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PROGRAMACIN INGLS 1er

CICLO LOE
(C. Valenciana)

1.- Muestra parcial de

programacin de entrega.
(Muestra para C. Valenciana)
2.- Unidad 4 de entrega.
3.- Unidad 4 con desarrollo. www.e-ducalia.com

Paloma Marqus-Pura Garcia

Los derechos de edicin estn reservados a favor de www.e-ducalia.com. Prohibida la reproduccin total o parcial sin permiso escrito del editor.

1.- MUESTRA PARCIAL DE PROGRAMACIN DE ENTREGA.

1. INTRODUCTION

The present document is an Annual Planning designed for the second course of the

first cycle of Primary Education.

According to C. Robertson, planning is one of those essential skills of the competent

teacher. Every lesson and class is different so the content of the lesson planning will

depend on what the teacher wants to achieve in every lesson and the whole course. A

lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the

lesson plan is the map which shows where you start, where you finish, and the route you

take to get there. The ability to plan is a skill that every teacher must develop and improve

with the experience but whatever the level of experience, it is important that all teachers

take time to think through their lessons before enter the classroom.

One of the most important reasons to plan is that the teacher needs to identify his or

her aims for the lesson. Teachers need to know what they want their students to be able to

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do at the end of the lesson that they couldnt do before. Here are some more reasons

because planning is important: Planning allows the teacher to predict possible problems

and so consider solutions; Makes sure that the lesson is balanced and appropriate for

class; Gives teacher confidence; Planning is a sign of professionalism; Reduces

improvisation.

After this general reference to the importance of planning, I would like to introduce

my Lesson Planning first talking about the legal framework it responds to.

The annual lesson planning I have designed is following the current official laws as it

is LOE (Organic Law of Education), the Royal Decree 1513/2006 - 07.12.06 and the Decree

111/2007 of 20th of July. All these three legal documents are the ones that constitute the

legal educational framework in Spain and especially in Valencia.

In this annual lesson planning, it has been also taken into account the Common

European Framework for the Teaching of Languages. This document has been

elaborated by the Modern Languages Division of the Council of Europe, and provides a

common basis for the elaboration of language syllabuses, curriculum guidelines,

examinations, text books, etc across Europe. This Common European Framework, by

providing a common basis for objectives, contents and methods, will facilitate the mutual

recognition of qualifications gained in different learning contexts and will aid European

mobility.

Thats why the main objective of teaching foreign languages in Primary Education is

to facilitate the acquisition of students Communicative Competence which includes the

development of the four main linguistic skills in a comprehensive way so that it allows our

students to use the foreign language in social contexts and get a fluent communication.

Along the fifteen didactic units included in this lesson planning, we can find that each unit

tries to simulate a different context dealing with topics such as classroom, family, home,

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toys and so forth. I have chosen these topics because they are the ones more related to our

students needs, interests and the topic of their daily life dialogues (communication). All this

reasons could justify my election of following a Communicative Language Teaching

Methodology for my lesson planning and we can find a larger explanation of this

methodology in the fourth point Methodology Implications and how it is reflected in the

units as well as a description of the learning sequence and typology of activities designed.

2.- UNIDAD 4 DE ENTREGA.

LESSON PLANNING

UNIT 4: My class. 1ST TERM

TOPIC: Classroom objects.

1.
UNIT LEARNING GOALS
To use target language for interacting with the group and communicating.
To identify the classroom vocabulary.
To sing a chant.
To show understanding about some classroom orders by using linguistic and non-
linguistic responses.
To show interest in learning new knowledge items such as new words.
2.
UNIT COMMUNICATIVE FUNCTIONS UNIT LEARNING CONTENTS
Give and ask for information about KEY LANGUAGE STRUCTURES:
Have you got? / How many have
classroom objects
you got? / I have got
Give orders and understand them.
Identify classroom objects KEY VOCABULARY:
Pencil / Rubber / Pen / Sharpener / Crayon
Expressing quantity and characteristics
3.
PREREQUISITES ENGLISH ACROSS THE CURRICULUM
PREVIOUS KNOWLEDGE
Contents included in the previous Unit. Arts and crafts.
Class language, numbers and colours. Music.
Maths.

