Programación Anual de Inglés 2012: 3, 4 y 5 AÑOS 1ero., 2do. y 3er. GRADO Inicial - Primaria

PROGRAMACIÓN ANUAL DE INGLÉS
2012
3, 4 y 5 AÑOS
1ero., 2do. y 3er. GRADO
INICIAL - PRIMARIA
UGEL : 03
I.E.P. : “Corazón de Jesús”
DOCENTE : Pamela Quiñones Zurita
DIRECTORA : M. María Delicia Silva

Fernández
SUB-DIRECTOR : Jesús José Quiñones Ambrosio

I.E.P. “CORAZÓN DE JESÚS”
JESÚS MARÍA
CALENDARIZACIÓN DEL AÑO ESCOLAR

2012
BIMESTR FECHAS SEMANAS

E
I del 05 de Marzo al 10
BIMESTR 11 de Mayo semanas
E
II del 21 de Mayo al 9
BIMESTR 20 de Julio semanas
E
III del 06 de Agosto al 9
BIMESTR 05 de Octubre semanas
E
IV del 15 de Octubre 10
BIMESTR al 21 de Diciembre semanas
E
JESÚS MARÍA
CARTEL DE VALORES
BIMESTR RESPONSABILIDA
RESPETO ALEGRÍA AMOR
E D
- Cuida el
- Vive en
- Practica las medio
- Es puntual y armonía
I normas de ambiente y
disciplinado. consigo
convivencia. todo lo que
mismo.
le rodea.
- Manifiesta
su
autoestima - Se ama y
- Es honesto, a través de se valora
- Cumple con las
II honrado y su con sus
tareas asignadas.
veraz. agradable defectos y
relación virtudes.
con los
demás.
- Demuestra
- Demuestra
buen trato a - Expresa sus
- Manifiesta con sus
los demás, sentimiento
III esfuerzo y actos su
practicando s con
dedicación. amor a
la conducta libertad.
Dios.
asertiva.
IV - Asume con - Es justo. - Mantiene el - Es
responsabilidad entusiasmo generoso
aunque las
con el
sus compromisos. cosas le
prójimo.
salgan mal.

JESÚS MARÍA
CARTEL DE CAPACIDADES
INICIAL – PRIMARIA
SPEAKING AND WRITING AND

ACHIEVEMENT READING
LISTENING GRAMMAR
Identifies Understands Understands
1º level To recognize To construct To use vocabulary
something and meaning about what and grammar
understand exactly something written in structures through
what it is. English means. reading various texts
in order to express
Recognizes Identifies their ideas in a
Minimum To know who the To recognize the written form.
person is, or What main idea and
the thing is. details from a Imagines / Selects
reading text To use their own
Expresses creativity in order to
To tell someone about create new
a feeling, opinion or characters and
goal by speaking. produces new texts.
Describes Analyzes Expresses

2º level To give a detailed To study or examine To use their ideas,
account of someone something in detail personal opinions,
or something in in order to experiences and
words. understand or emotions with
explain it. fluency and
Understands accuracy to create
To construct meaning written texts.
Basic about what
something spoken in
English means.
Performs
To do something in
from of an audience
in order to entertain
them or present a
conversation.
Pronounces Organizes Produces
3º level To say the sounds of To put things into a To elaborate and
letters or words sensible order or arrange the parts of
properly. into a system in a text.
which all parts work
Intonates well together. Manages
To use raising or To succeed in doing
falling intonation Summarizes something,
Advanced when someone is To provide a short especially something
speaking. account of the most that needs a lot of
important facts or effort or skill.
Communicates features of
Use the language in a something. .
proper way to
express their ideas in
order to
communicate with
others.

JESÚS MARÍA
CARTEL DE CONOCIMIENTOS POR BIMESTRE

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : 3 AÑOS
BIMESTR CONTENIDOS ESTRATEGIAS DE

E APRENDIZAJE
UNIT 1: MY CLASSROOM
I Structures:  Well prepared lesson plan.
 Classroom objects.
 Colors.  Objectives are stated at the
 Shapes. beginning of the section.
 Greetings.
 Values (be neat).  The class starts with an
engaging warm up.
UNIT 2: MY BODY
Structures:  The presentation of new
 Parts of the body. contests is not strictly teacher
 Colors. – centred but considers
 Shapes. eliciting information from
 Feelings. students.
 Values (wash your hands)
UNIT 3: MY TOYS  The presentation stage is
Structures. followed by controlled
 Toys. practice.
 Colors.
 Shapes.  There is freer practice.
 Values (shares).
 Production is included.
II UNIT 4: MY FAMILY
Structures:  There is a consolidation of
 Family. contents at the end of the
 Colors. lesson.
 Shapes.
 Values (love your family).  Contents seen in previous
lessons are recycled.
UNIT 5: OUR PETS
Structures  There is pronunciation
 Pets. practice.
 Colors.
 Shapes.  Oral communication is
 Values (be kind to pets). emphasized.
III UNIT 6: MY CLOTHES

Structures:
 Clothes.
 Colors.
 Shapes.
 Values (be helpful).
UNIT 7: PARTY FOOD

Structures:
 Party food.
 Colors.
 Shapes.
 Values (take turns).
UNIT 8: AROUND MY HOME

Structures:
 Neighborhood.
IV  Colors.
 Shapes.
 Values (be friendly).
UNIT 9: NATURE AROUND Us

Structures:
 Nature.
 Colors.
 Shapes.
 Values (enjoy nature).
JESÚS MARÍA

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : 4 AÑOS

E APRENDIZAJE
UNIT 1: AT SCHOOL
Structures:  Well prepared lesson plan.
 In the classroom.
 At the playground.  Objectives are stated at the
 Colors. beginning of the section.
 Shapes.
 Values (work together).  The class starts with an
engaging warm up.
I UNIT 2: OUR SENSES
Structures:  The presentation of new
 The five senses. – centred but considers
 Colors. eliciting information from
 Shapes. students.
 Values (listen to your
teacher).  The presentation stage is
followed by controlled
UNIT 3: AT THE FAIR practice.
II Structures.
 The fair.  There is freer practice.
 Feelings.
 Colors.  Production is included.
 Shapes.
 There is a consolidation of
 Values (be kind).
contents at the end of the
lesson.
UNIT 4: PEOPLE WE KNOW
Structures:
 Contents seen in previous
 Relatives.
 Friends and neighbors.
 Rooms in a house.
 There is pronunciation
 Values (tell the truth). practice.
UNIT 5: ZOO ANIMALS
Structures
 Zoo animals.
 Animal habitats.
 Values (be safe).
III UNIT 6: CLOTHES FOR ALL

WEATHER
Structures:
 Weather.
 Clothing.
 Values (take care of your
things).
UNIT 7: FOODS WE LIKE
Structures:
 Foods we eat.
 Days of the week.
 Values (be polite).
 Oral communication is
UNIT 8: OUR NEIGHBORHOOD emphasized.
Structures:
 Places and people in our
neighborhood.
IV  Colors.
 Shapes.
 Values (keep places clean).
UNIT 9: THE SKY

