MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE ______________

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES
CENTRO EDUCATIVO: _________________________________ código ___________
GRADO: ___________________________ SEMANA DEL 12 AL 16 MES: FEBRERO 2024
CONTENIDO: UNIT 1 “HELLO MY NAME IS…” WEEK 1.
ACHIEVEMENT INDICATORS: To recognize basic classroom expressions from different sources and to follow classroom
instructions.
SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

● Welcome the students and ● Reuse the words from the ● Have students get in pairs.
15 introduce yourself. Give an previous lesson. Take the Provide them with a mini
minutes example to the students. words from a jar or bag and ask board.
● The students will introduce the students to pay attention to ● Take out from a jar, box or
themselves and they will the word. bag some expressions from
share something they like ● They will mime the word that the lessons.
eating. They will pass the ball the teacher will mention. ● The learners will write down
45 in order to select another ● Some students will pass in front the expression on the board
minutes classmate. to guide the game and the and raise it in order the
others will mime. teacher can check the words.

● Write some classroom ● Before this activity, prepare a ● Some students will pass in
15 expressions on the board. poster with the following front to guess some words.
minutes ● Make the students repeat as a vocabulary bank: ● The teacher will take the
drill. Can I go to the restroom?/ Come to the classroom expressions strips
● The learners will copy the front. / Open your book to page. / of papers from a box and
vocabulary. Stand up. / Can you lend me a pencil? / show them to the students.
● Point at every expression in Excuse me. / Please. / Stop. / Can you They will mime the
order the students can say it. repeat that, please? / Keep your expression and the student in
distance. / Raise your hand. / Work in front will guess it.
pairs. / Close the door, please. / No. / ● Repeat the same process
 Sit down. with other students.
● Ask students to open their ● The teacher will monitor
booklets to Unit 1 Worksheet 1. pronunciation and provide
● Read the instructions as a feedback if needed.
whole class.
● The teacher will monitor de
activity.
● Check the answers together.
15 ● Before class, write classroom ● Before class begins, write the ● The teacher will call out
minutes language expressions on following conversation on the some students to pass in
some strips of paper. board. front.
● Place these strips of paper in A: What classroom expression can you ● They will two cards. One
a bag, box, or jar. identify in picture a? will be the classroom
● During class, pick a strip of B: It is “work in pairs.” expression and the other one
paper at a time and read the ● Have students work in pairs. will be the command: mime
expression out loud. ● They will take turns covering the expression, unscramble
● Have students listen carefully the picture and asking as in the it, write it, or draw it.
to the expression and have provided short conversation. ● They will perform it as it
them mime it. ● They will swap in order to was selected.
● Model the activity, so practice largely enough. ● The teacher will monitor de
students can familiarize with ● The teacher will go up and pronunciation and the
the instructions. down monitoring the activity. command followed.
● Provide feedback at the end
of the activity. If necessary,
review any expressions that
require extra practice.

Evaluatio
n

MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

 DIRECCIÓN DEPARTAMENTAL DE ______________
MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES
CENTRO EDUCATIVO: _________________________________ código ___________
GRADO: ___________________________ SEMANA DEL 19 AL 23 MES: FEBRERO 2024
CONTENIDO: UNIT 1 “HELLO MY NAME IS…” WEEK 2.
ACHIEVEMENT INDICATORS: To reply greetings and farewells when interacting with people, and to spell long and short words in
English using the alphabet.
SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

● Paste on the board pictures ● Draw a chart on the board with ● Ask the students to get in
15 and greetings: good morning, “name” and “How are you pairs. Provide them with a
minutes good evening, hello and today?” mini board.
goodbye. ● Write a short conversation ● They will listen to the
● Play the hot potato. Play a modeling how to ask and teacher spelling some letters.
song and pass an object. The answer the question “How are They will write them down.
student who gets the item will you today?” ● They will raise the mini
45 match the picture with the ● Model the conversation. board in order the teacher
minutes expression. ● Ask students to copy the chart. can check it.
● Make the students repeat to ● They will stand up and ● Ask students to pronounce
practice pronunciation. interview six classmates as well the word.
as to take notes on their peer’s
answers.

