block: Date:

1 2° A 2-ASocial Practice: Learning Environment:

Follow steps in a set of instructions in order to make a product

Educational and academic

Specific Competency Follow instructions to carry out a simple science-related experiment

Product Illustrated sequence of an experimentStage of the product Choose a simple experiment

(i.e.germinate a seed)Time 3 Sessions

COMMUNICATIVE SITUATIONS:

LEARNING OUTCOME (PRODUCT):Distinguish instructions from a list of materials.

Doing with the language Knowing about the language

Being through the language

Explore simple illustrated texts on experiments

Identify parts of the text and their distribution

distinguish instructions from lists of materials

*identify graphic and textual components

-Purpose and topic-textual and graphic

componentsUse language as a mean of

sharing knowledge

Reading Skills: Writing Skills:Read materials and instructions in simple

experiments.Write the instructions or materials needed for

the experimentsListening Skills: Speaking Skills:

Listen to the experiments and answer questions

Read aloud instructions or materials that you need

CLASS SEQUENCE

Session 1Time Group organization Material Activity

05:00 Whole group T welcomes SS to the class10:00 Whole group Flash cards T using flash cards has SS to repeat the vocabulary they are going to use

for this unit,T puts the flash cards on the board in order to make SS copy to their notebooks (plant pot soil seed water oil, etc)

20:00 Individual Board flash card

notebooks

SS had repeated the vocabulary along with the T now they are coping from the board the vocabulary that they are going to use for this unit

10:00Individual whole class Hand out In a hand out given by the T, SS check the experiments they do in the

school talk about the experiments in the copy do they like science experiments? Why? Why not?

15:00Individual notebooks In the same copy SS read the materials needed for the seed experiment

and identify and differentiate materials from instructions, T has SS to read aloud and corrects pronunciation makes sure SS understand the meaning of the new words.

Homework

Bring material for the next class experiment.

Assessment

criteria


05:00 Whole group Materials T welcomes SS and asks for the material that SS brought to the class10:00 Individual Hand out T name the material list and gives a hand out with the steps illustrated

20:00 Individual Seed, cotton water, a cup

T reads the instructions and SS have to follow the steps in order to complete the seed experiment. Leave the experiment in a place that student can observe the results

15:00 Individual Hand out In the hand out the experiment is completed they have to label the materials and write instructions to the pictures from the box

5:00 Pairs Hand out T checks out the activity and helps SS if necessaryHomewor

k No HomeworkAssessme

nt

criteria


05:00 Whole group Seed experiment

T welcomes SS and invited them to see their experiment from yesterday class.

10:00 Individual Seed experiment

T makes questions about yesterday’s class and invite SS to talk about the experiment and its progress can you see a difference? Yes, no.

20:00 Individual Hand out and video

T plays a video with the experiment “The magic balloon experiment” after they watch the video T makes questions about the materials that they identify and encourage SS to name the instructions of it (play the video two or three times) T makes sure SS understand the new vocabulary and the whole experiment.

15:00 Pairs Hand out about the

video

T gives a copy to SS and listen the experiment in order to underline some questions T reads the experiment until everybody had completed the task.

5:00 Pairs Hand outSS read the underlined questions T makes sure they have the correct answer and asks some questions about the experiment. Is the balloon magic? Why or why not?

Homework No Homework

Assessment

criteria





Specific Competency Follow instructions to carry out a simple science-related experiment

Product Illustrated sequence of an experimentStage of the product Make or cut out cards Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Order words to form questions.






*identify graphic and textual components.

Participate in the reading aloud of texts on experiments*predict the content based on previous knowledge, title, and

illustrations.*Identify questions about an

experiment.*Identify words that form

questions.*select options to answer

questions.


components- Word and sentence

formation.- Repertoire of words

necessary for this social practice of the language

• Use language as a mean of sharing knowledge

• Show confidence in the use of the English language.

Reading Skills: Writing Skills:Read materials and instructions in simple

science experiments.Write the instructions or materials needed for

the experimentsListening Skills: Speaking Skills:

Listen to the experiments and answer questions

Read aloud instructions or materials that you need

CLASS SEQUENCE

Session 1Time Group

organizationMaterial Activity

05:00 Whole group T welcomes SS and talks about the experiments SS know or they would like to do

15:00 teams The magic ballon experiment

T introduces talks about the video they saw the last class and tells SS that they are going to do that experiment, T organizes the class in teams and provides a hand out with instruction and materials

20:00 teams Hand out, bottles, balloons, vinegar, baking powder,

paper funnel

Now that the teams are organized and distributed around the classroom the T asks to each T to follow their classmates on each one of the steps ( each team read an step until the experiment is done)

15:00teams Hand out After the experiment is done the SS read and answer some questions

about the experiment, first the T reads aloud and SS followed him then each team reads a question the whole class answer them

5:00Individual Hand out Draw the experiment in your notebook step by step

Homework

Finish exercise at home if SS did not finish it

Assessment

criteria

Session 2Time Group

organization Material Activity

05:00 Whole group Seed experiment T greets SS and asks to check on their seed experiment what the progresses are?