Structures:
 The sky.
 Nature.
 Weather.
 Values (Respect nature).
JESÚS MARÍA

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : 5 AÑOS

E APRENDIZAJE
UNIT 1: PEOPLE AT SCHOOL
 People and places at school.
 Colors.  Objectives are stated at the
 Numbers. beginning of the section.
 Values (clean up).
 The class starts with an
UNIT 2: I AM HEALTHY engaging warm up.
Structures:
 Healthy habits.  The presentation of new
 Action words. – centred but considers
 Values (be considerate). eliciting information from
students.
UNIT 3: MAKING TOYS
Structures.  The presentation stage is
 Toys. followed by controlled
 Materials for making toys. practice.
 Values (don’t be wasteful).
 There is freer practice.
II UNIT 4: OUR COMMUNITY
Structures:  Production is included.
 People in the community.
 Places where people work.  There is a consolidation of
 Work people do. contents at the end of the
 Values (cooperate). lesson.
UNIT 5: LET’S GO TO THE  Contents seen in previous

III FARM lessons are recycled.
Structures
 People and places on a farm.  There is pronunciation
 Farm animals. practice.
 Farm products.
 Times of day.  Oral communication is
 Values (work hard). emphasised.
UNIT 6: WHAT PEOPLE WEAR

Structures:
 Clothing.
 Clothes people wear to work.
 Colors and sizes of clothing
items.
 Values (include others).
UNIT 7: AT THE RESTAURANT
Structures:
 People and things found in
restaurants.
 Food courses or categories of
food.
 Values (share).
UNIT 8: LET’S GO
SOMEWHERE
Structures:
 Places people travel.
 Kinds of transportation.
IV
 Sequence of actions.
 Travel activities.
 Values (be careful).
UNIT 9: GOING CAMPING

Structures:
 Camping items and activities.
 Safe outdoor behaviour.
 Colors.
 Shapes.
 Values (listen to your
parents).
JESÚS MARÍA

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : PRIMERO

E APRENDIZAJE
UNIT 1: READY FOR SCHOOL
 Simple present: be
 Questions with what  Objectives are stated at the
 Pronouns: I, it, this beginning of the section.
 Possessive adjectives: my,
your  The class starts with an
 Singular and plural nouns. engaging warm up.
UNIT 2: PEOPLE WE LOVE  The presentation of new

Structures: contests is not strictly teacher
 Questions with how many – centred but considers
and who eliciting information from
 Simple Present: be, have students.
 Possessive adjectives: my
 Pronouns: he, she, you
UNIT 3: HEAD TO TOES  The presentation stage is
 Simple present: have practice.
 Yes/no questions and
questions with how many  There is freer practice.
 Pronominal adjectives
II UNIT 4: THINGS I WEAR
Structures:  There is a consolidation of
 Present progressive: wearing contents at the end of the
 Pronominal adjectives lesson.
 Plural nouns
 Questions with what  Contents seen in previous
UNIT 5: AT HOME
Structures  There is pronunciation
 Simple present tense practice.
 Present progressive
 Questions with what, where  Oral communication is
emphasised.
UNIT 6: ON THE FARM
III Structures:
 Simple present and present
progressive
 Questions with What
 Pronouns: it, he, she, they,
you
UNIT 7: CELEBRATIONS
Structures:
 Simple present tense
 Yes/no questions
 Questions with How old? and
When?
UNIT 8: PLAY TIME

Structures:
 Simple present: be, have,
want
IV
 Prepositions of location (in,
on, under)
UNIT 9: AT THE PLAYGROUND

Structures:
 Present progressive
 Demonstrative adjectives:
this / that and these /
those
JESÚS MARÍA

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : SEGUNDO

E APRENDIZAJE
UNIT 1: FIRST DAY OF CLASS
Structures:  Well prepared lesson plan.
 Contractions: she’s, he’s,
they’re  Objectives are stated at the
 Present progressive: verb + beginning of the section.
-ing
 Questions with what and  The class starts with an
how many engaging warm up.
I UNIT 2: FUN AND GAMES  The presentation of new

 Simple present and present – centred but considers
progressive eliciting information from
 Singular and plural verb students.
forms
 Like + infinitive  The presentation stage is
 Who, what, where followed by controlled
 Prepositions practice.
UNIT 3: OUR NEW HOUSE
Structures.  There is freer practice.
 Contractions  Production is included.
 Questions with who, where,
is there, are there  There is a consolidation of
contents at the end of the
II UNIT 4: MY TOWN lesson.
Structures:
 Simple present tense  Contents seen in previous
 Prepositions of locations lessons are recycled.
 Can (possibility)
 Questions with where, is  There is pronunciation
there, are there practice.
UNIT 5: MY BUSY FAMILY
III Structures  Oral communication is
 Simple present tense emphasised.
 Third person singular –s
 Want + to be
 Questions with who
UNIT 6: EVERY DAY

Structures:
 Third person singular –s and
–es (does, goes)
 Adverb: every
 Questions with when, what
UNIT 7: FAVORITE FOODS
Structures:
 Simple present affirmative
and negative
 Like, want
 Articles: a, an, some
UNIT 8: FUN AT THE ZOO

Structures:
 Simple present
 Be (is, are) + adjectives
IV
 Can/ can’t
UNIT 9: 12 MONTHS MAKE A

YEAR
Structures:
 Simple present
 Always and never
 Questions with what, when
 Prepositions: in (August)
JESÚS MARÍA

AÑO LECTIVO 2012
ÁREA : INGLÉS
GRADO : TERCERO

E APRENDIZAJE
I UNIT 1: FROM MORNING TO  Well prepared lesson plan.

NIGHT
Structures:  Objectives are stated at the
 Simple present tense beginning of the section.
 Third person singular –s
 Questions with what  The class starts with an
 Adverbs: before, after engaging warm up.
UNIT 2: HELPING HANDS  The presentation of new

 Simple present tense – centred but considers
 Questions with what eliciting information from
students.
UNIT 3: PEN PALS  The presentation stage is
 Simple present tense practice.
 There is / there are
 Has/have to + verb  There is freer practice.
 Adverbs: always, usually,
sometimes, never  Production is included.
II
UNIT 4: AMAZING ANIMALS  There is a consolidation of
Structures: contents at the end of the
 Simple present tense lesson.
 can and can’t
 Questions with where and  Contents seen in previous
what lessons are recycled.
 There is pronunciation
UNIT 5: RAIN OR SHINE practice.
Structures
 Simple present tense  Oral communication is
 be, like (to wear) emphasised.
 Questions with what, what’s
(the weather) like
III
UNIT 6: OUR FIVE SENSES
Structures:
 Simple past tense
 Questions with how
UNIT 7: A WORLD OF FOOD

Structures:
 There is / there are
 Questions with what
UNIT 8: IN SHAPE!
Structures:
 Imperatives.
IV
 Wh- and yes/no questions
UNIT 9: PUPPETS
Structures:
 Like/don’t like
 Answers with because
JESÚS MARÍA
PROGRAMACIÓN ANUAL - 2012

