PLANEACIÓN DE LA ASIGNATURA DE LENGUA EXTRANJERA (INGLÉS)

NOMBRE DEL Guadalupe Del Socorro Ríos

ESCUELA Esc. Prim. Urb. “Padre de la Patria”
MAESTRO García

CICLO 2023-
LUGAR Y FECHA Xalisco, Nayarit a 30 de enero del 2024.
ESCOLAR 2024

Referencia común: MCER A2 (A2.1) 5to de Primaria

Reconoce el sentido general y algunas ideas principales de diversos textos orales y escritos de
contextos cercanos, conocidos y relevantes (información básica sobre sí mismo y su familia, su
escuela, compras, lugares de interés, ocupaciones, etc.). Interviene en algunas transacciones
utilizando estrategias verbales y no verbales en intercambios muy sencillos y directos de
información sobre cuestiones que le son conocidas habituales y de interés personal. Interpreta y
describe información. Describe en términos sencillos algunos aspectos de su entorno, así como
cuestiones relacionadas con sus necesidades personales. Se relaciona con la lengua y la cultura
mediante juegos y varias actividades lúdicas y literarias.
FECHA DE SECUENCIA January 29th – February 2nd, 2024
DIDÁCTICA

AMBIENTE SOCIAL DEL Académico y de formación.

APRENDIZAJE

ACTIVIDAD Interpretación y seguimiento de instrucciones

COMUNICATIVA

PRÁCTICA SOCIAL DEL Sigue información de una guía ilustrada para resolver un problema.
LENGUAJE

 Distingue componentes gráficos y textuales.

APRENDIZAJES  Formula preguntas sobre un problema a resolver.
ESPERADOS  Enuncia los pasos de una guía.
 Reconoce el orden de los pasos en una secuencia.
 Redacta enunciados que describen pasos a seguir.
RECURSOS
TIEMP EVALUACIÓ
SECUENCIA DE ACTIVIDADES DIDÁCTIC
O N
OS

SESIÓN INICIO DESARROLLO CIERRE

1 T shows images T writes on the Ss answer a word
of natural board the search about Project Observation
disasters, and vocabulary of the earthquakes.
ask which of Laptop
reading they are http://puzzlemak
them they are
going to do: earth, er.discoveryeduc Markers Check list
exposed to
plates, surface, ation.com/WordS
where they live
edges, humongous, earchSetupForm. Slides
(earthquake,
tornado, etc. asp
Workshee Instruction
hurricane, identificatio
With the help of a (10 minutes) t
flood, fire). n.
dictionary,
Sitio web
Write the individually, look up
names of the unknown words.
disasters next
to the images. Ss read a short text
about earthquakes:
Ss repeat the
vocabulary out
loud.

(15 minutes)

T clarifies meaning
of the reading if
 necessary.

Answer
comprehension
questions about the
text.

T asks if they have

ever felt an
earthquake or heard
about one.

Talk about the

consequences of the
intensity of an
earthquake. Write a
list on the board.
Example: People can
get injured. Houses
can fall down.
Electricity goes
away. Streets can
crack. They can
trigger tsunamis and
landslides. Etc.
SESIÓN Ss write the list in Observation
their notebooks.
2 Projector
(20 minutes)
INICIO DESARROLLO CIERRE Markers Check list

Ss play T distributes images The whole group, Speakers

hangman to of signs on what to help the teacher Drawing
discover the do in case of an to “make an Slides with the
word earthquake, asking earthquake”. steps to
“Earthquake”. the students to put Images of follow in
them in order. T projects the signs case of an
T asks: What names of the earthquake.
causes an Ss cut out the materials and Material
earthquake? instructions and instructions on for the Participatio
Brainstorm the paste them next to the board. experimen n
answers the corresponding t
students give. images: Material: box,
(15 minutes) If you are indoors string, paper Tape Written
during an clips, nail or ice instructions
earthquake: pick. Scissors and
1. Drop to the 1. Remove one conducting
ground. side of a an
2. Take cover by cardboard box. earthquake
getting under a 2. Punch a hole in experiment.
sturdy table or other the top and
piece of furniture. bottom of the box Brief
3. Stay indoors until using a nail or ice illustrated
the shaking stops. pick. guide.
4. Stay away from 3. Tie a string so it
Windows. runs from the top
5. Don't use the of the box to the Identificatio
elevators. bottom of the n of
box. sequence
T writes the 4. Start by tying a connectors.
sequence string to a paper
connectors on the clip on the
board (first, then, outside of the box
after that, next, at the top.
finally), clarify 5. Thread the
meaning and ask the string through the
students to write bottom of the box
the words at the and tie the string
beginning of each to a paper clip on
step to follow in the bottom of the
case of tremor. box. 6. Place 4 or
5 paper clips on
Voluntarily, ss read the string inside
the sentences aloud. the box.
7. Place the box
Ss identify the verbs on a table or
in each of the some other
sentences, review object you can
the way the verbs strike to make it
(imperatives) are vibrate.
written. 8. Strike the table
hard enough to
Color a drawing cause energy
about preparation in waves to travel
 case of a tremor or through it to the
earthquake. box.
9. If you have
struck the table
hard enough the
paper clips will
start to vibrate
back and forth.
10. Move your
box to other
surface and see if
you can make the
paper clips
vibrate on these
surfaces.