10:00 Whole group BoardUsing the board T explains to SS about types of questions Informative questions (the ones that provides more information and Yes/no questions) SS copy to their notebooks what the T has written on the board T checks spelling and makes sure that everybody understand

20:00 individual Hand out

In a hand out given by the teacher SS read and match questions to answers first T read aloud guiding the reading and has SS to read after him aloud T checks pronunciation and correct it if necessary after that T explains the question in order to SS understand and be able to answer them after that SS match questions to answers.

10:00individual, whole class Hand out

In the same copy SS look and read questions ( yes/No questions, information questions) SS identify which one are Yes/no questions or informative and write them on the correct chart when SS finish the activity T checks out the answers the whole group read the charts and correct if necessary

15:00 Individual Hand outIn the hand out SS circle the correct information about the types of questions (when we need a detailed explanation we ask? Yes/No questions or information questions, Is it science? Yes, It is./ No it isn’t, etc) finally T checks answer and SS paste the copy to their notebooks

Homework No Homework

Assessment

criteria


05:00 Whole group T greets SS and tells to SS they can take their experiment home10:00 Whole group Board T explains when the following the punctuation marks are used, using flash

cards (.) period, (?) question mark, (!) exclamation mark and copy from the board

20:00 Individual Notebooks, board

Then T write on the board a small text that talks about the last experiment and read it aloud asks SS to check out the punctuation marks and color them in different color (red the period, blue the ? and green the !) SS copy to their notebooks and do the activity

10:00 individual, whole class

Hand out In a copy given by the T, SS shade in the circle for the correct punctuation mark for the following sentences (yes, it is) (what happens) (It’s science) (.!?)

15:00Pairs Hand out In the same hand out SS look an experiment and complete the questions,

after that the whole class read the questions and write the correct answer on the board the T takes individual participation and correct SS if necessary

Homework

No Homework

Assessment

criteria





Specific Competency Follow instructions to carry out a simple science-related experimentProduct Illustrated sequence of an experiment

Stage of the product Write the list of materials for the experiment on the cardsCollect the material and start the experiment under the teacher’s supervisionObserve the different stages of the experiment

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Order words to form questions.






*identify graphic and textual components. Participate in the reading aloud of texts on experiments*predict the content based on previous knowledge, title, and illustrations.*Identify questions about an experiment.*Identify words that form questions.*select options to answer questions.*practice the pronunciation of questions and answers about the experiment*identify and follow instructions to carry out an experiment


components- Word and sentence

formation.- Repertoire of words

necessary for this social practice of the language

-upper and lower-cases letters-Punctuation

• Use language as a mean of sharing knowledge

• Show confidence in the use of the English language.• Paid attention to the

audience.

Reading Skills: Writing Skills:Read materials and instructions in simple science experiments.

Write the instructions or materials needed for the experiments

Listening Skills: Speaking Skills:Listen to the experiments and answer

questionsRead aloud instructions or materials that you

need

Session 1Time Group


05:00 Whole group Board T greets SS and asks questions about punctuations marks10:00 Whole Class Poster The T talks about the green goo experiment and explain the experiment15:00 Individual Hand out T gives a hand out to SS where they have to listen and put the pictures in

order. First SS identify the materials and they try to predict the order of pictures

15:00individual CD, hand out T plays a CD with the instructions SS listen to the instructions of the

experiment and number the pictures in order (play the instructions two or three times) after that T makes sure that SS had numbered the pictures in the correct order

10:00Individual Notebook T writes on the board some sentences and SS have to read and copy to

their notebooks where they are going to circle the right option, after that T asks individual participation to read the sentences and the answers T checks pronunciation and corrects if necessary

Homework

SS have to find out the meaning of the next words: next, finally, first, after that

Assessment

criteria

Session 2Time Group


05:00 Whole group Audio T greets SS and and asks about yesterdays class 10:00 Whole Class Poster T asks SS to take out the copy from yesterday and SS make a oral

summary of the experiment T makes sure that they named the instructions step by step.

15:00 Whole Class Hand out stripes, audio

T writes on the board the scramble instructions of the green goo experiment and SS have to write the instruction under each picture of the experiment. T checks spelling and makes sure that SS have the correct answers

15:00individual Notebook In their notebooks SS draw a chart with materials and instructions they

have to write the material list and the instructions in order from the last experiment

10:00Individual Notebook In the same copy SS answer questions about the pictures they just

number, example: where is the title? Which picture shows the materials?, etc. the whole class read the questions aloud and answer them.

Homework

No Homework

Assessment

criteria

Session 3Time Group


05:00 Audio T welcomes SS and sing “5 little fishes” song10:00 Whole Class Homework T asks checks homework and makes sure that the class have the same

meaning for all the words makes sure that they understand every word.12:00 Whole Class Board, notebooks T writes on the board a text where they have to complete using the words

next, finally, first, after that, SS copy to their notebooks and complete the text.

13:00individual Board, notebooks T guides the reading of the text on the board and asks SS participation to

answer were needed the first time of reading the T lets to SS to go to the front and complete the text, on the second reading T makes sure that the answer is the correct one help them if necessary.

10:00Individual Hand out T gives to SS a hand out where they have to complete the information in

the box example: “we use F____ to describe the first thing in a list of actions. We use N____ second, etc” T checks the answer and checks spelling. Everybody read aloud T checks pronunciation

Homework

No Homework

Assessment

criteria