PLAN CLASS TEACHER HUGO ARMANDO ASCANIO DIANA MILENA LLANO GARCÍA LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS PENSILVANIA, CALDAS 2019 GRADE Lesson number: ONE Grade:FIRST Numberofstudents: 3 Students’average: Pre A1 The parts of the body Unit/Topic: Time:1- 30 hours (per academic term) Goal: Identify, visually and orally, in English, some activities for body care and personal hygiene. General objective Identify, orally, words and short instructions, related to body care and personal hygiene. Mention, in a simple way, actions he/she practices for his/her personal hygiene. Language function Express his/her preferences about certain food that contributes with the health care. Describe his/her personal hygiene routine. English DBA: 1. Understands and follows instructions related to basic school tasks, verbally and nonverbally. 2. Understands and makes simple statements, using rehearsed expressions about his/her immediate environment (house and school). 3. Orders the sequence of main events in a simple short story, by using pictures, after reading or listening to it. Performance indicators: KNOW DO BE LEARN 1. Identifies vocabulary related to body parts. 1. Answers simple questions that require basic personal information. 2. Organizes images to represent a sequence in his/her daily routine and retells it in English . 3. Makes a list of activities required to take care of the body. 1. Recognizes his/ her responsibility to practice daily routines to take care of the body as an important way to be healthy. 2. Becomes concerned about his/her hygiene and body care. 21st Century Skills Shows commitment with regard to his/ her learning as a process for lifetime. Learning strategies Establishes relationships between the things he/ she already knows and the new things to learn. 2. Recognizes words and expressions related to routines of body care and personal hygiene. 3. Identifies words that help him/her follow a sequence in a story or a process. Possibleproblems There isn’t energy in the school. Anticipatedsolutions The teacher has to be appropriated of the topic. I. FASE/ STAGE BEGINNING MIDDLE LESSON SEQUENCE PROCEDURE Greeting and song “Hello teacher, hello teacher, how are you? How are you? I am very happy, I am very happy din don dan, din don dan” The teachers shows and sing with the students the song: “head, shoulders, knees and toes” (Annex I) Students repeat after teacher each one the sentences of the song. Students sing with the teacher and the video. Students review when they are throwing a dice where they have the parts of the body and answer to the teacher what part is it. The teacher shows to the students in the board the parts of the body and students repeat after him/ her. The teacher gives to the students a copy where they paint the body and math the nouns with the part in the picture. (Annex II) Students paint, cut and paste in their TIME 10 minutes. 5 minutes 15 minutes. 10 minutes 30 minutes END notebooks the human body taking into account the picture on the left of the paper. (Annex III) Students in groups of five play the board game about the topic of the class. And say the parts of the body. (Annex V) HOMEWORK: Students with their parents in their houses circle the correct part of the body that is in the left of the copy. (Annex IV) 15 minutes. Materials: Video Beam – pc – board–copies topaint and complete. Copies tocut, boardgamewith dice. Annexes: Annex I: Video head, shoulders, knees and toes. https://www.youtube.com/watch?v=h4eueDYPTIg Annex II: Annex III: Annex IV: Annex V: Lesson number: two Grade: FIRST Numberofstudents: 3 Students’average: Pre A1 The daily routine Unit/Topic: Time:1- 30 hours (per academic term) Goal: Identify, visually and orally, in English, some activities for body care and personal hygiene. General objective Identify, orally, words and short instructions, related to body care and personal hygiene. Mention, in a simple way, actions he/she practices for his/her personal hygiene. Language function Express his/her preferences about certain food that contributes with the health care. Describe his/her personal hygiene routine. English DBA: 4. Understands and follows instructions related to basic school tasks, verbally and nonverbally. 5. Orders the sequence of main events in a simple short story, by using pictures, after reading or listening to it. Performance indicators: KNOW DO BE LEARN 1. Identifies vocabulary related to body parts. 1. Organizes images to represent a sequence in his/her daily routine and retells it in English . 2. Makes a list of activities required to take care of the body. 1. Recognizes his/ her responsibility to practice daily routines to take care of the body as an important way to be healthy. 2. Becomes concerned about his/her hygiene andbodycare. 21st Century Skills Shows commitment with regard to his/ her learning as a process for lifetime. Learning strategies Establishes relationships between the things he/ she already knows and the new things to learn. 