ENGLISH PLANNING
SCHOOL YEAR 2016-2017
ENGLISH
UNIT: IV
SCHOOL:
TEACHER :
UNIT: IV GRADE: 1 GROUPS : DATE :MARZO- ABRIL
ENVIRONMENT: familiar and community
Social practice of the language:
understand and produce oral exchanges related to leisure situations
Achievements  Recognizes the speakers and listeners behavior that supports the construction of
meaning.
 Requests clarifications.
 Writes sentences.
 Formulates questions to clarify doubts.
 Anticipates the general meaning to start a dialogue.
Specific Competency: Exchange likes and dislikes in a dialogue

Aprendizajes esperados
ACTIVITIES MATERIAL/RESOURCES
Recognizes the speakers
and listeners behavior that
supports the construction of
meaning.
Requests clarifications.
Writes sentences.
Formulates questions to
clarify doubts.
Anticipates the general
meaning to start a dialogue.
Start
The teacher will activate the previous knowledge of the students through
the following questions:
What is your favorite thing to do?
What are your hobbies?
What do you mean by leisure animadversion?
It is necessary to identify the previous knowledge of the students to have a
starting parameter. Identifying them enables teachers to establish appropriate
activities and strategies
You can also measure the level of student participation and develop a prior
diagnosis of those who are interacting with different frequencies.
DEVELOPMENT
Students will answer the above questions and comment in plenary on their
answers:
Later
Students will write their preferences and animadversions in the next
double entry table (this activity can be grouped and the answers given by
the students will be written on the board)
Preferences Animadversions
The purpose of the above table is to enable students to identify their
preferences and dislikes to share in plenary.
Students will then describe the following leisure activities orally.
to dance bailar
to draw dibujar
Interview
Select a leisure activity.
Decide time, place, and
length of the interview.
Structure questions about
likes and dislikes.
Check that the questions
are appropriate regarding
the topic, the purpose and
intended audience.
Invite the person or
classmates to be
interviewed.
Assign the roles of
interviewer and
interviewee.
Practice the formulation of
questions and their
answers.
Carry out the interview.

to chat charlar
to cook cocinar
to drive conducir
to hike dar una caminata
to listen to music escuchar música
to phone a friend llamar a un amigo por teléfono
to play basketball jugar al basketball
to play billiards jugar al billar
to play bowling jugar a los bolos
to play chess jugar al ajedrez
to play football jugar al fútbol
to play hockey jugar al hockey
to play tennis jugar al tenis
to play the drums tocar la batería
to play the guitar tocar la guitarra
to play the piano tocar el piano
to play with the
computer
jugar con la computadora
to read leer
to relax relajarse
to rent a video alquilar un vídeo
to ride a horse andar a caballo, cabalgar
The description allows students to describe actions they use on a daily basis,
so it is necessary to relate these to their context.
A continuación los alumnos
Revisarán el siguiente video y comentarán sus impresiones del mismo
https://www.youtube.com/watch?v=OnXeofWRHio
The use of videos in English is justified in the sense that it is a technological
tool that facilitates the learning of a wide range of subjects, it also covers the
different learning styles that students have: Visual, auditory and kinesthetic.
They will ask questions related to the preferences or animadversions they
have.
Questions with

What Who Whose
The above table is justified in that it allows the student to describe the
characteristics of different concepts or grammatical elements it is
necessary that the teacher emphasizes that this description is important to
investigate diverse sources on the content of these concepts to be provided
a reasoned explanation, but Adapted to the level of each student
They will create an interview script, using questions such as:
Hello
Thank you for the interview
What's your name?
How are you today?
what are your favorite activities?
What are the things you do not like to do?
which is the reason?
According to what you like, what activity would you like to dedicate yourself to
in the future?
They will observe the following interviews to analyze the rite, speed and
pronunciation
https://www.youtube.com/watch?v=MonhwBlHV3w
The use of videos in English is justified in the sense that it is a
technological tool that facilitates the learning of a wide range of subjects,
it also covers the different learning styles that students have: Visual,
auditory and kinesthetic.
investigation
The students will investigate the following structure of the interview:

