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SCHEME OF WORK FORMAT

DIRECCIÓN DE EDUCACIÓN BÁSICA


Cycle: 1 Weeks: 1 - 3
COORDINACIÓN GENERAL DEL PROGRAMA DE
Grade: 3rd Days: 1 - 8
INGLÉS “PROGRESS”
Unit: 3. Block A Days:
COORDINACIÓN ACADÉMICA
Teacher:______________________
Specific Competency with the language: Make Environment: Literary and ludic.
Social Practice: Play with words, and read and write
for expressive and aesthetic purposes language games to find words through crossword
puzzles.

Doing with the language: *Explore thematic children’s Knowing about the language: *Textual components: Being with the language: *Use written language as a
crosswords. subtitles, lists of “clues”, and numbers. means of entertainment.
*Identify the name of the game: crossword. *Graphic components: columns, lines, and numbers. *Appreciate cultural expressions that are similar in
*Identify purpose and topic. *Writing directionality of words in a crossword. Mexico and in English-speaking countries
*Distinguish textual and graphic components. *Purpose of crosswords.
*Detect writing directionality in crosswords

 Product: Crossword. Name of the stage1: Select the topics and choose the words that will be found in the Vocabulary: newspaper, story, interesting,
crossword. headline, champion, collar, article,
Suggest the “clues” to discover the words in the crossword. crossword, hard, easy, horse, giraffe,
Write the words based on a model. monkey , crocodile, dog, spider
Check that the writing of “clues” complies with spelling conventions.
Class objective(s): Identify differ names of the animals
Introduction Warmer: Greet the students and sing a song “The day of the week”. Sate the date (T – Ss3’). Tr writes the date on the board Material
and ask students to repeat. “Today is ……..”. Have the whole class say the complete date.
Board
Revision: in the board draw the crossword
Motive student to participate
Lead-in activity: Say alphabet complete
show the picture of a animal, describe briefly Example: This is a horse

Introduction of vocabulary: Model the words and ask repetitions using a drilling pattern.( horse, giraffe, Money , crocodile,
dog, spider
Presentation Key language: divide the class into small groups. Aks them to write the letters of the alphabet down the left hand side of a
piece of paper . Tell them to try and dink of the name of an animal for each letter. After three minutes , see which group has paper
the most animals. Invite them to read their list to the rest of the class. pencil

Key language comprehension checking: Is this a monkey? what’s this? horse, giraffe, monkey , crocodile, dog, spider
This is a spider, horse………

Practice Read and label. Have students open activity book to page 34. Ask student to identify the differ animals in the photos, Point the
crocodile, Is thus a monkey? What’s is? Ask students to write the names of the animal under the corresponding photos, using book
the words from the box. Check the answer oraly and have students spell out the words.

Match the animals to the riddles. Have students look at page 34, activity B. Invite individual students to read out read out the
riddles . After each riddles, check comprehension: Pion to your legs? Who has a pet? What’ s its name? Does it have teeth?
What animals have tails? Have students number the riddles with the numbers of the photos from activity A. Ask student to
compare their answer with the classmate. Check answer orally with the whole class. I have your legs. I am a popular pet. I like
to smell things. What am I?
Application Mach the animals to the riddles. Have students look to page 34, activity C. Tell students to look at the words and count the BOOK
letters. Then have them write the letters in the correct number of boxes. ask students in what type of puzzle they can see
boxes to write letters. A crossword. Check answer orally with the whole class: How many letters are there are in horse?Ask Picture carsds
student how many letters there are in the names of the other animals on the page.

