MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___18__AL__22__MES_March__2024
UNIT 2: My Classroom.
Week 1
CONTENIDO: - Classroom supplies
-Singular and plural nouns (fixed
manner)__________________________________________________________
PERFORMANCE INDICATORS:
2.1 Distinguish classroom supplies both orally and in writing in a proper way.
2.2 Spell classroom supplies both orally and in writing successfully.
2.3 Name classroom objects with correct pronunciation.
2.4 Identify the singular and plural form of classroom supplies both orally and in writing correctly.
2.5 Spell the singular and plural form of classroom supplies accurately.
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Introduce classroom supplies The Hot Potato. What’s missing?
Pre vocabulary, write a short
15 minutes dialogue on the bord, Explain the activity, “I will give you Review the classroom activity by
emphasize singular and plural a ball. I will play music and you will placing a variety of objects on
nouns e.g.: need to pass the ball around. If you your desks asks students to
What is it? A scissor/ A ruler/ A get the ball when the music stops, name each one and ask them to
pen. you will have to say two classroom close their eyes. When they
45 What are they? Two books/ supplies that you remember from close their eyes, remove one
minutes Three pens/ Four pencils. the previous class.” item
so, they can identify the from the table, ask them to open
differences. their eyes and guess what object
is missing.

Do repetition drills to model Prepare a set of flash card related Ask students to open their
During pronunciation, make groups, to school supplies, give a piece of booklets to Unit 2 Worksheet 1.
15 minutes and ask students to look for a paper to students and they have to (MG pg 50)
bag and put inside some of their write different schools supplies, Model the activity once or twice
 classroom supplies Have after that write a dialogue on the as needed.
students take turns taking out board:
school supplies from their bags A: “How do you spell PEN?”
and name them out loud. B: “P-E-N”
A: “How do you spell BOOKS?”
B: “B-O-O-K-S”
Take one of your cards and role-
play the
dialogue using the word written on
the card as reference, ask students
to make pairs and explain that they
will use the words on their pieces of
paper one by one and follow the
dialogue.
Listen, run, and write! Mystery Box: Dictation. Drawing Dictation.
Post Form groups, provide each
15 minutes group with a whiteboard marker Use the classroom supply cards Have students to draw in their
and explain to students that you from the previous activity and put notebooks the classroom
will call out different classroom them into the “Mystery box”, tell supplies vocabulary call out by
supplies and they students you will be taking out the teacher. Ss have to raise
will take turns to go to the board cards from the box to dictate the their notebooks when they finish
and write them correctly. Call words to them, take the first card drawing.
out different singular and plural and say the word aloud. Ask
nouns to have students practice students to make the dictation
their spelling as needed. annotations in their notebooks.