INICIAL - PRIMARIA
I. DATOS INFORMATIVOS
UGEL : 03
ÁREA : Inglés
HORAS SEMANALES : 4 horas (inicial) / 6 horas (primaria)
DIRECTORA : Madre María Delicia Silva Fernández
II. FUNDAMENTACIÓN
El área de inglés reconoce como reto, la inserción competitiva de las

economías nacionales al mercado mundial.
Reconoce que la economía mundial es escenario de una nueva revolución
tecnológica y organizativa en gran escala.
Asume, por lo tanto, que todos los peruanos debemos estar en capacidad
de comunicarnos con el mundo, manejando una información actualizada.
Es en esta perspectiva que la nueva propuesta curricular, de la
modernización de la educación secundaria considera como una de sus áreas
de trabajo curricular, la del idioma extranjero.
Esta área busca desarrollar competencias comunicativas esenciales que
permitan al alumno y alumna el acceso, procesamiento y manipulación de
información siendo capaz de transformarla en conocimientos para poder
ampliar su visión respecto a la sociedad, la cultura, la ciencia y la
tecnología, proporcionándole la oportunidad de alcanzar una mejor calidad
de vida personal y social, así como el les facilita el autoempleo y/o aumenta
las posibilidades de acceso a una actividad económica.
El trabajo curricular en esta área se realizará en el marco de los proyectos
curriculares de colegio en un límite temporal de 4 horas pedagógicas Esto
quiere decir que cada colectivo de colegio en función de las demandas de
sus alumnos y alumnas y de las condiciones del propio colegio, podrá
generar situaciones de aprendizaje de más o menos 6 horas pedagógicas.
III. TEMA TRANSVERSAL
Educación para la convivencia, la paz y la ciudadanía, basado en la fe y el

amor al Corazón de Jesús. Educación para la Gestión de Riesgos y la
Conciencia Ambiental.
(I AL IV BIMESTRE)
IV. VALORES
BIMESTR RESPONSABILIDA
RESPETO ALEGRÍA AMOR
E D
- Cuida el
- Vive en
- Practica las medio
- Es puntual y armonía
I normas de ambiente y
disciplinado. consigo
convivencia. todo lo que
mismo.
le rodea.
II - Cumple con las - Es honesto, - Manifiesta - Se ama y
tareas asignadas. honrado y su se valora
autoestima
a través de
con sus
su
veraz. defectos y
agradable
virtudes.
relación con
los demás.
- Demuestra
- Demuestra
buen trato a - Expresa sus
- Manifiesta con sus
los demás, sentimiento
III esfuerzo y actos su
practicando s con
dedicación. amor a
la conducta libertad.
Dios.
asertiva.
- Mantiene el
- Es
- Asume con entusiasmo
generoso
IV responsabilidad - Es justo. aunque las
con el
sus compromisos. cosas le
prójimo.
salgan mal.
V. PROGRAMACIÓN MODELO T ANUAL
PROGRAMACIÓN MODELO T ANUAL – 3 AÑOS
CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODO

S
 Well prepared lesson plan.

UNIT 1: MY CLASSROOM  Objectives are stated at the
beginning of the section.
UNIT 2: MY BODY  The class starts with an engaging
warm up.
UNIT 3: MY TOYS  The presentation of new contests
is not strictly teacher – centred but
UNIT 4: MY FAMILY considers eliciting information
from students.
UNIT 5: OUR PETS  The presentation stage is followed
by controlled practice.
UNIT 6: MY CLOTHES  There is freer practice.
UNIT 7: PARTY FOOD
contents at the end of the lesson.
UNIT 8: AROUND MY HOME
 Contents seen in previous lessons
UNIT 9: NATURE AROUND Us are recycled.
 There is pronunciation practice.
emphasised.
CAPACIDADES/DESTREZ OBJETIVO VALORES / ACTITUDES

AS S
 Comprensión de textos RESPONSABILIDAD
- Identifica el sentido global del
texto.  Disciplinado
- Identifica las ideas principales y  Perseverante
secundarias.  Trabajador
- Identifica personaje.  Cumplido
- Discrimina opiniones.  Puntual
- Selecciona información  Coherente
relevante.  Sentido del deber
- Utiliza estrategias
comunicativas. RESPETO
- Interpreta significados a partir
del contexto.  Buen trato
- Elabora resúmenes y  Honesto
organizadores visuales.
 Veraz
- Evalúa la coherencia interna
 Justo
del texto.
- Evalúa estrategias meta  Considerado
cognitivas en la comprensión  Saber estimarse así mismo y al
de textos. otro
 Aseo y presentación personal
 Producción de textos
- Identifica las características del ALEGRÍA
interlocutor y del contexto.
- Identifica procesos cognitivos  Cuida el medio ambiente y todo lo
de la producción de textos. que le rodea.
- Selecciona la estructura del  Se ama y se valora con sus
texto pertinente a la defectos y virtudes.
comunicación.  Demuestra con sus acciones el
- Utiliza ideas previas. amor a Dios.
- Organiza secuencias  Es generoso con su prójimo.
coherentes de texto.
- Utiliza criterios de coherencia y AMOR
corrección.
- Diseña y elabora esquema de  Vive en alegría consigo mismo.
texto.  Manifiesta su autoestima con su
- Argumenta sus opiniones. agradable relación con los demás.
- Evalúa y enjuicia la coherencia  Expresa sus sentimientos con
interna del texto. libertad.
- Evalúa la adecuación del  Mantiene el entusiasmo aunque
código y acerca del proceso de las cosas le salgan mal.
aprendizaje.

S
UNIT 1: AT SCHOOL  Well prepared lesson plan

 Objectives are stated at the
UNIT 2: OUR SENSES beginning of the section.
 The class starts with an engaging
UNIT 3: AT THE FAIR warm up.
 The presentation of new contests
UNIT 4: PEOPLE WE KNOW is not strictly teacher – centred but
considers eliciting information
UNIT 5: ZOO ANIMALS from students.
 The presentation stage is followed
UNIT 6: CLOTHES FOR ALL by controlled practice.
WEATHER  There is freer practice.
UNIT 7: FOODS WE LIKE  There is a consolidation of
UNIT 8: OUR NEIGHBORHOOD  Contents seen in previous lessons
are recycled.
UNIT 9: THE SKY  There is pronunciation practice.
emphasised.

AS S
- Elabora resúmenes y
 Honesto
 Veraz
del texto.  Justo
de textos. otro
corrección.
aprendizaje.

S
UNIT 1: PEOPLE AT SCHOOL  Well prepared lesson plan

UNIT 2: I AM HEALTHY beginning of the section.
UNIT 3: MAKING TOYS warm up.
UNIT 4: OUR COMMUNITY is not strictly teacher – centred but
UNIT 5: LET’S GO TO THE FARM from students.
UNIT 6: WHAT PEOPLE WEAR by controlled practice.
UNIT 7: AT THE RESTAURANT
UNIT 8: LET’S GO SOMEWHERE
UNIT 9: GOING CAMPING  Contents seen in previous lessons
are recycled.
emphasised.

AS S
 Honesto
 Veraz
de textos. otro
 Se ama y se valora con sus
- Selecciona la estructura del defectos y virtudes.
texto pertinente a la  Demuestra con sus acciones el
comunicación. amor a Dios.
- Utiliza ideas previas.  Es generoso con su prójimo.
- Organiza secuencias AMOR
- Utiliza criterios de coherencia y  Vive en alegría consigo mismo.
corrección.  Manifiesta su autoestima con su
- Diseña y elabora esquema de agradable relación con los demás.
texto.  Expresa sus sentimientos con
- Argumenta sus opiniones. libertad.
- Evalúa y enjuicia la coherencia  Mantiene el entusiasmo aunque
interna del texto. las cosas le salgan mal.
- Evalúa la adecuación del
código y acerca del proceso de
aprendizaje.
PROGRAMACIÓN MODELO T ANUAL – 1er. GRADO

S
UNIT 1: READY FOR SCHOOL  Well prepared lesson plan.