● Paste other pictures and ● Introduce the alphabet by ● Draw a chart of nine squares
15 greetings on the board. Make writing it on the board. on the board.
minutes students repeat to practice ● Make some choral with the ● Make the students do it in
pronunciation together with students. their notebook.
gestures. ● Emphasize on the letters that ● Write the following letters
● Ask them to illustrate the may be difficult to pronounce. aside the chart and ask the
picture and to copy the ● Have the students copy the students to select 9 letters
greetings on their notebook. alphabet in their notebook. and to copy them in the order
 ● Introduce the capital letters and that they prefer in their
the lower case letter. notebook: A, E, I, G, H, J, Y,
● Have students take notes in M, N, C, S, Z, B, V, K, Q.
their notebook. ● The teacher will get some
letters from the box and
mention them.
● The student who completes
the chart first will say
BINGO!
15 ● Place the greetings on a box ● Ask students to open their ● Draw a chart on the board
minutes and ask some students to pass booklet to unit 1, worksheet 2. with the following words:
in front and pick one. ● Make students to repeat after morning, close, pencil, spell,
● The student will draw it on the teacher, the letter and the afternoon, open, night,
the board and the other words. evening, borrow.
students as well in order to ● The students will get in pairs. ● Ask the students to get in
check if they understood the They will take turns and point pairs and to spell some
vocabulary. to one letter, the other words by following this
● The teacher will go up and classmate will say the letter and conversation:
down checking what the the word. A: How do you spell “morning”?
pupils are doing. ● The teacher will go up and B: It’s M-O-R-N-I-N-G.
down monitoring the activity. A: Yes, that’s correct! / Try again,
please.
● They will cross out the Word
that was spelled correctly.
● Monitor de activity.

Evaluatio
n

MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE ________________
 MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES
CENTRO EDUCATIVO: _________________________________ código ___________
GRADO: ___________________________ SEMANA DEL 26 FEBRERO AL 01 MES DE MARZO 2024
CONTENIDO: UNIT 1 “HELLO MY NAME IS…” WEEK 3.
ACHIEVEMENT INDICATORS: To identify numbers from 0 to 20, to spell numbers from 0 to 20, and to ask for telephone numbers
politely.
SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

● Ask students to get in pairs. ● Write the numbers with the ● Ask the students to get in
15 Provide them with a mini unscramble letters. pairs.
minutes board. ● Assign one word to some ● The teacher will set some
● They will listen to some students. They will pass to the sets of cards on the floor in
spelling of numbers from 1 to front and order it. The other order one representative
10. students must do it in their from each couple flips the
● They will raise the mini notebook at the same time. cards and finds the couples.
45 board. ● Once the student writes the ● Once they find the couples,
minutes ● Ask to some learners to spell word in order, he or she will they will mention the
the word. say it aloud. number aloud.
● Show the cards with numbers ● Have students open their ● Draw a chart on the board
15 to the students. Write them booklet to unit 1, worksheet 3. with name and phone
minutes on the board. They will solve a crossword number.
● Make the students repeat puzzle. ● Write a conversation on the
after the teacher. ● The teacher will provide the board
● Have them copy the numbers first solution and then monitor A: Hello, Ernesto. Excuse me, what
from 0-20 in their notebook the activity going up and down is your phone number?
together with the spelling. the classroom. B: It’s 7-9-6-3-2-5-7-8. What is
your phone number, Karina?
A: It’s 6-4-1-5-4-2-9-0.
B: Thank you!
A: You’re welcome. See you!
 ● The teacher will model the
dialogue and make the
students repeat. Explain
ZERO and OH.
● They will stand up and
collect 6 phone numbers by
doing the conversation with
each person.
15 ● Show to the students some ● Ask the students to get in pairs. ● Paste around the classroom
minutes cards with numbers from 0- They will spell 5 numbers from some copies with a phone
20. Make them repeat after the crossword puzzle each dial pad. The students will
you. following the conversation make three groups and take
● Ask the pupils to stand up. A: How do you spell thirteen? turns dialing the phone
Explain the activity “The B: It’s T-H-I-R-T-E-E-N. number that any classmate
boat is sinking!”. A: Good job! / Please, try again will mention.
● Play music and stop it, say ● The teacher will monitor the ● The teacher will go around
“The boat is sinking, get in activity and provide assistance monitoring the activity and
groups of 3.” when needed. providing any needed
● The student who doesn´t get feedback.
in group will pass in front to
take one number from the
box and spell it (5 FIVE).

