PLAN MENSUAL

Teacher: Adrian Martinez Garcia Grade: 3rd Month: JANUARY Number of

School : Técnica # 18 Felipa Poot Groups: B, C & D Week(s):4 sessions: 9
Kinchil, Yucatán. Cycle 4
Unit 3 A
Social practice of the language (Social purpose): Specific competence Product:
Participate in language games to work with specific linguistic (didactic purpose): MEMORY GAME
PARTICIPATE IN LANGUAGE
aspects.
GAMES TO COMPREHEND
AND WRITE IRREGULAR
VERB FORMS
Achievement (s): Resources and materials:
 Compares sentences with and without irregular verb forms. Flash cards Texts
 Classifies sentences according to their verb tense. Environment : Speakers Posters
LITERARY AND LUDIC
 Uses perfect tense and simple past in sentences and texts. Book White papers
 Writes and dictates sentences with irregular verb tenses. Colors Photocopies
Tape…
DIDACTIC SEQUENCES Description of the activities for each learning
ACTIVITIES Learning to know Learning to do Learning to be
Week 1 January 8th to January 12 th
Class 1 and 2: Textual and graphic Explore word game.
Initial Stage: greet students and pass attendance. components  Identify names of games Understand
Development stage: teacher explain about new topic: PARTICIPATE IN LAGUAJE GAMES that are suitable to work language game
TO COMPREHEND AND WRITE IRREGULAR VERBS FORMS on irregular verb forms as recreational
and what will be the product.( MEMORY GAME) teacher bring different word games (e.g.; memory game and
activities.
lottery).
to the class based on vocabulary That students may have learnt in previous sessions
 Identify topic, purpose and
(bingo, memory game, scrabble, board games, word search puzzle and crossword puzzle). intended audience.
In plenary decide what the rules of the games are and then give them some time to play.  Determine elements that
Have students contribute names of games they know that can be adapted to learn irregular make up a language game.
verbs. Taking into account students ideas, design a word game as a whole class, start Verb tenses: present perfec,  Identify function of
introducing actions words and their relation with the past and/or with actions that started in graphic and textual
past perfect, future perfect
the past and continue up the present. components.
Encourage Students to use bilingual dictionaries and organize games where Students have and simple past.  Determine number of
to categorize verbs in regular and irregular. Have a couple of boxes with the initials R players and turns of
(regular) and I (irregular). Provide Students with action words and ask them to put them in participation. Identify

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the correct category; once they do it, ask them to use the dictionaries and look for the steps to participate in a
different forms they can be conjugated game.
Have Students take turns to pick up a card, read the verb out loud, decide if it is a regular
or irregular verb and drop it in the box that corresponds. If Students have no elements to
classify the verbs, expose them to examples where they deduce the type of verb that is.
Closure: encourage students use their dictionaries to look for unfamiliar words and write
it in their notebook
Homework: prepositions : Aboard about above across after against along amid among anti around
as at before behind Below beneath beside besides between beyond but by concerning considering despite
down during except excepting excluding following for from in inside into like minus near of off on onto
opposite outside over past per plus regarding round save since than through to toward towards under
underneath unlike until up upon versus via with within without

Week 2 January 15th to January 19 th

Class 3 and 4 Foster patience
Initial Stage: greet students and pass attendance. Verb forms: past and past Understand the in task
Development stage: participle characteristics of irregular performance.
Activity 1: Choose a passage or design one where the presence of irregular verbs is verb forms.
evident. Make sure you include quite a number of adverbs of time to facilitate  Locate sentences with
comprehension. Choose a topic that is both, accessible and interesting for Students of this irregular verb forms.
age. If you can’t find one, write it yourself. Have Students read the passage and using a  Compare sentence with
variety of reading comprehension techniques such as skimming or, scanning, get students and without irregular verb
familiarized with the different verb forms. forms
 Determine simple past,
Activity 2: To facilitate understanding, design a chart where Students enter the different present perfect, past
verbs they come across. If you can group verbs by their irregularity, so much the better, perfect, and future perfect
for Students to associate several verbs and learn them as a set group, e.g. “Verbs that in sentences.
change one letter: come-came, verbs with no change: put-put, hit-hit. Complete change:
go-went. Verbs with special endings: bring–brought, buy-bought”. Also ask Students to
rewrite the sentences where those examples were used. Promote collaborative work, and
ask Students to analyze the sentences in the previous exercise and it relation with the past,
present and future.
Ensure even participation, even from the students who are not so gifted or tend to be rather
shy.
Remember to carry on adding more verbs to the list and leave the list in a visible place in
the classroom for Students to become used to the different verb forms.