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4.
ASSESSMENT
CRITERIA UNIT STAGES & ASSESSMENT FOCUS
Students will be able to STRATEGIES
1) Interest in learning the INITIAL / ENGAGE STAGE Individual work.
unit vocabulary Observation
2) Produce the unit COMMUNICATIVE PRACTICE Speaking (4th activity)
vocabulary and structures Observation
3) Communicate in the ACTIVATION STAGE Pronunciation
target language. Final Task
4) Express characteristics ACTIVATION STAGE Written work
and quantity in the correct Final Task (Worksheet 4.4)
word order.
5.
MIXED-ABILITY STRATEGIES
REINFORCEMENT: Worksheets number: R4
www.magicvocabulary.net (Jigsaw puzzle - Listen and click: pictures).
www.primerciclo.colegiodeastudillo.com/ENGLISH
EXTRA PRACTICE: Worksheets number: E-P4
www.magicvocabulary.net (Listen and click: words - Hangman).
www.childtopia.com (Odd One Out).
6.
UNIT FINAL TASK
Worksheet 4.4: Twin school bags. Students fill in the text with the suitable words, then
they draw the objects in picture A according to the text. By pairs they ask one another:
Student 1 asks Have you got a pencil? Student 2 reads or looks to the picture and says: I
have got two red pencils Student 1 draw the information on picture B and vice versa.

7. SEQUENCE OF LEARNING ACTIVITIES (described in the unit appendix)

3.- UNIDAD 4 CON DESARROLLO.

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UNIT: 4 - My class TOPIC: Classroom objects TIMING: 1st TERM

PREREQUISITES. PREVIOUS KNOWLEDGE: Contents included in the previous unit, Classroom language, numbers and colours.
Teaching/Learning GROUP
ACTIVITY DESCRIPTION AIM OF THE ACTIVITY SKILLS RESOURCES
STAGE INTERACTION
How many? Teacher walks around


CHECKING THE the class taking ss material and Use previous knowledge.
2 1 Realia
PREVIOUS asking What colour is it?, How Review colours and Whole group
Flashcards
KNOWLEDGE many have you got? Then with numbers.
flashcards.
ENGAGE STAGE
Whisper: Teacher whispers a
vocabulary word to a student and Introduce the key
Warming up 1 2 Whole group Flashcards
he/she repeats it louder. Everybody vocabulary
repeat the word.
Memory game: Flashcards on the
st Achieve the Key vocabulary
1 activity wall. Teacher turn them back one by 2 1 Whole group Flashcards
by repeating it.
one and ss repeat the sequence.
Colour code: Ss colour the cards
Personalize their own
2nd activity according to the numbers code and 1 2 Individual work Worksheet 4.1
vocabulary cards
check them with the flashcards.
Objects salad: Ss come into the
circle when they hear their object Show understanding by
3rd activity 1 Whole group
(card). If not they keep sat on the TPR
floor.
Engage the students in the
4th activity Chant: Ss learn the unit chant 2 1 Whole group Flashcards
unit.
COMMUNICATIVE PRACTICE STAGE
1st activity Fill it in: Ss fill in the chant lyrics. Write the key vocabulary. 2 1 Individual work Worksheet 4.2

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Kitty asks Yes or No? Kitty asks

Introduce the key structure
2nd activity Have you got a pen? Ss answer 1 2 Individual work Help/Ok cards
Have you got?
with Help/Ok card.
Chant: Ss sing the unit chant to
3rd activity. Remember the unit chant. 1 2 Whole group Worksheet 4.2
start the lesson.
Kitty asks: Kitty goes around the
class asking Have you got two
4th activity Introduce the key structures. 1 1 Individual work Realia
pens? With the teachers help ss
say I have got and show it.
Read and colour: Ss colour the Recognize the written form
th
5 activity worksheet according to the of the unit vocabulary and 2 1 Individual work Worksheet 4.3
sentences. structures.
ACTIVATION STAGE
Liar: Ss read the sentences in
Worksheet 4.3, they can say Check the reading Help/ok cards
1st activity 1 1 1 Pair work
another number. The rest of the comprehension. Worksheet 4.3
class use Help/Ok card.
Accumulative game: Ss must Use the unit structures and
nd Whole group.
2 activity remember everything said. Teacher vocabulary. 2 1
Small groups.
helps to remember. Use the previous knowledge
Produce every key
3rd activity Final Task: Twin school bags. vocabulary and structures in 1 1 1 1 Pair work Worksheet 4.4
the unit.
Realize about the own effort
4th activity I know how 1 Individual work Worksheet 4.5
in the learning process.

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