UNIT 2: PEOPLE WE LOVE beginning of the section.
UNIT 3: HEAD TO TOES warm up.
UNIT 4: THINGS I WEAR is not strictly teacher – centred but
UNIT 5: AT HOME from students.
UNIT 6: ON THE FARM by controlled practice.
UNIT 7: CELEBRETIONS
UNIT 8: PLAY TIME
UNIT 9: AT THE PLAYGROUND  Contents seen in previous lessons
are recycled.
emphasised.

AS S
- Elabora resúmenes y  Honesto
organizadores visuales.  Veraz
- Evalúa la coherencia interna  Justo
del texto.  Considerado
- Evalúa estrategias meta  Saber estimarse así mismo y al
cognitivas en la comprensión otro
de textos.
- Identifica procesos cognitivos
 Cuida el medio ambiente y todo lo
de la producción de textos.
que le rodea.
- Selecciona la estructura del
 Se ama y se valora con sus
texto pertinente a la
defectos y virtudes.
comunicación.
- Utiliza ideas previas.  Demuestra con sus acciones el
amor a Dios.
- Organiza secuencias
coherentes de texto.  Es generoso con su prójimo.
- Utiliza criterios de coherencia y
corrección. AMOR

aprendizaje.
PROGRAMACIÓN MODELO T ANUAL – 2do. GRADO

S
UNIT 1: FIRST DAY OF CLASS  Well prepared lesson plan

UNIT 2: FUN AND GAMES beginning of the section.
UNIT 3: OUR NEW HOUSE warm up.
UNIT 4: MY TOWN is not strictly teacher – centred but
UNIT 5: MY BUSY FAMILY from students.
UNIT 6: EVERY DAY by controlled practice.
UNIT 7: FAVORITE FOODS
UNIT 8: FUN AT THE ZOO contents at the end of the lesson.
 Contents seen in previous lessons
UNIT 9: 12 MONTHS MAKE A YEAR are recycled.
emphasised.

AS S
 Honesto
 Veraz
de textos. otro
corrección.
aprendizaje.
PROGRAMACIÓN MODELO T ANUAL – 3er. GRADO

S
UNIT 1: FROM MORNING TO NIGHT  Well prepared lesson plan

UNIT 2: HELPING HANDS beginning of the section.
UNIT 3: PEN PALS warm up.
UNIT 4: AMAZING ANIMALS is not strictly teacher – centred but
UNIT 5: RAIN OR SHINE from students.
UNIT 6: OUR FIVE SENSES by controlled practice.
UNIT 7: A WORLD OF FOOD
UNIT 8: IN SHAPE!
UNIT 9: PUPPETS  Contents seen in previous lessons
are recycled.
emphasised.

AS S
 Honesto
 Veraz
de textos. otro
defectos y virtudes.
texto pertinente a la  Demuestra con sus acciones el
comunicación. amor a Dios.
- Utiliza ideas previas.  Es generoso con su prójimo.
- Organiza secuencias
coherentes de texto. AMOR
- Utiliza criterios de coherencia y
corrección.  Vive en alegría consigo mismo.
- Diseña y elabora esquema de  Manifiesta su autoestima con su
texto. agradable relación con los demás.
- Argumenta sus opiniones.  Expresa sus sentimientos con
- Evalúa y enjuicia la coherencia libertad.
interna del texto.  Mantiene el entusiasmo aunque
- Evalúa la adecuación del las cosas le salgan mal.
código y acerca del proceso de
aprendizaje.
VI. ORIENTACIONES METODOLÓGICAS
 MÉTODOS Y TÉCNICAS
A. MÉTODOS:
- Communicative approach.
- Eclectic method (all the necessary things from all the different
methods).
- Inductive method.
- Deductive method.
- Grammar translation method.
B. TÉCNICAS:
- Dinámica de grupos.
- Elaboración de material didáctico.
- Concursos y exposiciones grupales e individuales.
- Compromisos que contribuyan al mejoramiento de la realidad.
- Speech context, practicing the language itself.
- Role Play.
- Build-up backward technique.
- Look up and say it.
VII. EVALUACIÓN
 CONSIDERACIONES GENERALES
La evaluación de los aprendizajes es un proceso pedagógico

mediante el cual se observa, recoge y analiza información relevante, con
la finalidad de reflexionar emitir juicios de valor y tomar decisiones
oportunas y pertinentes para mejorar los procesos de aprendizaje de los
estudiantes, se caracteriza por ser integral, continua, permanente,
sistemática, flexible y participativa. Son objeto de evaluación las
capacidades básicas, los conocimientos y las actitudes, los mismos que
se operativizan mediante los indicadores.
Los indicadores son las señales o manifestaciones observables del
aprendizaje de los estudiantes. En la evaluación de las capacidades de
área, los indicadores son el resultado de la relación entre las destrezas y
los contenidos básicos y /o actitudes. Las actitudes también son
evaluables de manera independiente, en este caso son comportamientos
observables que se manifiestan en una situación determinada con
respecto a una u otra actitud. La evaluación proporciona información útil
para la regulación de las actividades, tanto de los docentes como de los
estudiantes.
En la evaluación de educación secundaria se emplea la escala vigesimal.
Cada calificativo representa lo que el estudiante es capaz de hacer en
cada criterio de evaluación (capacidades de área y actitudes). Este a su
vez comprende un conjunto de indicadores. El calificativo (promedio) de
cada criterio (capacidad básica) se obtiene mediante promedio simple.
CRITERIOS:
Asignaciones, trabajos, comprensión e interpretación, originalidad,
espontaneidad, responsabilidad, cooperación, aporte personal,
compromiso.
PROCEDIMIENTOS:
- Pruebas escritas objetivas de cada habilidad.
- Pruebas orales, intervención oral, participación en grupo, concursos y
exposiciones.
- Asignaciones, trabajos prácticos.
- Control del libro de trabajo (Workbook).
 TÉCNICAS E INSTRUMENTOS
A.TÉCNICAS: ESTUDIO DIRIGIDO

- Asignaciones, trabajos prácticos, elaboración de material didáctico.
B. INSTRUMENTOS:
- Grabadora
- CDs
- Recortes
- Material creado por los alumnos
- Dictionary (Spanish – English)
- Visual aids
- Flashcards
- Real objects
- Multimedia
- CD rooms
- Plataforma Virtual
VIII. BIBLIOGRAFÍA BÁSICA
PARA EL DOCENTE:
 Backpack – Teacher’s guide
PARA EL ALUMNO:
 Backpack. Student’s book and workbook.
Jesús María, Marzo del 2012
_______________________________ ________________________________
PAMELA QUIÑONES ZURITA JESÚS JOSÉ QUIÑONES AMBROSIO
ENGLISH TEACHER SUB-DIRECTOR
__________________________________
____
M. MARÍA DELICIA SILVA
FERNÁNDEZ
DIRECTORA