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Closure: students use dictionaries and learn the differences and similarities of their mother
tongue an English.

Vocabulary of giving/asking directions: across/ on/to the left/ on/ to the right// down/ up/ between/ in
front of/ opposite/ past/ through (a tunnel)/ over/ under (a bridge).

Week 3 January 22nd to January 26 th

Class 5, 6 and 7 Understand the Create
Initial Stage: greet students and pass attendance. Similarities between words characteristics of irregular environments
Development stage: verb forms II that foster
 Classify sentences in
Activity 1: Bring a good number of cards (preferably Bristol size) for Students to write participation in
simple past, present
down the irregular verbs they have come across. For better handling, Teacher and Students ludic activities
perfect, past perfect, and
may decide on a color for the bare form of the verb, a different color for the past tense and
future perfect.
still a different one for the past participle.
 Complete sentences with
Have a ludic session where Students associate the three forms of the verb and try to
irregular verb forms.
express in English what the verb means. Use Spanish as a very last resort, e.g. grow, grew,
 Compare differences and
grown = become bigger. Become, became, become= convert into, begin, began, begun =
similarities in the
start, initiate, etc.
composition of irregular
verb forms.
Activity 2: Have Students write sentences about themselves, using the three verb forms.
 Organize families of
Ex. At present I speak English and Spanish. Two years ago I spoke only Spanish. In ten
irregular verb forms
years’ time I will have learned / learnt at least three languages.
Having exposed Students to several examples where the verb forms are contrasted ask
them to attempt writing their own examples.
Monitor as necessary and make sure there are no grammar, spelling and punctuation
mistakes.

Activity 3: Ideally, teams should design the game they feel happier with and as far as
possible there should be an assortment for Students to have more fun and variety when
dealing with the language. Have Students determine the number of players in each team
and also decide how they are going to interact and take turns to participate. Have Students
design the materials needed for each of the games. Monitor as necessary, making sure
there are no mistakes and that the rules are clear for all the other teams.

Closure: vocabulary of animals (farm, wild, forest, desert, forest, sea and etc.).

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Week 4 January 29th to February 02 nd
Class 8 and 9
Initial Stage: greet students and pass attendance. Write sentences with
irregular verb forms to
Diagraphs(e.g.; Tw and it) create a language game.
Development stage:
 Dictate and enlist
sentences with irregular
Activity 1: Have Students play their own games in “petit committees” so that the rules verb forms.
and implementation become crystal clear for everyone. In due course and when all teams  Complete irregular verb
have gone through their own games have each team at a time conduct their own game with forms based on one of
other teams. their parts.
Make sure the rules for the different games are accessible and fully understood by  Order letters and words
everyone to write irregular forms.

Activity 2:
The teacher only acts as an observer gathering information to complete the evaluation
instrument that is deemed convenient this time round. As soon as the teams are ready,
have Students play all the games.
Read verbs and sentences aloud from the different games played, highlighting the verb
form and the time expression associated with the three verb forms: At present, in the past,
for the last two years, in ten years’ time, etc. The time element is vital for Students to
deduce the meaning and concept of the language under study.

Closure: vocabulary of plants, trees and house II

Homework: 30 Product: 10 participation: 20 Exam: 20 Listen: 10 Behavior: 10

RECIBIÓ FIRMA DEL DOCENTE

_____________________ _______________________

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Prof. Adrian Martínez García