2. Recognizes words and expressions related to routines of body care and personal hygiene. Possibleproblems There aren’t energy in the school. Anticipatedsolutions The teacher has to be appropriated of the topic. II. LESSON FASE/ STAGE BEGINNING SEQUENCE PROCEDURE Students hear and repeat the song after the teacher, then they learn the song “Brush TIME 15 minutes 1. 2. 3. 4. MIDDLE END your teeth” (Annex I). The students answer the following questions to the teacher: What is your daily routine? Why is important take a shower every day? Why must we brush our teeth after each meal? What time do you get up every day? The teacher shows to students some postcards with daily routines and questions to them “What is he/she doing?” Teacher explains and students repeat each action after him/her. Students draw and paint their daily routine on their notebooks. Teacher gives a copy to students where they order the routine about jack. 5 minutes Teacher plays domino with students to review the topic of the class. 30 minutes 5 minutes 20 minutes 15 minutes. Materials: Video Beam – pc – board – copies topaint and completetheroutine, domino’sgame. Annexes: Annex I: Video “Brush your teeth” https://www.youtube.com/watch?v=1eV2Vwgvax8&t=95s Annex II: (Post cards daily routines) Annex III Annex IV: (Domino) Lesson number: Three Grade: FIRST Numberofstudents: Students’average: Pre A1 The health activities Unit/Topic: Time:1- 30 hours (per academic term) Goal: Identify, visually and orally, in English, some activities for body care and personal hygiene. General objective Identify, orally, words and short instructions, related to body care and personal hygiene. Mention, in a simple way, actions he/she practices for his/her personal hygiene. Language function Express his/her preferences about certain food that contributes with the health care. Describe his/her personal hygiene routine. English DBA: 6. Understands and follows instructions related to basic school tasks, verbally and nonverbally. 7. Understands and makes simple statements, using rehearsed expressions about his/her immediate environment (house and school). 8. Orders the sequence of main events in a simple short story, by using pictures, after reading or listening to it. 9. Describes some physical characteristics of self and others, through the use of rehearsed words or phrases. Performance indicators: KNOW DO BE LEARN 1. Identifies vocabulary related to body parts. 1.Organizes images to represent a sequence in his/her daily routine and retells it in English . 2. Makes a list of activities required to take care of the body. 1. Recognizes his/ her responsibility to practice daily routines to take care of the body as an important way to be healthy. 2. Becomes concerned about his/her hygiene andbodycare. 21st Century Skills Shows commitment with regard to his/ her learning as a process for lifetime. Learning strategies Establishes relationships between the things he/ she already knows and the new things to learn. 2. Recognizes words and expressions related to routines of body care and personal hygiene. 3. Identifies words that help him/her follow a sequence in a story or a process. Possibleproblems There isn’t energy in the school. Anticipatedsolutions The teacher has to be appropriated of the topic. III. FASE/ STAGE BEGINNING MIDDLE PROCEDURE The teachers directs the game: “Simon says” and Students do the following activities: Jump – run – walk – dance – play – sing. END LESSON SEQUENCE The teacher shows to the students in the board the following activities in English and in Spanish the students repeat after him/ her. Cycling – running – jumping – football – walking – basketball. Students take a card with a sport and do the action corresponding to it and the partners have to say what it is. (Annex I) Students write on their notebooks and draw the activities in the nouns. Students mark in the copy if the activity is done with the hands, footh or body and paste it on their notebooks. Students in groups play with the sport dice and after that TIME 10 minutes. 10 minutes. 10 Minutes 20 minutes 30 minutes 10 minutes. they say the activity. HOMEWORK: Question to your partners and write on their notebooks. Por qué es tan importante hacer actividades físicas? Materials: Video Bean – pcs – board – copies to paint and complete. Copies to cut, board game with dice. Annexes: Annex I: Cards activities CYCLING FOOTBALL Annex II: RUNNING WALKING JUMPING BASCKETBALL Annex III: Lesson number: Four Grade: FIRST Numberofstudents: Students’average: Pre A1 :The healthy food Unit/Topic Time:1- 30 hours (per academic term) Goal: Identify, visually and orally, in English, some activities for body care and personal hygiene. General objective Identify, orally, words and short instructions, related to body care and personal hygiene. Mention, in a simple way, actions he/she practices for his/her personal hygiene. Language function Express his/her preferences about certain food that contributes with the health care. Describe his/her personal hygiene routine. English DBA: 10. Understands and follows instructions related to basic school tasks, verbally and nonverbally. 