JESÚS MARÍA
UNIDAD DE APRENDIZAJE DEL I BIMESTRE -
2012
PRIMARIA
UGEL : 03
GRADO : 3er.
ÁREA : Inglés
HORAS SEMANALES : 6
II. NOMBRE DE LA UNIDAD
UNIT I: FROM MORNING TO NIGHT

UNIT II: HELPING HANDS
III. FUNDAMENTACIÓN
El área de Inglés reconoce como reto, la inserción competitiva de las

economías nacionales al mercado mundial y asume, por lo tanto, que todos
los peruanos debemos estar en la capacidad de comunicarnos con el
mundo, manejando una lengua extranjera tanto de forma oral como escrita.
IV. CAPACIDADES BÁSICAS DEL ÁREA
1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)
VI. PROGRAMACIÓN MODELO T DEL I BIMESTRE
CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODOS

UNIT I: FROM MORNING TO  Well prepared lesson plan
NIGHT  Objectives are stated at the
Topics and Themes: beginning of the section.
 Daily routines.  The class starts with an engaging
 Leisure activities. warm up.
 Times of the day.  The presentation of new contests is
 Telling the time. not strictly teacher – centred but
Grammar: considers eliciting information from
 Simple present tense students.
 3rd. person singular –s  The presentation stage is followed
 Questions with what by controlled practice.
 Adverbs: before, after  There is freer practice.
Vocabulary:  Production is included.
 Daily routines.  There is a consolidation of contents
 Actions. at the end of the lesson.
 Time.  Contents seen in previous lessons
are recycled.
UNIT II: HELPING HANDS  There is pronunciation practice.
Topics and Themes:  Oral communication is emphasised.
 Occupations.
 Job-related actions.
 Job-related objects.
 Family members.
Grammar:
Vocabulary:
 Occupations.
 Actions.
 Occupation-related words.
 Adverb.
 Expressions.
CAPACIDADES/DESTREZ OBJETIVO VALORES/ACTITUDES
AS S
RESPONSABILIDA RESPETO
 Understand texts. D  Buen trato
 Produce texts.  Disciplinado  Honesto
 Use prior knowledge.  Perseverante  Veraz
 Make predictions.  Trabajador  Justo
 Figure out meaning from  Cumplido  Considerado
context.
 Puntual  Saber
 Identify main idea and details.  Coherente estimarse así
 Summarize. mismo y al otro
 Sentido del deber
 Aseo personal
VII. EVALUACIÓN DE LOS APRENDIZAJES
CAPACIDADES INDICADORES DE EVALUACIÓN

BÁSICAS
 Identifies different daily routines and leisure
activities and uses them to talk about his/her own
1.-Listening and experience, family and friends.
speaking  Expresses his/her own preferences about
occupations and job-related actions talking about
his/her wishes, family and friends.
 Understands the new words in a text using
context for meaning.
2.-Reading
 Analyzes a story to get the main idea recognizing
predictable patterns.
 Selects the time of the day to write about his/her
3.-Writing and routine.
grammar  Expresses his/her own wishes for the future
writing about his/her future career.
INDICADORES DE EVALUACIÓN
VALOR ACTITUDES COMPORTAMIENTO
Disciplinado Sabe controlar sus

Perseverante emociones.
Trabajador
RESPONSABILID
Cumplido
AD
Puntual
Coherente
Sentido del deber
Buen trato Demuestra buen trato
Honesto hacia los demás,
Veraz respetando las
Justo diferencias.
RESPETO Considerado
Saber estimarse así
mismo y al otro
Aseo y presentación
personal
 Cuida el medio  Demuestra con sus
ambiente y todo lo que acciones el amor a
ALEGRÍA le rodea. Dios.
 Se ama y se valora con  Es generoso con su
sus defectos y virtudes. prójimo.
 Vive en alegría consigo  Expresa sus
mismo. sentimientos con
 Manifiesta su libertad.
AMOR
autoestima con su  Mantiene el entusiasmo
agradable relación con aunque las cosas le
los demás. salgan mal.
VIII. RECURSOS Y MATERIALES
HUMANOS:
 Personal Directivo
 Personal Docente
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
 Programas curriculares actualizados.
 Material Didáctico.
IX. BIBLIOGRAFÍA BÁSICA
PARA EL DOCENTE:
PARA EL ALUMNO:
 Backpack N°3 – Student’s book and workbook.
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA
UNIDAD DE APRENDIZAJE DEL II BIMESTRE -

2012
PRIMARIA
UGEL : 03
GRADO : 3er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT III: PEN PALS

UNIT IV: AMAZING ANIMALS

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)
VI. PROGRAMACIÓN MODELO T DEL II BIMESTRE

UNIT III: PEN PALS  Well prepared lesson plan
Topics and Themes:  Objectives are stated at the
 Pen pals. beginning of the section.
 City life and country life.  The class starts with an engaging
 Chores and activities. warm up.
Grammar:  The presentation of new contests is
 Simple present tense not strictly teacher – centred but
 There is / are considers eliciting information from
 Has / have to + verb students.
 Adverbs: always, usually,
sometimes, never.  The presentation stage is followed
Vocabulary: by controlled practice.
 Activities.  There is freer practice.
 Chores.  Production is included.
 Country living.  There is a consolidation of contents
 City living. at the end of the lesson.
 Adverbs.  Contents seen in previous lessons
 Expressions. are recycled.
UNIT IV: AMAZING ANIMALS  Oral communication is emphasised.
Topics and Themes:
 Kinds of animals.
 Animal characteristics and
abilities.
Grammar:
 Can and can’t
 Questions with where and
what
Vocabulary:
 Animal names.
 Animal actions.
 Animal characteristics.
AS S
context.  Puntual  Saber
 Identify main idea and estimarse así
 Coherente
details. mismo y al otro
 Sentido del
 Summarize.  Aseo personal
deber

BÁSICAS
 Identifies city and country and uses them to talk
1.-Listening and about his/her chores and related activities.
speaking  Describes animal characteristics and abilities
taking about animal behavior.
2.-Reading
3.-Writing and routine.
grammar  Expresses his/her own wishes for the future
writing about his/her future career.

Trabajador
RESPONSABILID
Cumplido
AD
Puntual
Coherente
Sentido del deber
RESPETO Buen trato Demuestra buen trato
Justo diferencias.
Considerado
mismo y al otro
personal
AMOR
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ _______________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA
UNIDAD DE APRENDIZAJE DEL III BIMESTRE -

2012
PRIMARIA
UGEL : 03
GRADO : 3er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT V: RAIN OR SHINE

UNIT VI: OUR FIVE SENSES

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)
VI. PROGRAMACIÓN MODELO T DEL III BIMESTRE

UNIT V: RAIN OR SHINE  Well prepared lesson plan
 Seasons and weather. beginning of the section.
 Seasonal clothing.  The class starts with an engaging
 Seasonal activities. warm up.
 Days of the week.  The presentation of new contests is
Grammar: not strictly teacher – centred but
 Simple present tense considers eliciting information from
 Be, like (to wear) students.
 Questions with what,  The presentation stage is followed
what’s (the weather) like by controlled practice.
Vocabulary:  There is freer practice.
 Weather.  Production is included.
 Clothing/Accessories.  There is a consolidation of contents
 Seasons. at the end of the lesson.
 Days of the week.  Contents seen in previous lessons
 Actions. are recycled.
 Expressions.  There is pronunciation practice.
 Oral communication is emphasised.
UNIT VI: OUR FIVE SENSES
Topics and Themes:
 The five senses.
 Parts of the body.
Grammar:
Vocabulary:
 Five senses.
 Nouns.
 Actions.
 Expressions.
 Descriptive words.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Expresses his/her own preferences talking about
1.-Listening and the seasons, seasonal clothing and the weather.
speaking  Describes different objects and foods using
his/her senses and the vocabulary from the unit.
2.-Reading
 Describes each season, writing about the
weather, seasonal clothing, and the different
3.-Writing and
activities done in each one.
grammar
 Produces a written text describing the way things
look, feel, sound, taste, and smell.

