SECCIÓN PRIMARIA

COLEGIO SUMMERHILL
CICLO ESCOLAR 2024-2025

COLEGIO SUMMERHILL
PLANEACIÓN DIDÁCTICA CICLO ESCOLAR 2024-2025

Teacher’s name:

Teacher Monica Celeste Gonzalez Cruz

Week from:
October 21th to October 25th

Signature Grade and Group Period

English 4th. A First

Context of the group

The 4th Grade A is a numerous group where children are intelligent and they care about each
other. Some of them have a lot of behavior problems, and sometimes as a group they are very
noisy, but they are willing to work with songs and games. They are very interested to learn new
things.
Expected Learning Topic

Weather Shipwrecked!
Survival tools
Verbs in the past
Expressing purpose
Past simple with ago

Purpose
Students will be able to practice the new vocabulary, development listening comprehension, writing skills and
speaking activities about Expressing purpose: I use the (binoculars) to (see the island). We need the (string) for
(fishing). The use of: Past simple with ago; We planned our trip (six months) ago. To talk about the weather of
every day and everything they had to took and use in a survival case.

DATE LEARNING ACTIVITIES

In-Person
October 21th, 2024 - Expressing purpose. Call students’ attention to the examples in the grammar box. Read
them aloud emphasizing the infinitive and gerund. Elicit the difference ‘’to’’ and ‘’for’’.
Then encourage volunteers to say the sentences in the past also using both endings.
- Look and discuss. Name the items and encourage students to raise their hand if they can
Identify them. If students have problems, write the names on the board, then form pairs.
- Read the question aloud and have students discuss their ideas. Remind them to use the
new grammar structures.
 SECCIÓN PRIMARIA
COLEGIO SUMMERHILL
CICLO ESCOLAR 2024-2025

- Ball Game. Invite students to stand up. Toss a ball to a student and elicit a word from a
vocabulary area. The student responds and tosses the ball back. Continue with other
students and different vocabulary area.
- Listen and mark the correct picture. Elicit who is telling the story. Tell students that they
are going to listen to the father describe what he and his family did when they arrived on
the island. Invite volunteers to describe each pair. Play Track 7 and pause it to allow
students time to choose the appropriate illustration.
- Use the phrases to label the pictures. Read the first cues and elicit a complete sentence.
Have students write it under the first picture. Encourage them to continue on their own.
-

October 22th, 2024 - Read and complete the time line. Call students’ attention to the journal entry. Explain
that the father is writing about the family’s trip. Read the entry and have students follow
along in their book. Then copy the time line on the board. One the time line, write the
main idea in note form. Continue this way until the entire time line has been completed.
- Ago. Copy the sentence from the grammar box above or below the time line on the
board. Underline the word ado. Tell students that the word ago is used in the past tenser
when we want to refer to a specific point in the past when the event happened. Have
them notice that ago is used with time expressions related to periods.
- What do they hope for? On the board, in a speech bubble, write I hope to find more food
for my family. Ask which character from the story might be saying that. Draw two big
blank speech bubbles for each name. Ask students to guess what the children might be
hoping for.
- Listen and underline the mistakes. Elicit the story so far. Help students with vocabulary.
Then focus on the text. Play Track 8 and have students to follow along in their book.
Elicit the wrong word and have students underline it.
- Listen again and write the correct words. Play Track 8 again. Pause it after the first
mistake and elicit the correct word. Have students write it above or on the side.
- Read and circle the correct answers. Divide the class into pairs. Give students a few
minutes to complete the activity before checking answers. For students that need more
guidance, suggest underlining the information that answers the question in the text, and
then circling the correct answer.
October 23th, 2024 - Initial Letters. Distribute the slips of paper. Have students read the first letter and get
together with other students with the same letter, then invite them to solve the words
together. As teams finish, have volunteers write their words on the board. When all the
words are on the board, read some definitions and elicit the words.
- Listen and mark the correct picture. Have students describe the pictures. Elicit what they
think is happening. Confirm that this is the end of the story, bit that only one picture is
correct. Play Track 9 and pause it after the second sentence. Continue playing the track
for students to mark the correct picture.
- Look and retell the story. Have students look at the pictures. Elicit verbs that describe
the scenes and write a list on the board. Encourage volunteers to write the past simple
form of each verb. Form pairs, read the sample language in the speech bubble and have
students continue on their own.
- Regular or irregular? Choose 10 to 20 verbs from the overview section of this unit and
write their base form. On the board draw a table with two columns and label them
Regular verbs and Irregular Verbs. Ask students to copy the table in their notebook. Have
students, first, think of the past simple form, and then decide which column it belongs
to.
- Listen and mark the items. Ask students to look at the pictures. Model each word and
elicit repetition. Next, read the heading and have students guess the items that are going
to be mentioned. Play Track 10 and ask students to mark the items.
- Listen and complete the notes. Have students read the notes in silence. Remind them to
use their illustrated Dictionary if needed. Play Track 11, pausing to allow students
enough time to write the corresponding words. After that, tell students to read the
complete notes In silence.
 SECCIÓN PRIMARIA
COLEGIO SUMMERHILL
CICLO ESCOLAR 2024-2025

- Discuss. Divide the class into small groups. Read the heading and the sample language.
October 24th, 2024 Elicit one or two more ideas and write them on the board, have groups continue
discussing on their own.
- Past Simple Tennis Match. Divide the class in half. Using the soft ball, have students toss
it to each other while you call out the base form of verbs from this unit’s overview
section and students say the equivalent past form.
- Read the tittle and look at the picture. Then circle the correct answer. Direct students’
attention to the picture and ask them to describe it. Then ask students to read the tittle
and circle the words that complete each sentence.
- Read the article and answer the questions. Ask students to read the first sentence in the
article aloud. Then ask Where were Sabine and Christophe born? Have students finish
reading the article silently. Then direct students’ attention to the questions below the
article and ask them to underline the answers in the text.
- Discuss. Write the following phrases on the board: I think that… I believe that… I don’t
think that… Divide the class into small groups. Invite students to use the phrases on the
board to talk about the advantages and disadvantages of living on a boat. Finally, ask the
class how they think Sandra and Daniel feel about living on this boat and traveling all
around the world.
October 25th, 2024 - CONSEJO TECNICO ESCOLAR
.Self-Learning This week students will review the vocabulary of the unit at home.
Type of evaluation Instrument
Evaluation Formative Assessment Flashcards
YouTube
Student’s book
Practice book
Resources/Observations
No observations for this week.