Memorame game: provide the students of picture card and words, They find picture card with corresponding word
Wrap up: student reapeat the names of animals

Personal Aim: write longer sentences Comments:


objective(s): Classify the words of the story
Introduction Warmer: Greet the students and sing a song “Hello Teacher”. Sate the date (T – Ss3’). Tr writes the date on the board and ask Material
students to repeat. “Today is ……..”. Have the whole class say the complete date.
Board
Revision: ask some student to repeat different parts of the house
Motive student to participate

Lead-in activity: show the picture of the different book


Example: This is a book: this is a legend, this is a story, This is a fable
Choose a story snow white
Introduction of vocabulary: Model the words and ask repetitions using a drilling pattern.(qeen, rabbit, spoon, tree, plate,
prince, deer, flower
Presentation Key language: Show the pictures different s personages of the story snow white, also read the story of snow white . Picture
the read the text with the class. On each page point to and identify the characters and key words: Snow white, qeen, rabbit, board
spoon, tree, plate, prince, deer, flower. Then name the different characters and key words and have students come up and Picture cards
point to the illustration on the pages

Key language comprehension checking: How many personages are there here in the story?

There are 2 person. 2 animals .four things

Practice Listen. Play track 13 and have students listen to the song Who has the apple in the story? The queen .Is she good or bad. Play
the track a third time and have student sing a long TRACK 13

Mach. Now ask the students to mach the picture to the characters of the story

Application Color and match. Have students open the Activity book 1 to page 32. Distribute crayons. Name the people and items in the .BOOK
picture and have students point to them in theirs books: Point to snow White.Point the prince. Give the instructions for
students to color the pictures: Color CYAYONS
Wrap up: student come to the front say different characters of the story
Personal Aim: write longer sentences Comments:

Class objective(s):Date: ss will be able to identify the different instruction


Introduction Warmer: Greet the students and sing a song “Hello Teacher”. Sate the date (T – Ss3’). Tr writes the date on the board and ask Material
students to repeat. “Today is Wednesday, November 11th 2015”. Have the whole class say the complete date.
Board
Revision: ask some student to repeat different of permissions and instructions Picture cards
Motive student to participate

Lead-in activity: show the picture instructions in the class


Example:
Introduction of vocabulary: Model the words and ask repetitions using a drilling pattern. (chorally. In groups , individually ) as
many times as needed
open my book, close my book, color, read, listen, raise my hand, take your pen ,scissors, rule colors

Presentation Key language: Teacher shows the pictures and sentences whit different instructions in the class Picture cards
SS stand up repeat and to make movements. Ask for repetitions using a drilling patterns

Key language comprehension checking: show the picture and ask volunteer put the picture in the sentence correct
Practice Activity 1. Read and identify the instructions. Use the picture and the text out loud , tracking the reading whit your finger and Picture cards
have the students read after you. When are you reading make sure their focus their attention on the cut drawings -images

Activity 2. Pairs. Have the students practice the dialogues in pairs. Instructions in the class
Application Worksheet. Write the instructions in your worksheet and draw .ask the them to draw the corresponding illustration. Monitor Worksheet
closely to check understanding. Picture
Show and tell. Ask several volunteer to come to the front and share their work. Remember to praise the good work Book page 24.

Activity Book. In the book the students circle six school supplies and label the picture

Wrap up: ask students remember to instruction after signing a son goodbye teacher

Personal Aim: make sure students understand the importance of the number of the Comments:
instructions

Class objective(s):Date: : ss will be able to identify the different instruction


Introduction Warmer: Greet the students and sing a song “Hello Teacher”. Sate the date (T – Ss3’). Tr writes the date on the board and ask Material
students to repeat. “Today is Thursday, November 12th 2015”. Have the whole class say the complete date.

Revision: ask some student to repeat different instructions, raise your hands a volunteer
Motive student to participate

Lead-in activity: show the picture and make mimic of the rules in the class
Example:1. Don’t shot, 2.throw the trash into the trash 3. can don’t run in the hallway 4. Don’t fight
Introduction of vocabulary: Model the words and ask repetitions using a drilling pattern.
Rules in my class 1.________________2.___________3_____________4_______________
.