Trabajador
RESPONSABILID Cumplido
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
AMOR  Manifiesta su libertad.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA
UNIDAD DE APRENDIZAJE DEL IV BIMESTRE -

2012
PRIMARIA
UGEL : 03
GRADO : 3er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT VII: A WORD OF FOOD

UNIT VIII: IN SHAPE
UNIT IX: PUPPETS

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)
VI. PROGRAMACIÓN MODELO T DEL IV BIMESTRE

UNIT VII: A WORD OF FOOD  Well prepared lesson plan
 Meals and foods. beginning of the section.
 Origins of food around the  The class starts with an engaging
world. warm up.
 There is/there are not strictly teacher – centred but
 Yes/no questions considers eliciting information from
 Questions with what students.
Vocabulary:  The presentation stage is followed
 Quantity / Containers. by controlled practice.
 Fruits and vegetables.  There is freer practice.
 Meats.  Production is included.
 Others foods.  There is a consolidation of contents
 Snacks and desserts. at the end of the lesson.
 Expression.  Contents seen in previous lessons
 Beverages. are recycled.
 Places.  There is pronunciation practice.
UNIT VIII: IN SHAPE
Topics and Themes:
 Healthy habits.
 Exercise and sports.
Grammar:
 Imperatives
 Wh- and yes/no questions
Vocabulary:
 Sports and activities.
 Sports-related words.
 Health-related words.
 Quantifiers.
 Expressions.
UNIT IX: PUPPETS

Topics and Themes:
 Puppets as toys and
cultural traditions.
 Likes and dislikes.
Grammar:
 Like/don’t like
 Answers with because
Vocabulary:
 Puppet terms.
 Puppets-related actions.
 Other words.
 Expression.
AS S
 Understand texts. RESPONSABILIDA RESPETO
 Produce texts. D  Buen trato
 Use prior knowledge.  Honesto
 Disciplinado
 Make predictions.  Veraz
 Perseverante  Justo
 Figure out meaning from  Trabajador  Considerado
context.  Cumplido  Saber estimarse
 Identify main idea and details.  Puntual así mismo y al
 Summarize.  Coherente otro
 Sentido del deber  Aseo personal
BÁSICAS
 Describes the different ways food comes talking
about qualities and containers.
 Communicates his/her own healthful habits
1.-Listening and
talking about what they eat and do to stay in
speaking
shape.
 Expresses his/her own opinion about puppets
using because and different adjectives.
2.-Reading predictable patterns.
 Identifies the main ideas and details analyzing,
comparing, deducing, ranking and generalizing
the information from a text.
 Produces a written text about his/her favorite
breakfast, lunch and dinner.
 Expresses the differences between healthful and
3.-Writing and
unhealthful habits writing rules for good health.
grammar
 Produces a written text about his/her own preferences
about different things like video games, sports, TV
programs, etc…

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
sus defectos y prójimo.
virtudes.
autoestima con su  Mantiene el
agradable relación con entusiasmo aunque las
los demás. cosas le salgan mal.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
_____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 2do.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT I: FIRST DAY OF CLASS

UNIT II: FUN AND GAMES
1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

 Well prepared lesson plan
UNIT I: FIRST DAY OF CLASS  Objectives are stated at the
Topics and Themes: beginning of the section.
 Classroom objects/actions.  The class starts with an engaging
 Colors. warm up.
 Numbers eleven through  The presentation of new contests is
twenty not strictly teacher – centred but
 Contractions: she’s, he’s, students.
they’re  The presentation stage is followed
 Present progressive: verb + by controlled practice.
-ing  There is freer practice.
 Questions with what and  Production is included.
how many  There is a consolidation of contents
Vocabulary: at the end of the lesson.
 Classroom objects.  Contents seen in previous lessons
 Colors. are recycled.
 Actions.  There is pronunciation practice.
 Numbers.  Oral communication is emphasised.
 Expressions.
UNIT II: FUN AND GAMES

Topics and Themes:
 Outdoor and indoor games.
 Activities.
 Likes and dislikes.
 Numbers by tens to one
hundred.
Grammar:
progressive
 Singular and plural verb
forms
 Like + infinitive
 Who, what, where
 Prepositions
Vocabulary:
 Sports and games
equipment.
 Actions.
 Numbers.
 Prepositions of location.
 Expressions.
AS S
 Understand texts. RESPONSABILIDA RESPETO
 Produce texts. D  Buen trato
 Use prior knowledge.  Honesto
 Disciplinado
 Make predictions.  Veraz
 Perseverante  Justo
 Figure out meaning from  Trabajador  Considerado
context.  Cumplido  Saber estimarse
 Identify main idea and  Puntual así mismo y al
details.  Coherente otro
 Sentido del
deber

BÁSICAS
 Identifies and counts classroom objects from
eleven to twenty using them to talk about school
1.-Listening and related actions.
speaking  Expresses his/her likes about actions related to
games and leisure activities talking about his/her
friends.
2.-Reading
school related actions.
3.-Writing and
 Describes where thing are, writing about the
grammar
objects used in games and leisure activities done
in each one.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 2do.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT III: OUR NEW HOUSE

UNIT IV: MY TOWN

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL
(I AL IV BIMESTRE)

UNIT III: OUR NEW HOUSE  Well prepared lesson plan
 Family members. beginning of the section.
 Things in a home: rooms,  The class starts with an engaging
furniture, objects. warm up.
 Simple present tense not strictly teacher – centred but
 Contractions considers eliciting information from
 Questions with who, where, students.
is there, are there.  The presentation stage is followed
 Rooms.  There is freer practice.
 Furniture.  Production is included.
 Household objects.  There is a consolidation of contents
 Family members. at the end of the lesson.
 Expressions.  Contents seen in previous lessons
are recycled.
UNIT IV: MY TOWN  There is pronunciation practice.
Topics and Themes:  Oral communication is emphasised.
 Places in the community.
 Community services.
 Maps.
 Places around the world.
Grammar:
 Prepositions of location
 Can (possibility)
 Questions with where, is
there, are there
Vocabulary:
 Places.
 Actions.
 Prepositions of locations.
 Expressions.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Describes family members and talks about
1.-Listening and objects, furniture and rooms in a house.
speaking  Identifies stores and their products and talks
about the location of places in his/her community.
 Understands family relationships and the new
words in a text using context for meaning.
2.-Reading
family members.
3.-Writing and
 Expresses his/her own opinion relating his/her
grammar
personal experience and writing about the
services of places in his/her community.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA
2012
PRIMARIA
UGEL : 03
GRADO : 2do.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT V: MY BUSY FAMILY

