my body tercero plan de segunda unidad 2007

7/29/2019 My Body Tercero Plan de Segunda Unidad 2007

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MINISTERIO DE EDUCACION PBLICAEnglish Department

MATA LIMON SCHOOLMONTHLY PLAN

Teacher: HENRY ENRIQUEZ BALTODANO Third Grade BODY HEALTH From: March2007

Study Block and Cognitive Target:Participating in short conversations about: Personal hygiene Exercising to keep healthy Healthy and junk food Other healthy habits Numbers, sizes an d shapes

Linguistic

Objectives

Functions and

language

Procedures Culture and

attitudes

Evaluatio

n oflearningoutcome

s

Listening:

Identifying basicinformation ondifferent topics.

Getting the gist ofshort statements andsimple familiar phases.

Reacting to directions,commands and

Functions: Describing parts of

the body. Expressing ways to

take care of mybody,

Identifying personalhygiene habits.

Describing exercises. Identifying healthy

and junk food. Saying numbers.

Language.

Parts of the bodyhead, face, eyes,

1. Routines:

Prayer Greetings Date Weather Conditions

2. Warm Up:

To Invite the students to touch differentbody parts in order they say names of it.

To introduce body parts through TPRtechniques.

To pointto some body parts in order stds,say the name of each part

To talk about health and good habits. To practice prepositions teacher says: Putyour hands on your desk, put your hand

Rhyme:

I look at theMirror

I look at themirror andwhat do isee?

I see anothergirl just likeme

I touch myhead. Itouch my

Teacher listens

studentsopinion andexperiencesfrom the activeparticipationand goodpronunciationthe newvocabulary.


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requests. Understanding

conceptual meaningsspecially quantity andamount.

Speaking:

Expressing ideas andopinions.

Naming and describingitems.

Participating inconversationsdialogues and others.

Listening: Identifying action

words.

Recognizing each onethrough realia andpictures.

Speaking:

nose, ears, arms,hands, fingers, legs,knees, foot-feet, hair,chest, mouth, chin,lips, teeth-tooth

Actions: brush yourteeth,

Wash your hand, etc Now, before, after. I do. To keep clean. To take care of my

body. I eat healthy foods.

I do exercises. I exercise every day. I read books.

Numbers to 60.

Food fish, chicken,milk, hamburger,hot dog, French fries,etc

Action Words:

Am, is, are, have, need,want, to read, to sleep.Listen to, to eat, to drink,to take a shower, to

brush, to pay, to hold theball, to comb, to makeexercises, to jog, to run,to swim, to see, etc.

Adjectives:

Healthy, unhealthy, lowfat, good, bad,nutritional, long, small,

short, big, tall, round,chubby, slim, curly,

under., put the book on your head, etc. To colour the hair blonde, the eyes brown,

etc. To show pictures where someone is doing

different actions in order students knowsWhat is he/she/it doing?

Use flashcards with numbers from 1 to 100one by one and ten by ten.

3. Presentation :

Teacher presents new language(vocabulary and structures) and functionsabout different body parts.

Through cards, songs, realia, authenticmaterial and other devices.

To discuss the importance to love our body To review healthy habits teacher uses song

and chants. In a brainstorm to ask about exercises,

physical education, good habit health.

4. Creative and ControlledPractice:

To talk about the importance to love ourbody..

To explain the students about the waythey have to take care of your body..

To motivate students to demonstrate good

habits as a person during the School time. To introduce the new vocabulary, teacheruses realia and flashcards, saying: This is thehead... etc.. To motivates students to pronouncecorrectly each new word. To review some good health habits. To introduce the new vocabulary asking:What is this/that/these/those? Teacher motivates students in order theylisten and learn more school objects or boardgames vocabulary taking in account thepronunciation, after that, she introduces shortdialogues.

nose. I blenddown lowand touch mytoes. Iwiggle myfingers. Icount to

three. And Isay good-bye.

Monkey see,monkey do

Monkey see, Monkeydo

I touch my ears , andhe does too.

WHO AM I?

Teacher

checksdrawings,songs, chantsand dialoguesin order toknow studentsunderstand theconceptscorrectly.

Students showcomprehensionabout conceptsalreadylearned to usecorrectly theactions in oralway.

Students showcomprehensionabout concepts

alreadylearned to use


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Pronouncing each verbcorrectly.

Making sentencesusing the new actionwords.

straight, kinky, sad,happy, tired, sick,interested, angry, fit,blonde, brunette, thin,bored.

Prepositions:

In out under over-on, in front of, around,between, behind, nextto, besides, down, up,away from, across.

Wh Questions:

What is this? What arethese?What colour is this? What

are you doing? What ishe/she doing? What doyou need to play? Is heplaying) What do youhave? What do youwant? Are youswimming? Who takes ashower every day? Whydo you take a showerevery day?, When do youpractice sports?, howmany eyes do you have?