Ss underline the
verbs in each of
the instructions.

Voluntarily, read
the instructions
(the teacher
clarifies the
meaning).

Prepare the
experiment,
reading each of
the instructions
aloud.
(10 minutes)

FECHA DE SECUENCIA January 6th – February 9th, 2024

DIDÁCTICA

AMBIENTE SOCIAL DEL Académico y de formación.

APRENDIZAJE
ACTIVIDAD Interpretación y seguimiento de instrucciones
COMUNICATIVA

PRÁCTICA SOCIAL DEL Sigue información de una guía ilustrada para resolver un problema.
LENGUAJE

Distingue componentes gráficos y textuales.

APRENDIZAJES Formula preguntas sobre un problema a resolver.
ESPERADOS Enuncia los pasos de una guía.
Reconoce el orden de los pasos en una secuencia.
Redacta enunciados que describen pasos a seguir.
RECURSOS
TIEMP EVALUACIÓ
SECUENCIA DE ACTIVIDADES DIDÁCTIC
O N
OS

INICIO DESARROLLO CIERRE

SESIÓN T writes In bins, read and Individually, ss Project Observation

emergency complete make an
3 vocabulary instructions on what illustration in Laptop
“Burns”: burn, to do in case of their notebook
burns. Example: for each of the Markers Check list
wait, call,
cover, gauze, Burns instructions.
Slides
run, pain,
butter, oil, What to do in case Exchange Dictionari Identificatio
remove, you or a friend get notebooks with
es n of
jewelry, skin. burned. another
sequence
1. _First__, call your classmate to
local emergency show their connectors.
Play “Speed
Word Search”, service. (1) drawings.
just look for the 2. __Then__, cover
words in the the burn with a (10 minutes)
Illustrated
dictionary. clean piece of gauze.
instruction
(4)
following
The team that 3. __After that__,
guide.
finds all the run cool water over
words correctly the burn until the
wins a point. pain lessens. Do not
put butter or
Ask students to mayonnaise. (3)
identify the 4. __Next__,
verbs in the remove clothing or
 word list. jewelry from the
burned area unless
Ss read the it is stuck to the skin.
vocabulary (2)
aloud, ask what 5. __Finally__, wait
emergency for professional
they are going help. (5)
to read about.
Ask ss what they
(15 minutes) understood from
each of the
instructions,
clarifying meaning if
necessary.

Individually, ss write
the instructions
neatly in their
notebooks.

SESIÓN Chorally, ss read the Projector

sentences aloud. Observation
4 Markers
(20 minutes)
INICIO DESARROLLO CIERRE Speakers
Check list
Slides
Play “Build a Ss answer true and Write the
kit”. In teams of false sentences instructions and Illustrated
Sitio web
3 or 4 about the burn illustrate the instruction
members, cut instructions: steps in their guide in the
Flashcards
out images of 1. Put the burn area notebook. notebook.
useful objects under cool running
White
to use in an water. T With the help of
sheets
emergency and 2. Don't cover the the teacher,
paste them on burn. F answer a survey
a white sheet 3. Apply butter, oil on burn
of paper. or ice on burns. F prevention at
4. Don't remove home.
Show your kit clothes that are http://
in front of the stuck to the skin. T www.cyh.com/
group, name 5. Get professional library/
the objects out help. T fire_safety_checkl
loud. ist.pdf
Voluntarily ss read
T write “Broken the sentences aloud (10 minutes)
Limbs” on the and their answers,
board, with the ask students to read
help of the the instruction that
dictionary look supports their
up the word answer. Example:
limb. Put the burn area
under cool running
Ask students to water. T – Run cool
mention the water over the burn
extremities of until the pain
the body in lessens.
English: hand,
foot, finger, leg, T projects a series of
etc. images and their
instructions on what
T projects a to do in case of a
figure of the fracture of a limb
human body “Broken Limbs”:
with its parts.
Broken Limbs
Ss touch the
body parts and Accidents do
say their names happen. If you
out loud. suspect that
someone has a
Ss listen and broken bone,
song provide first-aid
https://www.yo treatment and help
utube.com/wat them get
ch? professional care.
v=h4eueDYPTIg 1. First, call your
(15 minutes) local emergency
service.
2. Then, stop any
bleeding.
3. After that,
carefully remove
clothing from the
injured area.
4. Next, immobilize
the injured area.
5. Finally, apply a
cold compress or ice
pack in cloth.

Ss identify words
that indicate
sequence (first,
then, after that,
next, finally).

With the help of

volunteers, ss act
out following the
instructions. One
student is the
injured one while
the other follows
the instructions that
the teacher or a
classmate gives him.
ADECUACIONES
CURRICULARES

OBSERVACIONES

FIRMA DEL MAESTRO (A) FIRMA DEL DIRECTOR O COORDINADOR