UNIT VI: EVERY DAY

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT V: MY BUSY FAMILY  Well prepared lesson plan
 Occupations. beginning of the section.
 Actions workers perform.  The class starts with an engaging
 Places people work. warm up.
 Family members.  The presentation of new contests is
 3rd. person singular –s students.
 Want + to be  The presentation stage is followed
 Questions with who by controlled practice.
 Jobs.  Production is included.
 Actions.  There is a consolidation of contents
 Places. at the end of the lesson.
 Expressions.  Contents seen in previous lessons
 Days of the week. are recycled.
UNIT VI: EVERY DAY  Oral communication is emphasised.
Topics and Themes:
 Telling time.
 Daily routines and
activities.
 Time of day.
Grammar:
 3rd. person singular –s and
–es (does, goes)
 Adverb: every
 Questions with when, what
Vocabulary:
 Daily activities.
 Exact times.
 Times of day.
 Expressions.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Describes occupations to talks about job-related
1.-Listening and actions and telling about places people work.
speaking  Expresses his/her daily routines and talks about
the importance of being on time.
2.-Reading
 Describes each occupations writing about what
3.-Writing and they want to be in the future.
grammar  Produces a written text describing his/her daily
routines about everyday activities.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:

_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 2do.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT VII: FAVORITE FOODS

UNIT VIII: FUN AT THE ZOO
UNIT IX: 12 MONTHS MAKE A YEAR

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT VII: FAVORITE FOODS  Well prepared lesson plan
 Foods. beginning of the section.
 Food categories.  The class starts with an engaging
 Food origins. warm up.
 Likes and dislikes.  The presentation of new contests is
 Simple present affirmative considers eliciting information from
and negative students.
 Like, want  The presentation stage is followed
 Articles: a, an, some by controlled practice.
 Fruits and vegetables.  Production is included.
 Other foods.  There is a consolidation of contents
 Meats. at the end of the lesson.
 Poultry.  Contents seen in previous lessons
 Seafood. are recycled.
 Snacks and desserts.  There is pronunciation practice.
 Articles.  Oral communication is emphasised.
 Drinks.
 Food origins
 Expression.
UNIT VIII: FUN AT THE ZOO

Topics and Themes:
 Zoo animals.
 Animal actions.
 Animal characteristics.
Grammar:
 Be (is, are) + adjective
 Can/can’t
Vocabulary:
 Animals.
 Actions.
 Expressions.
UNIT IX: 12 MONTHS MAKE A

YEAR
Topics and Themes:
 Months of the year.
 Special events, holidays,
and seasonal activities.
Grammar:
 Always and never
 Questions with what, when
 Preposition: in (August)
Vocabulary:
 Months.
 Holidays.
 Events.
 Countries.
 Adverbs.
 Seasonal activities.
 Expression.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Describes the different ways food comes talking
about categories and origins, and the importance
of a healthful diet.
1.-Listening and  Identifies and describes zoo animals talking
speaking about characteristics of animals and animal
actions.
 Expresses activities that take place during
certain months of the year.
comparing, deducing, about celebrations and
other special events.
foods and drinks expressing his/her likes and
dislikes.
3.-Writing and  Describes zoo animals writing about their
grammar characteristics and what they can or can't do.
 Produces a written text about what people from
different countries do during different months of
the year.
VALOR
ACTITUDES COMPORTAMIENTO

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 1er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT I: READY FOR SCHOOL

UNIT II: PEOPLE WE LOVE

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT I: READY FOR SCHOOL  Well prepared lesson plan
 Greetings and beginning of the section.
introductions.  The class starts with an engaging
 Classroom objects. warm up.
 Colors.  The presentation of new contests is
 Numbers. not strictly teacher – centred but
 Simple present: be students.
 Questions with what  The presentation stage is followed
 Pronouns: I, it, this by controlled practice.
 Possessive adjectives: my,  There is freer practice.
your  Production is included.
 Singular and plural nouns  There is a consolidation of contents
Vocabulary: at the end of the lesson.
 Classroom objects.  Contents seen in previous lessons
 Other nouns. are recycled.
 Verbs.  There is pronunciation practice.
 Colors.  Oral communication is emphasised.
 Numbers.
 Expressions.
UNIT II: PEOPLE WE LOVE

Topics and Themes:
 Family members.
 Numbers.
 The alphabet.
Grammar:
 Questions with how many
and who
 Simple present: be, have
 Possessive adjectives: my
 Pronouns: be, she, you
Vocabulary:
 Family.
 Actions.
 Other verbs.
 Sport-related words.
 Expressions.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Identifies classroom objects and colors using
1.-Listening and them to talk about his/her own things.
speaking  Expresses his/her own feeling about his/her
family members talking about them.
2.-Reading
 Describes classroom objects writing about
3.-Writing and quantities from one to ten and colors.
grammar  Produces a written text about his/her family
member looking a family picture.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
ALEGRÍA  Cuida el medio  Demuestra con sus
ambiente y todo lo acciones el amor a
que le rodea. Dios.
 Se ama y se valora  Es generoso con su
con sus defectos y prójimo.
virtudes.
 Vive en alegría  Expresa sus
consigo mismo. sentimientos con
AMOR autoestima con su  Mantiene el
agradable relación entusiasmo aunque
con los demás. las cosas le salgan
mal.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA
2012
PRIMARIA
UGEL : 03
GRADO : 1er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT III: HEAD TO TOES

UNIT IV: THINGS I WEAR

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT III: HEAD TO TOES  Well prepared lesson plan
 Parts of the body. beginning of the section.
 Descriptive words.  The class starts with an engaging
 Colors. warm up.
Grammar:  The presentation of new contests
 Simple present: have is not strictly teacher – centred
 Yes/no questions and but considers eliciting information
questions with how many from students.
 Prenominal adjectives  The presentation stage is followed
 Parts of the body.  There is freer practice.
 Other nouns.  Production is included.
 Action.  There is a consolidation of
 Other verbs. contents at the end of the lesson.
 Colors.  Contents seen in previous lessons
 Descriptive words. are recycled.
UNIT IV: THINGS I WEAR emphasised.
Topics and Themes:
 Clothes.
 Colors.
Grammar:
 Simple progressive:
wearing
 Prenominal adjectives
 Plural nouns
Vocabulary:
 Clothes.
 Colors.
 Actions.
 Other verbs.
 Places.
 Objects.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Identifies body parts using them to talk about
1.-Listening and sizes, colors and quantities.
speaking  Describes clothes and colors taking about hir /her
favorite clothes.
2.-Reading
 Produces a written text about his/her body parts
3.-Writing and using prenominal adjectives.
grammar  Expresses his/her preferences writing about
he/she is wearing in different places.
VALOR
ACTITUDES COMPORTAMIENTO

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 1er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT V: AT HOME
UNIT VI: ON THE FARM