Evaluatio
n

MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

 DIRECCIÓN DEPARTAMENTAL DE ____________________
MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES
CENTRO EDUCATIVO: Playa San Diego, Canton San Diego código _____11102______
GRADO: ___________________________ SEMANA DEL 04 AL 08 MES: MARZO 2024
CONTENIDO: UNIT 1 “HELLO MY NAME IS…” WEEK 4.
ACHIEVEMENT INDICATORS: To name common email address symbols and to exchange basic personal information with a
classmate.
SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

● Take different numbers from ● Ask students to get in pairs. ● Ask to some students to
15 a box. Give a copy with email pass in front and take a strip
minutes ● The students will mention the addresses written on it. Tell of paper with a personal
number and ask them to spell them not to share them yet. question in disorder.
it. ● They will sit face to face and ● The student will write it in
● Write on the board: Class, do take turns to dictate the email order on the board.
you agree with the answer? addresses to their partner. ● The other students will help
45 Yes or No. ● They will exchange notebook checking if the questions
minutes ● Select students individually and check if the spelling is have been ordered correctly.
and ask them to say and spell correct.
the number. ● They will read the email
● The teacher will ask to the addresses.
learners the written question.

● Write on the board the email ● Paste on the board some ● Ask students to make a
15 address symbols. flashcards with questions about circle.
minutes ● Make the students repeat personal information and the ● They will pass two markers
after the teacher. answers. (blue and red) while listening
● Write two email addresses on ● Make students to repeat after to a song.
the board: the teacher to practice ● Once the music stops, the
[email protected] and pronunciation and intonation. one who get the blue marker
[email protected] ● Take turns. Once the teacher will make a personal
 ● Make the students repeat the will read the questions and the information question to the
emails after the teacher. students the answers and then one who gets the red marker.
● Ask the students to work on swap. ● The teacher will provide
their booklet, unit 1, ● Ask the students to copy the assistance if needed.
worksheet 4. information in their notebook.
● Check together.
15 ● Explain to students that they ● Paste the answer of the ● Write on the board a profile
minutes will work in pairs and take turns previous personal questions. with name, age, occupation
reading out loud the email ● Keep the cards with the and school.
addresses on Part II, worksheet questions aside. ● The students will get in pairs
4.
● Assign to some students the and use the question and
● Next, request students to answer
the question in Part III by
cards with the questions in answer flashcards to ask to
writing their real or invented order they can pass in front and their classmate. (The teacher
email address. paste them next to the will model the activity
● Write the following corresponding answer. together with a volunteer)
conversation on the board. ● Check the answers with the ● Once they have finished
A: Hi, Moisés. What’s your email whole class. asking, they will make a
address? profile about their
B: Hello, Celia. It’s classmates, as the one
[email protected] . What is provided on the board.
your email
address?
A: It’s [email protected]
● Have students stand up and collect
three email addresses from different
classmate using the dialogue.

Evaluatio
n

MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE _______________
 MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES
CENTRO EDUCATIVO: Playa San Diego, Canton San Diego código ____11102_______
GRADO: ___________________________ SEMANA DEL 11 AL 15 MES: MARZO 2024
CONTENIDO: UNIT 1 “HELLO MY NAME IS…” WEEK 5.
ACHIEVEMENT INDICATORS: To introduce themselves in English, to role-play a dialogue to exchange personal information, and
to check progress along unit 1.
SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce
● Write a conversation on the ● Ask to the students to get in ● Have students sit in order.
15 board using personal pairs and allow them a few ● Provide them with the unit
minutes information. minutes to practice their test.
● Make the students repeat the conversation. ● The teacher will explain the
conversation to practice ● They will pass in front to say different parts of the test.
pronunciation and intonation. their conversation. ● The students will accomplish
● Ask the learners to take turns. ● The teacher will evaluate them the evaluation and give back
45 They will be A and the through a rubric in which they to the teacher.
minutes teacher B. then, swap. will have comments and
Unit project ● Ask them to get in pairs and suggestions.
write their own conversation
replacing the underlined
information by their own
data.
● They will practice it and start
memorizing.

Evaluatio
n