MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___18__AL__22__MES_March__2024
UNIT 2: My Classroom.
Week 1
CONTENIDO: - Classroom supplies
-Singular and plural nouns (fixed
manner)__________________________________________________________
PERFORMANCE INDICATORS:
2.1 Distinguish classroom supplies both orally and in writing in a proper way.
2.2 Spell classroom supplies both orally and in writing successfully.
2.3 Name classroom objects with correct pronunciation.
2.4 Identify the singular and plural form of classroom supplies both orally and in writing correctly.
2.5 Spell the singular and plural form of classroom supplies accurately.
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Introduce classroom supplies The Hot Potato. What’s missing?
Pre vocabulary, write a short
15 minutes dialogue on the bord, Explain the activity, “I will give you Review the classroom activity by
emphasize singular and plural a ball. I will play music and you will placing a variety of objects on
nouns e.g.: need to pass the ball around. If you your desks asks students to
What is it? A scissor/ A ruler/ A get the ball when the music stops, name each one and ask them to
pen. you will have to say two classroom close their eyes. When they
45 What are they? Two books/ supplies that you remember from close their eyes, remove one
minutes Three pens/ Four pencils. the previous class.” item
so, they can identify the from the table, ask them to open
differences. their eyes and guess what object
is missing.

Do repetition drills to model Prepare a set of flash card related Ask students to open their
During pronunciation, make groups, to school supplies, give a piece of booklets to Unit 2 Worksheet 1.
15 minutes and ask students to look for a paper to students and they have to (MG pg 50)
bag and put inside some of their write different schools supplies, Model the activity once or twice
 classroom supplies Have
students take turns taking out
school supplies from their bags
and name them out loud.
Listen, run, and write!
Post Form groups, provide each
15 minutes group with a whiteboard marker
and explain to students that you
will call out different classroom
supplies and they
will take turns to go to the board
and write them correctly. Call
out different singular and plural
nouns to have students practice
their spelling as needed.
after that write a dialogue on the as needed.
board:
A: “How do you spell PEN?”
B: “P-E-N”
A: “How do you spell BOOKS?”
B: “B-O-O-K-S”
Take one of your cards and role-
play the
dialogue using the word written on
the card as reference, ask students
to make pairs and explain that they
will use the words on their pieces of
paper one by one and follow the
dialogue.
Mystery Box: Dictation. Drawing Dictation.
Use the classroom supply cards Have students to draw in their
from the previous activity and put notebooks the classroom
them into the “Mystery box”, tell supplies vocabulary call out by
students you will be taking out the teacher. Ss have to raise
cards from the box to dictate the their notebooks when they finish
words to them, take the first card drawing.
and say the word aloud. Ask
students to make the dictation
annotations in their notebooks.