Presentation Key language: Teacher shows the pictures rules in the class
SS stand up repeat and to make movements. Ask for repetitions using a drilling patterns

Key language comprehension checking: choose a picture and say the corresponding rule
SCHEME OF WORK FORMAT
DIRECCIÓN DE EDUCACIÓN BÁSICA
Cycle: 1 Weeks: 1 - 3
COORDINACIÓN GENERAL DEL PROGRAMA DE
Grade: 1st Days: 1 - 8
INGLÉS “PROGRESS”
Unit: 3. Block A Days:
COORDINACIÓN ACADÉMICA
Teacher:______________________
Practice Activity 1 match. Now, ask then students to match the picture to the rules. Have students focus on the rules. ask student to
label the different rules.

Activity 2. Pairs. Have the students practice the dialogues in pairs of the rules in the class.

Application Memory game: Prepare a set of pictures and another one with the corresponding word cards. Paste all them on the board .
facedown. Number them. Divide the group in two teams organize a contest. Throw a coin to decide on turns. Call volunteers to
go to the front and find a pair if is not a pair, then they put in back. If it is a pair, they earn a point and you have everybody to
say the word. The team that earns the most points in the winner.
Activity Book. The students use the book in the page 2. Look and complete the sentences

Wrap up: Lets review the rules in the class


Ask students to put their things away arrange their desk. Sing a good-bye song

Personal Aim: make sure students understand the importance of the rules in the Comments:
class.
SCHEME OFwith
Specific Competency WORK FORMAT Compare
the language: DIRECCIÓN
Environment: DE EDUCACIÓN
Literary and ludic. BÁSICA
Social Practice: Participate in language games with
Cycle:words
1 Weeks: 1 - 3
in a children´s story. COORDINACIÓN GENERAL DEL PROGRAMA
expressive and aesthetic purposes. Grade: 1st Days: 1 - 8 DE INGLÉS “PROGRESS”
Unit: 3. Block A Days: Teacher:______________________ COORDINACIÓN ACADÉMICA

Doing with the language: *Read “clues” out loud and Knowing about the language: * List of suitable words. Being with the language: *Use written language as a
discover the missing words. *Diphthongs. means of entertainment.
*Spell out newfound words. * Differences in the conventional word-sound *Appreciate cultural expressions that are similar in
*Count letters. correspondence between the mother tongue and Mexico and in English-speaking countries.
*In a graphic, look for the column or row that English.
corresponds to the number of letters of the
newfound word.
*Write the words in the columns or rows.
*Practice spelling.

Product: Crossword. Name of the stage: 3. Solve the crossword orally by spelling out the words to be
discovered.

Share the crossword with other groups.


SCHEME OF WORK FORMAT DIRECCIÓN DE EDUCACIÓN BÁSICA

Specific Competency with the language: Change Environment: Literary and ludic.
Social Practice: Participate in language games with
verses in a children´s poem.
expressive and aesthetic purposes.

Doing with the language: *Identify the writing of Knowing about the language: *Lists of suitable words. Being with the language: *Use written language as a
textual components. *Diphthongs. means of entertainment.
*Say the names of graphic components. *Differences in the conventional word-sound *Appreciate cultural expressions that are similar in
*Establish the relationship between numbers in “clues” correspondence between the mother tongue and Mexico and in English-speaking countries.
and numbers in a graphic. English.
*Identify information provided by the “clues” to
discover the words.
*Find out the meaning of new words.

Product: Crossword. Name of the stage2: Write the final version of the “clues” and the crossword
graphic, considering that the number of columns, rows, and squares is enough for
the amount of “clues” and the amount of letters in words, respectively.
Cycle: 1 Weeks: 1 - 3 COORDINACIÓN GENERAL DEL PROGRAMA
Grade: 1st Days: 1 - 8 DE INGLÉS “PROGRESS”
Unit: 3. Block A Days: Teacher:______________________ COORDINACIÓN ACADÉMICA