Check if the words are written Monitor that students are using Select different student to spell
Evaluation correctly and if it is necessary proper spelling, selecting some the words related to the objects
provide feedback at the end. students to come to the front and that they drew.
write on the board the words from
their notebooks
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___02__AL__08__MES_Abril__2024
CONTENIDO: •• Colors
•• Verb be:
PERFORMANCE INDICATORS:
2.6 Pronounce colors correctly.
2.7 Associate classroom supplies with their colors accurately.
2.8 Point at something and ask what it is appropriately.
2.9 Use the proper form of the verb be with singular and plural nouns.
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Colors Classroom objects and colors Mini boards: brainstorming
Pre •• Before class, prepare •Before class, have ready several time!
10 minutes flashcards for the following realia related •Handout a mini board per
colors: red, blue, light blue/sky to classroom objects. student.
blue, white, black, gray/grey, •Prepare a poster as follows: (MG •Prepare realia related to
orange, yellow, brown, light pg.54) classroom objects
brown, green, light green, •Use the realia and ask: “What is •Explain to your class that you
45 purple, and pink. You could use it?” “What color is it?”, “What are will be showing them different
minutes colored sheets of paper as well. they?”, “What color are they?” classroom objects.
following (MG pg. 52) •Explain and give examples of the •Ask students to use their mini
Have students draw fourteen answers they need to provide when boards to spell the color of the
small circles in their notebooks. asking for singular nouns: “What is objects that you show.
•Introduce the colors by it? It’s a/an…” for singular nouns. Ask them to raise their mini
showing flashcards or using Example: What is it? It's a pen. boards to monitor answers and
colored pages and asking Practice as many times as provide feedback.
students: everyone is on the same page.
“What color is it?”
Find the color! Worksheet 2 Role-play: English experts
During •• Display the colored sheets of •Have students work in pairs and •Before class starts, write the
15 minutes paper you used in the previous ask them to open their booklets to following conversation on the
 activity around the classroom. Unit 2, board: (MG pg.56).
•• Focus students' attention on Worksheet 2 pg.10 Explain to the class the situation
the place the colors are. Point Explain the activity modeling one in which the conversation is
at one color and ask: What example. being developed.
color is it? After your students When everyone is done, check the Monitor if students are using
tell you its color, choose a answers. proper grammar and vocabulary.
student and ask him/her to spell
the color for the class.
•Next, have this student stand
up and choose a color. Have
him/her lead the activity as you
did.
I spy… Outdoor activity: What is it? Role-play presentations
Post •Explain to students that you What are they? •Call out different students to
15 minutes will play a game called “I spy”. •Have students grab their present their conversations to the
•Tell them that the person who backpacks and take them outside. class.
leads the game will call out •Ask them to make two lines facing •Encourage them to use their
color each other. Explain to them that creativity when role-playing.
•Explain to them that the person they will be having short •Provide feedback as needed.
will always start the game with conversations asking and •For next class: Ask students to
the phrase “I spy something ...” answering the questions: What is bring five recycled pages from
and that he/she must mention it? What color is it? What are they? home, no matter their color or
the color of the item. For What color are they? as they take size.
example, “I spy something red!”, out their objects.
“I spy something green!” •Have each pair talk for 2 minutes
•The rest of the class needs to and whistle or ring a bell. Point out
take out any item of that color that when you whistle or ring the
from their backpacks bell, one of the rows will have to
move one step to their right to be
with a different classmate.
•Do this as often as you want them
to interact.
Point any item from the Evaluation has been done in the Evaluation has been done in the
classroom and ask the students post part. post part.
Evaluation to say what color it is and spell
it out loud.
5 minutes
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:_____________________________________________________________________________
GRADO: ___________________SEMANA DEL______9__________AL_____15___MES___abril_________2024
CONTENIDO:
Numbers from 21 to 100.
Basic math operations.
PERFORMANCE INDICATORS:
2.10 Count school supplies accurately.
2.11 Identify numbers from 21-100 both orally and in writing accurately.
2.12 Pronounce the numbers from 21- 100 properly.
2.13 Spell the numbers from 21-100 accurately.
2.14 Resolve simple addition and subtraction problems using numbers from 21-100 correct.

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Review numbers from 0-21. Adding and subtracting. Find the mistake
Pre Have sts use the mini boards to Copy on the board the chart shown Write different numbers in the
15 minutes write the names of the numbers in MG pg 60, model two examples board but misspell them, then
the T will mention, review of how to say basic math ask sts to correct the different
spelling. operations. mistakes they can find.
Display a ppt with the picture After students are clear on how to
with numbers found in MG pg say symbols, show students how to
45 58 use the beans to solve simple
minutes Emphasis on pronunciation adding and subtracting problems.
suffix -ty and -teen
Throw the ball Introduce the new vocabulary with Have students work in pairs. Ask
During Ask sts to make a circle and all math symbols, using realia make sts to open their booklets to Unit
15 minutes give them a ball, they have to math operations, for example show 2, Worksheet 3.
throw the ball randomly saying one color pencil and then add three Model every step they need to
the numbers from 21-100. more, say “One plus three equals follow in order to solve the
four” give more examples using worksheet.
minus, times and divided by. Follow instructions on MG pg 63
Then have sts do the same activity
 in pairs, ask sts to write the
examples in their notebooks.
Treasure hunt. Mystery Box Class Inventory
Post Before the class prepare some • Ask students to write an operation Ask students to count the
15 minutes pieces of paper with numbers in pieces of paper, then place them different items they see in the
from 21 to 100, and hide them in a mystery box. Then, ask each classroom, then have them share
around the classroom. For the sts to take a piece of paper from their results with a classmate.
activity explains sts you will say the box and read the math
a number and they will have to operation out loud.
find it, the st who finds the
number gets to say the next
number they will look for, and
so on.
For next class: Ask students to
keep this material and bring it to
Evaluation the next class.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:_____________________________________________________________________________
GRADO: ___________________SEMANA DEL_____16_________AL_22__MES_Abril___2024
CONTENIDO______Demonstrative pronouns: This/That, These/Those._________
_____________________________________________________________________
PERFORMANCE INDICATORS
2.15 Discriminate successfully short /I/ and long /i:/ sounds in this and these.
2.16 Pronounce this and these correctly.
2.17 Identify the distance of an object using the proper demonstrative pronouns.
2.18 Ask and answer what something is using the proper demonstrative pronoun.