Check if the words are written
Evaluation correctly and if it is necessary
provide feedback at the end.
Monitor that students are using
proper spelling, selecting some
students to come to the front and
write on the board the words from
their notebooks
Select different student to spell
the words related to the objects
that they drew.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___02__AL__08__MES_Abril__2024
CONTENIDO: •• Colors
•• Verb be:
PERFORMANCE INDICATORS:
2.6 Pronounce colors correctly.
2.7 Associate classroom supplies with their colors accurately.
2.8 Point at something and ask what it is appropriately.
2.9 Use the proper form of the verb be with singular and plural nouns.
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Colors Classroom objects and colors Mini boards: brainstorming
Pre •• Before class, prepare •Before class, have ready several time!
10 minutes flashcards for the following realia related •Handout a mini board per
colors: red, blue, light blue/sky to classroom objects. student.
blue, white, black, gray/grey, •Prepare a poster as follows: (MG •Prepare realia related to
orange, yellow, brown, light pg.54) classroom objects
brown, green, light green, •Use the realia and ask: “What is •Explain to your class that you
45 purple, and pink. You could use it?” “What color is it?”, “What are will be showing them different
minutes colored sheets of paper as well. they?”, “What color are they?” classroom objects.
following (MG pg. 52) •Explain and give examples of the •Ask students to use their mini
Have students draw fourteen answers they need to provide when boards to spell the color of the
small circles in their notebooks. asking for singular nouns: “What is objects that you show.
•Introduce the colors by it? It’s a/an…” for singular nouns. Ask them to raise their mini
showing flashcards or using Example: What is it? It's a pen. boards to monitor answers and
colored pages and asking Practice as many times as provide feedback.
students: everyone is on the same page.
“What color is it?”
Find the color! Worksheet 2 Role-play: English experts
During •• Display the colored sheets of •Have students work in pairs and •Before class starts, write the
15 minutes paper you used in the previous ask them to open their booklets to following conversation on the
 activity around the classroom.
•• Focus students' attention on
the place the colors are. Point
at one color and ask: What
color is it? After your students
tell you its color, choose a
student and ask him/her to spell
the color for the class.
•Next, have this student stand
up and choose a color. Have
him/her lead the activity as you
did.
I spy…
Post •Explain to students that you
15 minutes will play a game called “I spy”.
•Tell them that the person who
leads the game will call out
color
•Explain to them that the person
will always start the game with
the phrase “I spy something ...”
and that he/she must mention
the color of the item. For
example, “I spy something red!”,
“I spy something green!”
•The rest of the class needs to
take out any item of that color
from their backpacks
Point any item from the
classroom and ask the students
Evaluation to say what color it is and spell
it out loud.
5 minutes
Unit 2,
Worksheet 2 pg.10
Explain the activity modeling one
example.
When everyone is done, check the
answers.
Outdoor activity: What is it?
What are they?
•Have students grab their
backpacks and take them outside.
•Ask them to make two lines facing
each other. Explain to them that
they will be having short
conversations asking and
answering the questions: What is
it? What color is it? What are they?
What color are they? as they take
out their objects.
•Have each pair talk for 2 minutes
and whistle or ring a bell. Point out
that when you whistle or ring the
bell, one of the rows will have to
move one step to their right to be
with a different classmate.
•Do this as often as you want them
to interact.
Evaluation has been done in the
post part.
board: (MG pg.56).
Explain to the class the situation
in which the conversation is
being developed.
Monitor if students are using
proper grammar and vocabulary.
Role-play presentations
•Call out different students to
present their conversations to the
class.
•Encourage them to use their
creativity when role-playing.
•Provide feedback as needed.
•For next class: Ask students to
bring five recycled pages from
home, no matter their color or
size.
Evaluation has been done in the
post part.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:_____________________________________________________________________________
GRADO: ___________________SEMANA DEL______9__________AL_____15___MES___abril_________2024
CONTENIDO:
Numbers from 21 to 100.
Basic math operations.
PERFORMANCE INDICATORS:
2.10 Count school supplies accurately.
2.11 Identify numbers from 21-100 both orally and in writing accurately.
2.12 Pronounce the numbers from 21- 100 properly.
2.13 Spell the numbers from 21-100 accurately.
2.14 Resolve simple addition and subtraction problems using numbers from 21-100 correct.

SECUENCIA DIDÁCTICA
Class I Activate
period
Review numbers from 0-21.
Pre Have sts use the mini boards to
15 minutes write the names of the numbers
the T will mention, review
spelling.
Display a ppt with the picture
with numbers found in MG pg
45 58
minutes Emphasis on pronunciation
suffix -ty and -teen
Throw the ball
During Ask sts to make a circle and
15 minutes give them a ball, they have to
throw the ball randomly saying
the numbers from 21-100.
I Practice
Adding and subtracting.
Copy on the board the chart shown
in MG pg 60, model two examples
of how to say basic math
operations.
After students are clear on how to
say symbols, show students how to
use the beans to solve simple
adding and subtracting problems.
Introduce the new vocabulary with
all math symbols, using realia make
math operations, for example show
one color pencil and then add three
more, say “One plus three equals
four” give more examples using
minus, times and divided by.
Then have sts do the same activity
I Produce
Find the mistake
Write different numbers in the
board but misspell them, then
ask sts to correct the different
mistakes they can find.
Have students work in pairs. Ask
sts to open their booklets to Unit
2, Worksheet 3.
Model every step they need to
follow in order to solve the
worksheet.
Follow instructions on MG pg 63
 in pairs, ask sts to write the
examples in their notebooks.
Treasure hunt. Mystery Box Class Inventory
Post Before the class prepare some • Ask students to write an operation Ask students to count the
15 minutes pieces of paper with numbers in pieces of paper, then place them different items they see in the
from 21 to 100, and hide them in a mystery box. Then, ask each classroom, then have them share
around the classroom. For the sts to take a piece of paper from their results with a classmate.
activity explains sts you will say the box and read the math
a number and they will have to operation out loud.
find it, the st who finds the
number gets to say the next
number they will look for, and
so on.
For next class: Ask students to
keep this material and bring it to
Evaluation the next class.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:_____________________________________________________________________________
GRADO: ___________________SEMANA DEL_____16_________AL_22__MES_Abril___2024
CONTENIDO______Demonstrative pronouns: This/That, These/Those._________
_____________________________________________________________________
PERFORMANCE INDICATORS
2.15 Discriminate successfully short /I/ and long /i:/ sounds in this and these.
2.16 Pronounce this and these correctly.
2.17 Identify the distance of an object using the proper demonstrative pronouns.
2.18 Ask and answer what something is using the proper demonstrative pronoun.