11. Understands and makes simple statements, using rehearsed expressions about his/her immediate environment (house and school). 12. Orders the sequence of main events in a simple short story, by using pictures, after reading or listening to it. 13. Answers simple questions about basic personal information such as name, age, family and classmates. Performance indicators: KNOW DO BE LEARN 1. Identifies vocabulary related to body parts. 1. Answers simple questions that require basic personal information. 2. Organizes images to represent a sequence in his/her daily routine and retells it in English . 3. Makes a list of activities required to take care of the body. 1. Recognizes his/ her responsibility to practice daily routines to take care of the body as an important way to be healthy. 2. Becomes concerned about his/her hygiene andbodycare. 21st Century Skills Shows commitment with regard to his/ her learning as a process for lifetime. Learning strategies Establishes relationships between the things he/ she already knows and the new things to learn. 2. Recognizes words and expressions related to routines of body care and personal hygiene. 3. Identifies words that help him/her follow a sequence in a story or a process. 4. Identifies the words what/ who/how old to answer basic questionsrelatedto personal Possibleproblems There aren’t energy in the school. Anticipatedsolutions The teacher has to be appropriated of the topic. IV. LESSON FASE/ STAGE BEGINNING MIDDLE SEQUENCE PROCEDURE With the fruits carried by the students to share with partners, the teacher talk about the importance of healthy food. TIME 10 minutes. 10 minutes Students listen the following song and enjoy the video. (https://happylearning.tv/cancioningles-yummy-yummy/)Students sing with the teacher and the video. Students search the way in the copies and then paste it on their notebooks. 15 minutes. The teacher shows to the students in the board the cards and pronounce the food in them and repeat after the explaining. 15 minutes The teacher give to the students a copy where they must fill the pictures with clay. 30 minutes Students paint and emboss each of the following nouns in a copy : MILK – EGG – VEGETABLES – MEAT – FRUIT Students match the meals with 20 minutes 10 Minutes END the corresponding group of food. (Aneex VII) Students in groups play the game with the teacher in the yard. HOMEWORK: Students with their parents in their houses paint the circle of each one of the meals corresponding to the food group in the color copy. 15 minutes. Materials: Video Bean – pcs – board – copies to paint and complete. Copies to cut, board game with dice. Annexes: Annex I: Video about food. https://happylearning.tv/cancion-ingles-yummy-yummy/ Annex II: Search the way. Annex III: Annex IV: Annex V: Annex VI: Annex VII: Lesson number: FIVE Grade: FIRST Numberofstudents: Students’average: Pre A1 :The general diseases Unit/Topic Time:1- 30 hours (per academic term) Goal: Identify, visually and orally, in English, some activities for body care and personal hygiene. General objective Identify, orally, words and short instructions, related to body care and personal hygiene. Mention, in a simple way, actions he/she practices for his/her personal hygiene. Language function Express his/her preferences about certain food that contributes with the health care. Describe his/her personal hygiene routine. English DBA: 14. Understands and follows instructions related to basic school tasks, verbally and nonverbally. 15. Understands and makes simple statements, using rehearsed expressions about his/her immediate environment (house and school). 16. Orders the sequence of main events in a simple short story, by using pictures, after reading or listening to it. 17. Answers simple questions about basic personal information such as name, age, family and classmates. 18. Describes some physical characteristics of self and others, through the use of rehearsed words or phrases. Performance indicators: KNOW DO BE LEARN 1. Identifies vocabulary related to body parts. 1. Answers simple questions that require basic personal information. 2. Organizes images to represent a sequence in his/her daily routine and retells it in English . 3. Makes a list of activities required to take care of the body. 1. Recognizes his/ her responsibility to practice daily routines to take care of the body as an important way to be healthy. 2. Becomes concerned about his/her hygiene andbodycare. 21st Century Skills Shows commitment with regard to his/ her learning as a process for lifetime. Learning strategies Establishes relationships between the things he/ she already knows and the new things to learn. 