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Before the class starts draw a line Pronunciation Practice Write some sentences on the board
Pre on the board as a divider, and label Use rubber bands to explain the related to demonstrative pronouns in
15 minutes the two columns as “singular nouns different pronunciation between This a scrambled manner. Have students
and plural nouns”. Collect realia and These. unscramble them in their notebooks.
related to school supplies studied Follow the instructions as provided in E.g.
in the first week. Ask students to the MG pg 66. What is this ? This a pen is.
help you classify the school Have ss follow the pronunciation What is that? That an is eraser.
45 supplies reviewed below their practice and ask for some What are these ? are these scissors.
minutes corresponding category. MG pg 64 participations What are those ? books those are.
Use picture show in MG pg 65

Is it near or far away? Have ss work in groups making A tour of my classroom.

During Explain the commands as follows: sentences using the demonstrative Tell students they will give a tour
15 minutes If I say “this”, hold one object with pronouns and classroom supplies, then around the classroom to his/her
your hands. ask ss to dictate the sentences to the friends, model this conversation
If I say “that”, put the object far other groups. Have students show their sample:
from you and point at it from far. answers to the person dictating so A: Welcome to a tour around my
If I say “these”, hold two or three he/she can validate their responses. classroom. My name is Oscar, and I
 objects with your hands. will be your tour guide.
If I say “those”, put two or three B: What is that?
objects far from you and point at A: That is a backpack!
them from far. Make pairs, have students go around
the classroom, and practice the
questions with different
demonstrative pronouns and using
the school supplies
Call out demonstrative pronouns Worksheet 4 Booklet Display a picture of a classroom on
Post randomly and have ss write Ask students to open their booklets to the board asks the students to look at
15 minutes sentences in their mini boards Unit 2, Worksheet 4. the picture and write five sentences
using the demonstrative pronoun Follow instructions as shown in MG pg in their notebooks using
you have called out, provide 67 demonstrative pronouns in plural
feedback if needed. and singular. Chooses volunteers to
say their sentences.

Check if Ss can identify if a person Ask volunteer to go front dictate some Have students complete a worksheet
Evaluation or object is singular, plural, near, sentences and they should write the https://www.liveworksheets.com/w/
or far away and use the proper sentences on the board, monitor en/english-second-language-esl/543
demonstrative pronoun. spelling and grammar. 34 as homework and send their
result to teacher.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___23__AL__29__MES_Abril__2024

CONTENIDO: Project: What’s in my backpack?

PERFORMANCE INDICATORS:
2.19 Describe classroom supplies using demonstrative pronouns and mentioning their color accurately.

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
My mini Backpack
Pre •• Model students how to make
45 minutes a mini backpack from reused
paper. You can model it or
display the following video.
(Scan the QR code to watch it.)
•• Ask students to draw several
classroom supplies on a sheet
135minutes of bond paper.
•• Make groups and have
students say the items they
have drawn.
•• Ask students to cut out the
objects and put them into their
mini backpacks.
•• Have students play musical
chairs. The person without a
 seat should tell the
class the classroom supplies
that he/she must put into his/her
backpack.
•• Always remember to model
all the activities you assign first.
•• For next class: All the
material made by students will
be used in the next
class.
Project presentation
During “This is my backpack.”
45 minutes •Tell students that they will take
turns to present their projects.
•Make two groups (A and B).
•Ask all students who are “A” to put
their mini backpacks on their tables
or
desks and stand next to them.
•Ask all students who are “B” to
stand in front of “A”.
•Student “A” will have 30 seconds
to say to student “B” what is in
his/her
backpack.
•Use a bell or any other loud sound
to indicate to student “B” to move
on
to their next classmate.
•Continue this dynamic and
interchange roles.
•Now, student “B” explains and
student “A” listens to his/her
classmates
Unit 2 Test
Post •• Before class, make sure you
15 minutes have enough copies of the test
for the whole class. Keep the
 suggested listening track handy.
Scan the QR code to access the
audio file. (MG pg.71)
•• Have students write their full
names on the test.
•• Read the instructions to the
whole class and make sure that
students
understand them clearly before
taking the test.
•• Request students to complete
the evaluation individually.
•• When time is up, collect the
tests and verify that students
have completed all the sections
included.

Evaluation