Where is the comb?,Whats the matter? How

To introduce the paragraph Who Am I?. To present the story Who Am I?, teacherintroduces the new vocabulary and explainsthem, after that, she/he reads the story andasks questions about. To motivates the students in order theymake a story about each one, such this:Im ..., I have two blue eyes. My hair is shortand blonde. Im tall. I play and do exercises

every day. Im a healthy person. To give photocopies of the story in orderstudents make a little book. To introduce the chant Monkey see To introduce the chant I look in the mirror To work with photocopies and EnglishBook. To explain ways of keeping our bodyhealthy through foods such as: Foods thatkeep us healthy: milk, cheese, meat, eggs ,etc. Foods that give us strength to run, play

and work: rice, beans, tortillas, bread,potatoes, etc. Foods that help us to havebetter skin and sight: green, yellow, red andorange fruits and vegetables. To recognise different action words, usingTPR techniques. To model some action words. To ask: What are you doing? What is she/hedoing? Students perform. To show the written form of each verb. To repeat sentences aloud. To make sentences orally using actionwords vocabulary. To play Simon says as follows: Simonsays, comb your hair, wash your hands, etc. To pantomime the new action words suchreading, eating, combing, etc. Ton introduce a short paragraphs in orderstudents talk about verbs, such as: This isAna, she is running, she has blonde hair. He isCarlos, he is short, he has short hair. Students draw in their notebook picturesabout action words, and describe them.

In order to review the verb is teacherintroduces some chats like this: Is he eating

Who an I?Im a clown!I have yellow hair and

a little hatMy face has white

eyes, a red nose,and a blue mouth.

My clothes havemany colors .

My shoes are big andbrown.

correctly theadjectives inoral andwritten way.

Students showcomprehensionabout conceptsalreadylearned to usecorrectly theprepositions inoral andwritten way.

Students showcomprehensionabout conceptsalreadylearned to usecorrectly theWh questionsin oral way.


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do you feel today?Whats wrong?

bananas? No he is not; no he is not... Is hedrinking?, Yes, he is, yes he is... Students works with their English bookand some photocopies. In order to introduce adjectives,teacher presents cards, flashcards and realia. Using TPR techniques teacher reviewsadjectives such as big, long, etc., usingsentences with the studied vocabulary. In pairs, using the studied vocabulary,students describe some classmates as follows:This is Marco, he is short, he has short hair.She is Ana, she is blonde, she has long hair,her eyes are blue. Students say two or three characteristicsabout his/her friends around. Continuously studying adjectives teacherintroduces the new vocabulary through realia,pictures and flashcards. Teacher motivates the students in order

they repeat sentences such as: He is chubby.The teacher is curly. My brother is sick, etc. Students draw in their notebook picturesabout adjectives. Students works in their notebooks and withphotocopies. To reinforce prepositions teacher makes acircle with students around and modelssentence such as follows: Maria is in front ofJuan. Jorge is behind Ana. Students perform. Using pictures and realia students makesentences about prepositions, for example:

Where is the comb? students perform. Teacher shows flashcards to students inorder they make sentences using prepositions. Teacher makes a short review usingprepositions and taking in account the studiedvocabulary: Mara is sitting between Jos.Karla is sitting next to Marcos. studentsperform. Students draw in their notebook picturesabout prepositions. Students work with the book andphotocopies. Using card students answer differentquestions related to the studied vocabulary.

Teacherchecks howstudents workwith numbers,colours,

expressions.


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Asking questions, teacher motivates thestudents to talk. Teacher shows flashcards in order studentsrecognise the written way of the studied WHquestions. Students with the teachers help answerdifferent WH questions. In pairs students ask each other differentquestions in order they can talk. Using card students answer differentquestions related to the studied vocabulary. Asking questions, teacher motivates thestudents to talk. In order to review colours teacher asks:What colour is you pen? What colour is thenet? Etc. Students count with the teachers help oneby one and ten by ten. Using TPR teacher explain the meaning ofeach expression.

Students read through cards expressionsand they make sentences about. Students draw in their notebooks picturesabout expressions. Students work with book and photocopies.

Values:

In order to emphasis values teacher showspictures health habits, medicines in order totake care our body, she also emphasis

everything about healthy foods., etc. In a feedback teacher and students talkabout the meaning of each value, theimportance to share, respect others and takecare of our body. Students draw in their notebooks picturesabout values.

5.Consolidation:

Ask and answer simple question using familiarlanguage.

Establish differences and similarities.Students play different games about the


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topic such as bingo, crossword puzzles. Etc. Students colour Practice values and cultures though social

behaviour. Listen to and identify vocabulary

introduced by the teacher. Participate in short oral dialogues in target

language.

my body tercero plan de segunda unidad 2007

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