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT V: AT HOME  Well prepared lesson plan
 Rooms in a house. beginning of the section.
 Family members.  The class starts with an engaging
 Room-related actions. warm up.
 Geometric shapes.  The presentation of new contests is
 Present progressive students.
 Questions with what,  The presentation stage is followed
where by controlled practice.
 Actions.  Production is included.
 Rooms.  There is a consolidation of contents
 Family. at the end of the lesson.
 Shapes.  Contents seen in previous lessons
 Expressions. are recycled.
 Objects.  There is pronunciation practice.
UNIT VI: ON THE FARM
Topics and Themes:
 Farm animals.
 Farm crop and produce.
 Actions.
 Sizes.
Grammar:
progressive
 Pronouns: it, he, she, they,
you
Vocabulary:
 Animals.
 Actions.
 Other verbs.
 Farm words.
 Other words.
 Sizes.
 Expressions.
AS S
 Coherente
 Sentido del
deber

BÁSICAS
 Describes rooms in a house using his/her senses
1.-Listening and and the vocabulary from the unit.
speaking  Identifies animals and their actions using them to
talk about sizes.
2.-Reading
 Produces a written text describing his/her own
3.-Writing and house and how they are helping at home.
grammar  Describes each animal writing about the actions
and comparing sizes.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:
_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA
JESÚS MARÍA

2012
PRIMARIA
UGEL : 03
GRADO : 1er.
ÁREA : Inglés
HORAS SEMANALES : 6
UNIT VII: CELEBRATIONS

UNIT VIII: PLAY TIME
UNIT IX: AT THE PLAYGROUND

1.- Reading
2.- Writing
3.- Listening
4.- Speaking
V. TEMA TRANSVERSAL

(I AL IV BIMESTRE)

UNIT VII: CELEBRATIONS  Well prepared lesson plan
 Food. beginning of the section.
 Celebrations.  The class starts with an engaging
 Days of the week. warm up.
 Birthdays.  The presentation of new contests is
 Simple present considers eliciting information from
 Yes/no questions students.
 Questions with How old?  The presentation stage is followed
and When? by controlled practice.
 Food.  Production is included.
 Actions.  There is a consolidation of contents
 Other verbs. at the end of the lesson.
 Party words.  Contents seen in previous lessons
 Days of the week. are recycled.
UNIT VIII: PLAY TIME
Topics and Themes:
 Toys.
 Numbers.
 Colors.
Grammar:
 Simple present: be, have,
want
 Prepositions of location (in,
on, under)
Vocabulary:
 Toys.
 Actions.
 Other verbs.
 Numbers.
 Furniture.
 Expressions.
 Prepositions.
 Colors.
 Other words.
UNIT IX: AT THE PLAYGROUND

Topics and Themes:
 Outdoor exercise.
 Playground actions.
 Playground toys and
equipment.
Grammar:
 Simple progressive
 Demonstrative adjectives:
this/that and these/those
 Preposition: in (August)
Vocabulary:
 Actions.
 Toys and equipment.
 Expression.
AS S
context.  Saber estimarse
 Puntual
 Identify main idea and así mismo y al
 Coherente otro
details.
 Sentido del  Aseo personal
 Summarize. deber

BÁSICAS
 Describes the days of the week and party foods
and drinks expressing opinions about the foods
they like to eat at celebrations.
1.-Listening and  Communicates his/her own wishes talking about
speaking toys using prepositions of location.
 Expresses his/her own opinion about toys and
colors using playground objects and playground
actions.
comparing, deducing, and generalizing the
information from a text.
food for celebration holidays.
3.-Writing and  Expresses the differences between toys for girls
grammar and toys for boys writing prepositions of location.
 Produces a written text about his/her own
playground objects and playground actions.

Trabajador
AD Puntual
Coherente
Sentido del deber
Justo diferencias.
RESPETO Considerado
mismo y al otro
personal
le rodea. Dios.
ALEGRÍA
virtudes.
HUMANOS:
 Alumnos
 Comité de Aula
 Comunidad
MATERIALES:
PARA EL DOCENTE:
PARA EL ALUMNO:

_______________________________ ________________________________
__________________________________
____
FERNÁNDEZ
DIRECTORA

Programación Anual de Inglés 2012: 3, 4 y 5 AÑOS 1ero., 2do. y 3er. GRADO Inicial - Primaria

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Programación Anual de Inglés 2012: 3, 4 y 5 AÑOS 1ero., 2do. y 3er. GRADO Inicial - Primaria

Cargado por

Copyright:

Formatos disponibles

PROGRAMACIÓN ANUAL DE INGLÉS

I.E.P. : “Corazón de Jesús”

DOCENTE : Pamela Quiñones Zurita

DIRECTORA : M. María Delicia Silva

SUB-DIRECTOR : Jesús José Quiñones Ambrosio

CALENDARIZACIÓN DEL AÑO ESCOLAR

BIMESTR FECHAS SEMANAS

I.E.P. “CORAZÓN DE JESÚS”

SPEAKING AND WRITING AND

Describes Analyzes Expresses

I.E.P. “CORAZÓN DE JESÚS”

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

III UNIT 6: MY CLOTHES

UNIT 7: PARTY FOOD

UNIT 8: AROUND MY HOME

UNIT 9: NATURE AROUND Us

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

III UNIT 6: CLOTHES FOR ALL

UNIT 9: THE SKY

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

UNIT 5: LET’S GO TO THE  Contents seen in previous

UNIT 6: WHAT PEOPLE WEAR

UNIT 9: GOING CAMPING

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

UNIT 2: PEOPLE WE LOVE  The presentation of new

UNIT 8: PLAY TIME

UNIT 9: AT THE PLAYGROUND

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

I UNIT 2: FUN AND GAMES  The presentation of new

UNIT 6: EVERY DAY

UNIT 8: FUN AT THE ZOO

UNIT 9: 12 MONTHS MAKE A

CARTEL DE CONOCIMIENTOS POR BIMESTRE

BIMESTR CONTENIDOS ESTRATEGIAS DE

I UNIT 1: FROM MORNING TO  Well prepared lesson plan.

UNIT 2: HELPING HANDS  The presentation of new

UNIT 7: A WORLD OF FOOD

PROGRAMACIÓN ANUAL - 2012

El área de inglés reconoce como reto, la inserción competitiva de las

III. TEMA TRANSVERSAL

Educación para la convivencia, la paz y la ciudadanía, basado en la fe y el

V. PROGRAMACIÓN MODELO T ANUAL

PROGRAMACIÓN MODELO T ANUAL – 3 AÑOS

CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODO

 Well prepared lesson plan.

CAPACIDADES/DESTREZ OBJETIVO VALORES / ACTITUDES

PROGRAMACIÓN MODELO T ANUAL – 4 AÑOS

CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODO

UNIT 1: AT SCHOOL  Well prepared lesson plan

CAPACIDADES/DESTREZ OBJETIVO VALORES / ACTITUDES

CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODO

UNIT 1: PEOPLE AT SCHOOL  Well prepared lesson plan

CAPACIDADES/DESTREZ OBJETIVO VALORES / ACTITUDES

PROGRAMACIÓN MODELO T ANUAL – 1er. GRADO

CONTENIDOS MEDIOS PROCEDIMIENTOS/MÉTODO

UNIT 1: READY FOR SCHOOL  Well prepared lesson plan.

CAPACIDADES/DESTREZ OBJETIVO VALORES / ACTITUDES

- Diseña y elabora esquema de  Vive en alegría consigo mismo.