2. Recognizes words and expressions related to routines of body care and personal hygiene. 3. Identifies words that help him/her follow a sequence in a story or a process. Possibleproblems There aren’t energy in the school. Anticipatedsolutions The teacher has to be appropriated of the topic. V. LESSON FASE/ STAGE BEGINNING SEQUENCE PROCEDURE The teachers has in a bag some cards with diseases and each one of children have one of them and after that they have to act that diseases and others have to say what is it. (Annex I) Students looks several times the cards and repeat after teacher each one the nouns in thecards. Students sing with the teacher and the video. TIME 10 minutes. 15 minutes MIDDLE Students draws the antidotes that their mother uses to cure the diseases in the copy. (Annex II) 30 minutes END Students in groups cut and paste pictures of magazines where they represent the diseases learned in class. 15 minutes. Materials: Video Bean – pcs – board – copies topaint and complete. Copies tocut, boardgamewith dice. Annexes: Annex I: Annex II: THE ANIMALS GOAL To achieve the third grade students to understand story and from this interact with other partners through participation strengthening reading, writing, listening and pronunciation skills. GENERAL OBJECTIVE: Identify the wild animals inside you readings and written texts. ENGLISH DBA: Understands and describes details in short, simple texts related to familiar topics, based on images and known phrases. Exchanges ideas and simple opinions with classmates and teachers, following models or using images. Describes things, places, people, and communities, in oral or written form, using simple phrases. TIME:2 HOURS GRADE: 3° PERFORMANCE INDICATORS: KNOW DO 1. Classifies causes and 1. Identifies simple effects with in an vocabulary related environmental using to elements of the situation, images. environment in 2. Describes your context. environmental 2. Recognizes problems in your expressions immediate related to human community, using actions against previously studied the environment. phrases. BE 1. Works in a team to make your school community a better place to be. 2. Recognizes that their decisions and personal actions have consequences for others and the environment LEARN 21st Century Skills Takes a shared responsibility and values contributions of every member of the team. Learning strategies Takes advantage of every opportunity to learn English (e.g. learn songs in English SOCIOLINGUISTIC/ INTERCULTURAL Contributes in a responsible way to take care of the environment SUGGESTED CONTENT: TOO REVIEW GRAMMAR EXPRESSION Grade first: the domestic animals. Adjectives This is.. Used where and what. The animal is… The colors The numbers Verb to be No. isn¨”t Module 3: Animals and their habitats Environmental elements Tree, park, animals, river, ocean POSSIBLE PROBLEMS ANTICIPATED SOLUTIONS That there light Bring the printed class That a situation of forcé majeure arises Organize the class for another day LESSON SEQUENCE FASE/ STAGE BEGINNING MIDDLE END PROCEDURE Hand out the worksheet that contains annex I, tell the children there are seven animals. The crocodile is circled as an example.the children need to find and circle the other six words. Give the children about five minutes and then put them in pairs to check together. Monitor and help if necessary. (Annex I) - Read the story about the crocodile Mr crocodrile’s toothbrush to the children. (annex II) -Hand out worksheet that contains anexo III. Ask the children to look at the pictures of the seven animals and check they know what each one is. Explain that you will play the recording and they should write the number next to each animal to show the order in which it appears in the story. The crocodile is given number one because it is the first animal they hear. (annex III) - Read the story again -Ask the children if they can remember which animal is described with which adjective and to write the animals in the correct blanks.(Annex IV) - Tell students that they must enclose the correct answer according to the story. (Annex V) - Glue the image of the bathroom on the board. (Annex VI).Ask the children if they can find the missing toothbrush by looking at the final picture of the story. - Draw these animals in your notebook, write the questions in English and answer them. (Annex VII) MATERIALS: Photocopies, board, markers, colors, poster ANNEXES: Annex I TIME 10 minutes 30 minutes 20 minutes Annex II Annex III Annexes IV and V Annex VI Annex VII What animal is this? This is a lion. What animal is this? This is a _ _ _ _ _ _ _ _ _ _ _ What animal is this? This is a _ _ _ _ _ _ _ _ What animal is this? _ This is a _ _ _ _ _ _ _ _ _ _ What animal is this? _______________________ What animal is this? ______________________ What animal is this? _____________________ What animal is this? ___________________ PARTS OF THE HOUSE Grade: Third Time: 2 