Profesor De Arte

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA
Lesson Plan
Teacher: | Georgina Torres Villanueva | | School: | AMADO NERVO |   |   | Location: | TEPIC,NAYARIT |   |   |   |
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Date: | April | | Environment: |   |   | | Social practice of the language: |   | Unit: |  4a | |
| | | | Familiar and community | | Listen to and expressimmediate and practical needs | | | |
Grade: | 5 | | | | | | Cycle: |  3° | |
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Group: |  A,B & C | | | | | | Time: |  2wks | |
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Product: | | | Specific Competency: | | | | | |
Poster with an illustration dailogue | | | Interpret produce expressions to offer help for school year in adialogue | | | | | |
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STAGES | ARTICULATION | TIME
WEEKS | TEACHING STRATEGIES | ACTIVITY | MATERIAL | INSTRUMENT |
Suggest situation where it is convenient to offer and ask for help | DOING | Predict topic base on previous knowledge and familiar words Distinguish the part of the messageRecognizesituationsDetermine intended audience and action(s) expected by thesender. |  1/2 WEEK | As a Whole class students analyze the part of a message to distinguish every part including the message .Situation where is necessary to use message and some tools with you can send them creating an opportunities for all ss. to be listen Fostering a positive attitude | Teacher is going to show ss. a mail box previouslyprepared and ask students if they know what is it? As they answer will be written on the board. In an oral exchange Whit the teachers guide ss. will brain storming about the knowledge they have on message writing their answers on the board. After they will read a message previously prepared Encouraging a respectful and confident environment so, Practicing the topic base on a model and giving someideas preparing the environment is going to be prepared to organize some situation where massages are use. | Mail box Board Markers Notes Messages board | Observation |
| KNOWING | Topic, purpose, and intended audience. | | DIDACTIC STRATEGIES | | STAGE ACHIEVEMET | ASSESSMENTCRITERIA |
| | | | Memory strategies: creating mental links to groupingCognitive strategies. Using practicing torecombining | | function,Intended audience, and sender. | Ss will identify purpose functionIntended audienceAnd sender in a message |
Determinate and write questions or sentences that the speaker would use to offer and ask for help base on a model | DOING | Determine intended audience and action(s) expected by thesender.Identify purpose, function, sender, and intended audience.Identifysituations in which they are used.Identify allusions to people.Unscramble a previously jumbled message. |   1/2 | Teacher strategies |  Previously prepared teacher will show ss a type of messages that they might know in order to identify the textual components of the letter. Using a bilingual dictionary students are going to find out the meaning of new words or phrases.Distinguishing the name ofactions requested in the messages, the structure of the letter and places mentioned. Students in a writing activity will practice their knowledge by waiting an massage for their class mate sharing their own previously said by the teacher |  Bilingual dictionary A model notes messagesColor pencilsPost ticks |  Observation |
| | | | Teacher will encourage a respectful and confidentenvironment to ss. By groups students use a bilingual dictionary to find out new words. Unscrambling messages to identify every part of the message, distinguishing allusion to people creating an opportunity for all students foresting a positive attitude. | | | |
| KNOWING | Textual components of the letter, place and date, addresses, signature and register.Structure of messages: opening, message,...