Opening Body Closing
The above table is justified in that it allows the student to describe the
characteristics of different concepts or grammatical elements it is necessary
that the teacher emphasizes that this description is important to investigate
diverse sources on the content of these concepts to be provided a reasoned
explanation, but Adapted to the level of each student
Share the results of your research in the group
The teacher will ask students to practice non-verbal language.
You can rely on the following video
https://www.youtube.com/watch?v=SKhsavlvuao
The use of videos in English is justified in the sense that it is a technological
tool that facilitates the learning of a wide range of subjects, it also covers the
different learning styles that students have: Visual, auditory and kinesthetic.
Later in teams they will express different emotions and postures their
companions will try to identify the message that is being expressed
without words.
The above activity allows students to use their body to express a message
using only non-verbal language
Examples I really like to play football
I like to take part in communicative events
Etc.
The students watched the following video and commented on the results.
https://www.youtube.com/watch?v=eq4ZY8tVCew
Close

Finally the students will distinguish the differences between the American and
British language.
You can rely on the following video.
https://www.youtube.com/watch?v=hyjx-45TBQM
Words in British English Words in American English
The previous tables allow the student to describe the characteristics of
different concepts or grammatical elements, it is necessary that the teacher
emphasizes that this description is important to investigate various sources
about the content of these concepts with the intention of providing a reasoned
explanation, and adapted to the Level of each student.
PRODUCT
EXCELLENT GOOD REGULAR
realization of activities

PLANNING ENGLISH
SCHOOL YEAR 2015-2016
ENGLISH
CONTENTS • Do with language
• Know with language
• Be with the language
APRENDIZAJES
ESPERADOS
• Recognize the main ideas of song content.
• Formulate and answer questions about information processing.
• Compare information using familiar expressions.
• Introduce stanzas and song choruses.
• Detects rhythm, speed and intonation of songs.
SCHOOL:
TEACHER :
UNIT: IV GRADE :1 GROUPS : DATE : MARCH APRIL
ENVIRONMENT:
Social practice of the language:
Understand and express differences and similarities between cultural aspects from mexico
and english-speaking countries
literario y lúdico
specific competency: Read and interpret songs to recognize human values in countries where English is spoken and in Mexico

APRENDIZAJES
ESPERADOS
ACTIVITIES PRODUCT
Recognizes main ideas in
songs.
Formulates and answers
questions about the
treatment of information.
Compares information using
known expressions.
Sings verses and choruses of
songs.
Detects rhythm, speed and
intonation of songs.
.
INICIO
The teacher will activate the previous knowledge of the students
through the following questions:
What are your favorite songs in the English language?
Do you know its meaning?
Why do you like those songs?
It is necessary to identify the previous knowledge of the students to
have a starting parameter. Identifying them enables teachers to
establish appropriate activities and strategies
You can also measure the level of student participation and develop
a prior diagnosis of those who are interacting with different
frequencies.
DEVELOPMENT
The students will draw an inference from the next song by means
of the following image.
The images on the material in English are justified because they
allow to relate the grammatical content with graphical elements of
an image, which greatly facilitates the understanding of the Beatles
song
recital
 Select the songs.
 Understand content of
songs.
 Locate key words in
verses and chorus.
 Read lyrics along with the
music.
 Listen to the song in order
to follow rhythm.
 Intonate the song at the
speed of music.
 Check intonation in English
while singing.
 Determine place, date and
audience for which the
songs will be interpreted.
 Perform recital to the
selected audience at the
planned place and date.

Later they will hear the song in the following link.
https://www.youtube.com/watch?v=FZLIcQf47TQ
They will locate the following keywords:
Verbs Adjectives Nouns
Later students will sing the same song using only the lyrics and
music:
https://www.youtube.com/watch?v=EnV27L-jhA4
The students will infer the following image so that they
participate by saying what they think is called:
The images on the material in English are justified because they
allow to relate the grammatical content with graphic elements of an
image, which greatly facilitates the understanding of the song
Later students will listen to the song and make the same table
above.
https://www.youtube.com/watch?v=91B9lOG8It8
Verbs Adjectives Nouns
Later they will interpret it only using the karaoke.
https://www.youtube.com/watch?v=xfcUDFZeX-w