hour GOAL: To achieve the third grade students to identify the different parts of the house by responding to the four English language skills. GENERAL OBJECTIVE: Understand sentences in short and simple written texts, backed by images, related to the parts of the house. LANGUAGE FUNCTION: Mention the causes and consequences of a given situation with the support of images. Give and ask for simple information about everyday actions related to their responsibilities in the house. ENGLISH DBA: Understands and describes details in short, simple texts related to familiar topics, based on images and known phrases. Exchanges ideas and simple opinions with classmates and teachers, following models or using images. Describes things, places, people, and communities, in oral or written form, using simple phrases. PERFORMANCE INDICATORS: KNOW DO BE LEARN 1.Recognize words related to each other on topics that are familiar to me. 1.Describes things, places, in oral or written form, using simple phrases. 1.Use gestures and body movements to make me understand better. 21st Century Skills 2.Understand songs, rhymes and children's rounds, and Demstrarlo with gestures and movements. 2.Answer questions about people, objects and places in my environment. 2.Respects the rules and the spaces of the house. 3.To show knowledge of the basic structures of English. 1.Shows commitment with regard to his / her learning as a process for lifetime. Learning strategies 2. Establishes relationships between the things he / she already knows and the new things to learn 3.Participates in short representations; Memorized and I understand the parliaments SUGGESTED CONTENT: GRAMMAR EXPRESSIONS ENGLISH SOCIOLINGUISTIC/ IN INTERCULTURAL PRACTICE -Possessive pronoun.(my,your,his,her…) -This is my house… -This my house…. In my house there are two bedrooms..two bathrooms… -Demonstrative pronoun. ( this, that) -That is room… a living -Respect to the different types of housing of my companions. -Question with (what and where) -Verb to be. _Adjective POSSIBLE PROBLEMS ANTICIPATED SOLUTIONS No internet Access Electrical equipment failure Children not attend class Institutional meetings Bring the prepared class in another médium Download the videos Present the Work at another time Define a Schedule that does not affect the class LESSON SEQUENCE FASE/ STAGE BEGINNING MIDDLE PROCEDURE TIME -Start the class with the song “parts of the house” to dance it, sing it. (Annex I) - On the board will be placed images with the parts of the house with their respective names. (annex II) -Pronounces several times and interacts with the students. 10 minutes 10 minutes - Students should draw in their notebooks the different parts of the house and write their respective names within simple sentences. For example: This is the kitchen The bathroom is small 25 minutes - Students must solve the crossword puzzle found in the photocopy. (Annex IV) gEND 15 minutes - Students should write a short paragraph in their notebooks describing their houses. 10 minutes -The students will make a small model of their house with recycled material and prepare a brief description to present it to the companions. 60 minutes MATERIALS: Computer, baffles, posters with parts of the house, photocopies, recyclable material, paintings, paste, scissors ANNEXES: Annex I https://www.youtube.com/watch?v=DR5qPNPGCmY Annex II Annex III Annex IV Grade: Fourth. Goal: General objective: DBA: Time: 2 hours To achieve that the students of the fourth grade have knowledge about the physical description of people, keeping in mind some of the most common qualities of them. To make practical and funny exercises about the physical qualities of people, providing tools to the students that allow to them to expand vocabulary and to practice grammar in simple sentences. Compares basic characteristics of people, objects and places of his / her school and community, through simple sentences. Performance indicators: KNOW DO BE Recognizes the main physical characteristics of people in English with simple sentences. Describes the physical characteristics of people and handles them in different games and activities. Recognizes that the human beings are different and values to each person with his/her differences. LEARN Strengthens his/her motor skills through games Suggested content Physical description Big, small, tall, short, beautiful, ugly, fat, thin, Young, old. Grammar Comparatives. Sociolinguistic/ Intercultural Respect for individual differences. Possible problems Anticipated solutions II LESSON SEQUENCE FASE/ STAGE Beginning Procedure Time and interaction In different parts of the school, there will be ten pictures of people with different characteristics; the students have to find them. ANEXO IMAGENES They are going to observe the video about some adjectives that describe 25 minutes people, animals and things. 