SECUENCIA DIDÁCTICA
Class I Activate
period
Before the class starts draw a line
Pre on the board as a divider, and label
15 minutes the two columns as “singular nouns
and plural nouns”. Collect realia
related to school supplies studied
in the first week. Ask students to
help you classify the school
45 supplies reviewed below their
minutes corresponding category. MG pg 64
Use picture show in MG pg 65
I Practice
Pronunciation Practice
Use rubber bands to explain the
different pronunciation between This
and These.
Follow the instructions as provided in
the MG pg 66.
Have ss follow the pronunciation
practice and ask for some
participations
I Produce
Write some sentences on the board
related to demonstrative pronouns in
a scrambled manner. Have students
unscramble them in their notebooks.
E.g.
What is this ? This a pen is.
What is that? That an is eraser.
What are these ? are these scissors.
What are those ? books those are.

Is it near or far away? Have ss work in groups making A tour of my classroom.

During Explain the commands as follows:
15 minutes If I say “this”, hold one object with
your hands.
If I say “that”, put the object far
from you and point at it from far.
If I say “these”, hold two or three
sentences using the demonstrative
pronouns and classroom supplies, then
ask ss to dictate the sentences to the
other groups. Have students show their
answers to the person dictating so
he/she can validate their responses.
Tell students they will give a tour
around the classroom to his/her
friends, model this conversation
sample:
A: Welcome to a tour around my
classroom. My name is Oscar, and I
 objects with your hands.
If I say “those”, put two or three
objects far from you and point at
them from far.
Call out demonstrative pronouns
Post randomly and have ss write
15 minutes sentences in their mini boards
using the demonstrative pronoun
you have called out, provide
feedback if needed.
Check if Ss can identify if a person
Evaluation or object is singular, plural, near,
or far away and use the proper
demonstrative pronoun.
Worksheet 4 Booklet
Ask students to open their booklets to the board asks the students to look at
Unit 2, Worksheet 4.
Follow instructions as shown in MG pg in
67
Ask volunteer to go front dictate some
sentences and they should write the
sentences on the board, monitor
spelling and grammar.
will be your tour guide.
B: What is that?
A: That is a backpack!
Make pairs, have students go around
the classroom, and practice the
questions with different
demonstrative pronouns and using
the school supplies
Display a picture of a classroom on
the picture and write five sentences
their notebooks using
demonstrative pronouns in plural
and singular. Chooses volunteers to
say their sentences.
Have students complete a worksheet
https://www.liveworksheets.com/w/
en/english-second-language-esl/543
34 as homework and send their
result to teacher.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: ___________________________________________________________Código___________
DOCENTE:______Diana Guadalupe Rodríguez Zayas_______________________________________
GRADO: _____Tercer ciclo, 2do año Bto_________SEMANA DEL___23__AL__29__MES_Abril__2024

CONTENIDO: Project: What’s in my backpack?

PERFORMANCE INDICATORS:
2.19 Describe classroom supplies using demonstrative pronouns and mentioning their color accurately.

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
My mini Backpack
Pre •• Model students how to make
45 minutes a mini backpack from reused
paper. You can model it or
display the following video.
(Scan the QR code to watch it.)
•• Ask students to draw several
classroom supplies on a sheet
135minutes of bond paper.
•• Make groups and have
students say the items they
have drawn.
•• Ask students to cut out the
objects and put them into their
mini backpacks.
•• Have students play musical
chairs. The person without a
 seat should tell the
class the classroom supplies
that he/she must put into his/her
backpack.
•• Always remember to model
all the activities you assign first.
•• For next class: All the
material made by students will
be used in the next
class.
During
45 minutes
Post
15 minutes
Project presentation
“This is my backpack.”
•Tell students that they will take
turns to present their projects.
•Make two groups (A and B).
•Ask all students who are “A” to put
their mini backpacks on their tables
or
desks and stand next to them.
•Ask all students who are “B” to
stand in front of “A”.
•Student “A” will have 30 seconds
to say to student “B” what is in
his/her
backpack.
•Use a bell or any other loud sound
to indicate to student “B” to move
on
to their next classmate.
•Continue this dynamic and
interchange roles.
•Now, student “B” explains and
student “A” listens to his/her
classmates
Unit 2 Test
•• Before class, make sure you
have enough copies of the test
for the whole class. Keep the
 suggested listening track handy.
Scan the QR code to access the
audio file. (MG pg.71)
•• Have students write their full
names on the test.
•• Read the instructions to the
whole class and make sure that
students
understand them clearly before
taking the test.
•• Request students to complete
the evaluation individually.
•• When time is up, collect the
tests and verify that students
have completed all the sections
included.

Evaluation