Another option is the following
Will infer the following image
The images on the material in English are justified because they
allow to relate the grammatical content with graphic elements of an
image, which greatly facilitates the understanding of the song John
Lennon
https://www.youtube.com/watch?v=bjR-6760Shc
The use of videos in English is justified in the sense that it is a
technological tool that facilitates the learning of a wide range of
subjects, it also covers the different learning styles that students
have: Visual, auditory and kinesthetic.
The students will choose one of the three previous songs and later
prepare a recital to present it to the community, they will observe
the following video to give an idea.
https://www.youtube.com/watch?v=crd2mSoyzN0
Organize a recital in teams of at least 3 songs (one each team)
In a triptych they will make an invitation for it.
They will elaborate a reflection in which they analyze what they
like and what they do not and they will write it in the following
table of double entry:

What I liked about the
preparation of the recital
I did not like the recital
.
The students
They will study progressive forms in the past
https://www.youtube.com/watch?v=mrInVjL4WDA
example
I was singing
Where are you drinking
In the same way they will study verbal forms participle
Example.
https://www.youtube.com/watch?v=L7IYPTUV4E0
The use of videos in English is justified in the sense that it is a
technological tool that facilitates the learning of a wide range of
subjects, it also covers the different learning styles that students
have: Visual, auditory and kinesthetic.
Verbs in participle Sentences with participle
In the same way that the teacher will explain the antonyms and
the students will write examples:
Antonym’s Exempla’s
CLOSE

In each of the previous songs they will identify nouns
Singular Plurals Compounds
They will present the recital to the student community.
PRODUCT
EXCELLENT GOOD REGULAR
ACTIVITIES

ANEXOS
Imagine there's no heaven It's easy if you try
No hell below us Above us only sky Imagine all the people Living for today...
Imagine there's no countries It isn't hard to do Nothing to kill or die for And no religion too Imagine all the people Living life
in peace...
You may say I'm a dreamer But I'm not the only one
I hope someday you'll join us And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger A brotherhood of man Imagine all the people Sharing all the world...
You may say I'm a dreamer But I'm not the only one
I hope someday you'll join us And the world will live as one.
Imagina que no hay paraíso,
Es fácil si lo intentas, Ningún infierno debajo de nosotros, Arriba de nosotros, solamente cielo, Imagina a toda la gente
Viviendo al día...
Imagina que no hay países, No es difícil hacerlo, Nada por lo que matar o morir, Ni religiones tampoco, Imagina a toda la
gente Viviendo la pida en paz
Imagina que no hay posesiones, Me pregunto si puedes, Ninguna necesidad de codicia o hambre,
Una hermandad del hombre, Imagina a toda la gente Compartiendo todo el mundo...
Tu puedes decir que soy un soñador, Pero no soy el único,
Espero que algún día te nos unas, Y el mundo vivirá como uno solo

Look at the stars
Look how they shine for you
And everything you do
Yeah they were all yellow
I came along
I wrote a song for you
And all the things you do
And it was called yellow
So then I took my turn
Oh what a thing to have done
And it was all yellow
Your skin
Oh yeah your skin and bones
Turn into something beautiful
You know you know I love you so
You know I love you so
I swam across
I jumped across for you
Oh what a thing to do
Cause you were all yellow
I drew a line
I drew a line for you
Oh what a thing to do
And it was all yellow
Your skin
Oh yeah your skin and bones
Turn into something beautiful

And you know
In the town where I was born
Lived a man who sailed to sea
And he told us of his life
In the land of submarines
So we sailed up to the sun
Till we found a sea of green
And we lived beneath the waves
In our yellow submarine
We all live in a yellow submarine
Yellow submarine, yellow submarine
We all live in a yellow submarine
Yellow submarine, yellow submarine
And our friends are all aboard
Many more of them live next door
And the band begins to play
We all live in a yellow submarine
Yellow submarine, yellow submarine
We all live in a yellow submarine
Yellow submarine, yellow submarine
(Full speed ahead Mr. Boatswain, full speed ahead
Full speed ahead it is, Sergeant.
Cut the cable, drop the cable
Aye, Sir, aye
Captain, captain)…