2. https://www.youtube.com/watch?v=AVNGiXT-zts After to listen to the song, the students that found the pictures are going to paste them one by one on the board to try to associate them in the correct posters that have the writing. For example: The picture of an ugly man, the student pastes it in the poster that says “ugly”. Middle End They are going to complete the following sentences keeping in mind physical cualities of their members of the family, friends and classmates. In groups they are going to practice with a lotery. ANEXO 4 The guys are going to search in magazines and newspapers different pictures of people, they have to cut and to paste them in their notebooks, to make short descriptions with those people. ANEXO6,7 Materials - Computer Magazines Posters Pictures Scissors Glue Markers Tape Papers 15 minutes 20 minutes - Lotery ANNEXES 3. https://www.youtube.com/watch?v=AVNGiXT-zts 4. ANEXO LOTERIA Short Tall Young Young Old Beautiful B Small Fat Thin SS Big jj Ugly 5. My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ______________ My ____________ is ____________ 6. UGLY BEAUTIFUL SHORT FAT OLD THIN BIG YOUNG UGY TALL 7 Example: They are tall They are thin She is beautiful He has short hair Grade: Fourth. Goal: General objective: Time: 2 hours To achieve that the students of the fourth grade handle their own feelings and emotions in their different contexts. To identify the causes of the different moods that the human being expresses. Exchanges simple opinions about a topic of interest, through simple and known sentences. DBA: Performance indicators: KNOW DO Recognizes the vocabulary related to the main feelings of the human being in short conversations and written texts. BE Expresses feelings and emotions through different ways of the language. LEARN Recognizes and controls her/his own feeling and emotions to have a healthy coexistence. Describes pictures with simple sentences in English. Grammar Verb to be Sociolinguistic/ Intercultural Comprehension of mood of others. Suggested content Feelings and emotions Happy, sad, scared, crazy, in love, angry, tired, sick, embarrassed, shy. Causes (Depending the situation) Example: Happy: To see a friend. Sad: To lose a test. Possible problems Anticipated solutions II LESSON SEQUENCE FASE/ STAGE Beginning Procedure Start the class with the song “Feelings” to dance it, sing it and write it in the notebook. 1- Feelings - Word Power - PINKFONG Songs for Children.mp4 2- Take the posters on the table; it is a memory game with different Time and interaction 15 minutes faces about feelings and their writing. (Pronunciation of them) CONCENTRECE Middle In the notebook the students have to locate the different faces in the correct box (Negative feelings, positive feelings) next to the face they write its 20 minutes writing. ANEXO 3 Organize the concept map according to the feelings or emotions that you find in it. End Describe the pictures on the table with simple sentences about verb to be, represent them to the classroom, so that they raise the posters of the feelings that the picture shows. ANEXO 4 There are three groups; each one will have the name of a feeling in secret. 25 minutes The teachers name some emotion and the person that has it runs around the yard until to arrive to the middle of it to search the name and the face will be in the boxes. ANEXO5 Find the feelings seen before in the letter soup. (It is the homework) ANEXO 6 Materials - Computer Posters Papers Faces Scissors Glue Markers Tape Box ANNEXES 3- Feelings - Word Power - PINKFONG Songs for Children.mp4 4- CONCENTRECE POSITIVE FEELINGS 5- ANEXO4 NEGATIVE FEELINGS I recieve a gift I make a joke I do exercise Someone fights me I am in a strange place I eat too much I feel rejected People discover me lying Someone likes me I am in the dark 7 ANEXO 5 6- ANEXO 6 Grade: Fourth Number Time: 2 hours Goal: General objective: DBA: To achieve that the students of the fourth grade produce simple sentences keeping in mind comparative and superlative adjectives. To learn the use of comparative and superlative adjectives and to apply them in the daily life. Understands the main idea and some details of a short, informative and simple text about topics of interest. Performance indicators: KNOW DO Differentiates comparative and superlative adjectives and uses them in simple sentences. BE Produces simple sentences with comparative and superlative adjectives. LEARN Values to each person as authentic and important still with his/her differences and applies the knowledge in his/her own life. Understands the importance of using pictures to do some specific activity. Grammar Superlative and comparative. Sociolinguistic/ Intercultural Exchanges knowledge working together respectfully. Suggested content: Comparative and superlative They are not going to learn specific adjectives, it will depend of the activities. Special Rules When they finish in: “E” add “R” or “ST” “Y” change it for “I” and add “ER” or “IEST” More than two syllables: Before the adjective add “MORE” or “THE MOST” If there are consonant, vowel and consonant, double the last consonant and add “ER” or “EST” Good: “BETTER” “THE BEST” Bad: “WORSE” “THE WORST”. Possible problems Anticipated solutions II LESSON SEQUENCE FASE/ STAGE Beginning Procedure The teacher is going to bring to the class different objects with different shapes, sizes, textures, tastes, colors, in order to the students can explore with them, classifying, tasting, touching them and saying different characteristics of each object. They are going to observe two Alej8andro Lopera´s videos about comparative and superlative adjectives. https://www.youtube.com/watch?v=Umxq8mOyiyc Time and interaction 20 minutes Middle After to see the videos, they are going to paste a copy in their notebooks, with the explanation of the topic and the teacher will solve the worries they have about it. https://www.youtube.com/watch?v=4GW-Jds8Q3A 15 minutes The students have to match with lines the adjectives with their respective comparative and superlative ways. ANEXO 3) End Each student is going to receive different pictures with a little activity about the topic, individually they are going to complete the activity, in order to paste them one by one on the board. ANEXO 4 Use the comparative or the superlative according to the pictures shown in the activity. ANEXO5 , 6 Materials - Computer Objects Copies Pictures Tape Markers ANNEXES https://www.youtube.com/watch?v=Umxq8mOyiyc https://www.youtube.com/watch?v=4GW-Jds8Q3A 3- Anexo tres 25 minutes 4- 5- 6- THE EMOTIONS Goal: General objective: Learn some emotions and Identify how do you feel Learn some emotions: Happy, sad, hungry, scared Time : 1 hour Grade 0° ACTIVITIES 1. The class begins with a song about the different emotions that children express. Learn Feelings and Emotions for Kids | Preschool Learning | Kindergarten Learning | Emotions Child 2. Video about emotions or moods https://www.youtube.com/watch?v=a1AjAoxkMEQ&t=136s 3. accompanied by the teacher, the children will observe the images of the most known emotions through them. ( ANEXO 1) 4. Draw in the silhouettes of the faces the various emotions that the teacher has mentioned to you. ( ANEXO 2) 5. play with your class teams to imitate with gestos the emotions that the teacher indicates to you 6. with orientation of the teacher, perform the activity of annex 3 7. with recyclable paper and with the help of the parents, make a carit that expresses any of the emotions seen in class. (anexo 4) ANEXO 1 ANEXO 2 ANEXO 3 ANEXO 4 GUIA 3 THE COLORS Goal Learn and identify the primary colors in English General objective: Time: Learn the primary colors in English Yellow, Blue and Red. 1 hour Grade 0° Beginning Class will begin with the songHello https://www.youtube.com/watch?v=tVlcKp3bWH8 Introduce the class with a routine that could include the song: colors super simple song . https://www.youtube.com/watch?v=jYAWf8Y91hA Present the vocabulary primary colors in the images, students must repeat and say the color is…(Anexo 1) Activities. Students should look for objects in the classroom that have the primary colors, to find them they should pronounce them in English I honor the flag of Colombia with yellow, blue and red colored papers (anexo 2) The students will say which is their favorite color. Using yellow, blue, and red vinyls students will color the word of the primary colors in English. as well as some objects (Anexo 3) it's time to play the teacher will say a primary color in English, the students should bring or touch classroom objects that have this color. the student who does not find the color should play the role of the teacher. homework With the help of parents, children will cut out objects that contain the colors learned in class (Anexo 1) Anexo 2 Anexo 3 THE FAMILY Goal: General objective: Time Grade Mention their current and future role as a member of a community, recognizing their cultural identity. Exchanges basic and simple information about family traditions and customs. 1 hour 0° ACTIVITIES 1. lass will begin with the song good morning https://www.youtube.com/watch?v=CuI_p7a9VGs 2. Introduce the class with a routine that could include the video: Miembros de lafamilia https://www.youtube.com/watch?v=FHaObkHEkHQ 3. Present the vocabulary Family members, students must repeat. (ANEXO 1) 4. Students will be shown images of different types of families later… 5. Each student will draw his family and tell the name of their relatives to their classmates. 6. The students will be taught the song Family fingers https://www.youtube.com/watch?v=YJyNoFkud6g 7. Finally drawings of the family members will be given and the children can decorate it to their liking. And then the song will be played and the students will have the opportunity of singing and playing with their puppets. ANEXOS ANEXO 1 ANEXO 2 DIFFERENT TYPES OF FAMILIES ANEXO 3 I honor the family that most resembles mine
