DIRECCIÓN GENERAL DE EDUCACIÓN PRIMARIA

SECTOR ESCOLAR V
ZONA ESCOLAR XXXVIII.
CICLO ESCOLAR 2024 – 2025

ESCUELA: Colegio Bilingüe ALFA CLAVE: _26PES0304W TEACHER: Ginelle Tautimez FASE: 6 GRADE A2+ Middle School

PLANEACIÓN DIDÁCTICA

LEARNING FIELDS: LANGUAGES

Date: February 3rd — February 28th 2025

Amazing Section / How to A2+ Level Description (CEFR): CONTENTS:

create interest. Students at this stage have a basic foundation ●​ Possessive Pronoun
1.​ Use of real life examples in English but are building on it to achieve better ●​ Creation of story
2.​ Incorporate Technology communication skills. The A2+ level represents a ●​ Future Continuous
3.​ Create collaborative "stronger" elementary proficiency, where
activities learners can manage simple tasks more ACCESS TO THE CONTENT:
confidently and handle slightly more complex Pearson English Portal
interactions.

LEARNING DEVELOPMENT Assessment of Current Knowledge: Before designing a learning program, it's important to assess what the learner
already knows. This can involve diagnostic tests, interviews, or reviewing previous work.
PROCESSES:
Identifying Goals: Setting clear, measurable learning goals helps focus the learning process. Goals can be
long-term (e.g., achieving fluency in a language) or short-term (e.g., mastering a specific grammar rule).

Engagement: Learners are encouraged to actively participate in the learning process through discussion,
questioning, and hands-on activities. Active learning makes the process more dynamic and helps in better
retention.
Practice: Regular practice and application of concepts in real-life situations strengthen understanding and improve
 mastery of skills.

METHODOLOGY: Task-Based Learning (TBL): the plan encourages learning through completing meaningful tasks. The tasks are designed to mirror
real-world activities and provide a sense of purpose to learning.

RESOURCES AND MATERIALS: ●​ Google Classroom

●​ Pearson English Portal
●​ Classroom board and TV
●​ Students notebooks and devices.

INSTRUMENTS, RESOURCES/ ●​ Worksheets EVALUATION TECHNIQUE:

PRODUCTS WHERE LDP WILL BE ●​ Youtube Formative Evaluation (Ongoing)
SHOWN. Writing Assignments and Journals

DIDACTIC SEQUENCE PER DAY WITH SCHEDULE (WRITING ACTIVITY AND TIME) BASED IN THE CHOOSE METHODOLOGY.

*Students begin every class with 30 minutes of reading (Currently Reading: The Wizard of Oz)

February 3rd to February 7th 2025

Week 1: Traveling Vocabulary

Weekly Objective: Learn and use vocabulary related to travel, understand basic travel phrases, and practice dialogues for travel situations.

Monday: No class - Mexican Constitution Day

Tuesday: Introduction to Traveling Vocabulary

●​ Objective: Identify common travel-related vocabulary (e.g., airport, luggage, ticket, hotel).
●​ Activity:
1.​ Word cloud exercise: Students brainstorm travel words they know.
2.​ Introduce a list of travel vocabulary with pictures.
 3.​ Pair work: Match words to pictures and use them in short sentences.

Wednesday: Asking for and Giving Directions

●​ Objective: Practice asking for and understanding directions.

●​ Activity:
1.​ Listening exercise: Audio of people giving directions.
2.​ Map activity: Students role-play asking for directions to places on a map (e.g., "How do I get to the train station?").

Thursday: Travel Phrases and Expressions

●​ Objective: Learn and use essential phrases for traveling.

●​ Activity:
1.​ Dialogue practice: Students role-play at an airport or train station using phrases like "Where is gate 10?" or "Can I have a window seat?"
2.​ Writing: Create a short dialogue between a traveler and a ticket agent.

Friday: Reading: A Travel Itinerary

●​ Objective: Understand the structure of a travel itinerary.

●​ Activity:
1.​ Read a simple travel itinerary and answer comprehension questions.
2.​ Writing: Create their own itinerary for a weekend trip, using vocabulary learned.

February 10th to February 14th 2025

Week 2: Places to Live

Weekly Objective: Discuss different types of housing and neighborhoods, and describe where people live.

Monday: Vocabulary: Types of Homes

 ●​ Objective: Identify and describe different types of homes (e.g., apartment, house, cottage).
●​ Activity:
1.​ Flashcard activity: Match home types to pictures.
2.​ Speaking: Students describe their own homes in pairs.

Tuesday: Reading: Life in Different Places

●​ Objective: Understand descriptions of neighborhoods and living situations.

●​ Activity:
1.​ Read short texts about people living in the city, suburbs, and countryside.
2.​ Answer comprehension questions and discuss in pairs: "Where would you prefer to live?"

Wednesday: Describing Neighborhoods

●​ Objective: Use adjectives to describe neighborhoods (e.g., quiet, crowded, friendly).

●​ Activity:
1.​ Adjective brainstorm: Students list adjectives to describe where they live.
2.​ Writing: Write a short paragraph about their neighborhood using target vocabulary.

Thursday: Listening: House Hunting

●​ Objective: Practice listening for details in a conversation about choosing a place to live.
●​ Activity:
1.​ Listen to a dialogue about someone looking for a home.
2.​ Complete a worksheet with comprehension questions and discuss choices in pairs.

Friday: Speaking: Where Would You Like to Live?

●​ Objective: Discuss preferences about housing and neighborhoods.

●​ Activity:
1.​ Group discussion: Students share where they would like to live and why.
2.​ Create a class chart of popular choices.
February 17th to February 21st 2025

Week 3: Socializing

Weekly Objective: Practice common expressions and skills for making friends and socializing in English.

Monday: Introductions and Small Talk

●​ Objective: Use phrases for introducing oneself and starting conversations.

●​ Activity:
1.​ Dialogue practice: Pair work with "How are you?" and "Nice to meet you."
2.​ Speaking: Students mingle and introduce themselves to at least three classmates.

Tuesday: Vocabulary for Social Events

●​ Objective: Learn words related to socializing (e.g., party, host, invitation).

●​ Activity:
1.​ Word matching: Match vocabulary with pictures of social events.
2.​ Writing: Students write an invitation to a fictional event.

Wednesday: Reading: A Social Media Post

●​ Objective: Understand informal writing in social contexts.

●​ Activity:
1.​ Read a short social media post about a party.
2.​ Answer comprehension questions and discuss the tone of the writing.

Thursday: Listening: Making Plans

●​ Objective: Practice listening to conversations about making plans.

●​ Activity:
 1.​ Listen to an audio of two friends planning a weekend outing.
2.​ Role-play: Students plan a social activity with a partner.

Friday: Writing: Giving Advice

●​ Objective: Write advice about socializing for someone new to the class.
●​ Activity:
1.​ Group brainstorm: Tips for meeting new people.
2.​ Students write a short guide: "How to Make Friends in English."

February 24th to February 28th 2025

Week 4: Integrating Skills

Weekly Objective: Consolidate vocabulary and skills from previous weeks through integrated activities.

Monday: Review: Vocabulary and Expressions

●​ Objective: Recall key vocabulary and phrases from the previous weeks.
●​ Activity:
1.​ Vocabulary quiz game (e.g., Kahoot or flashcards).
2.​ Group activity: Create sentences using as many words as possible.

Tuesday: Reading and Speaking: Travel and Living

●​ Objective: Compare places to live and travel destinations.

●​ Activity:
1.​ Read a text comparing two cities.
2.​ Discuss in pairs which city they would visit or live in and why.

Wednesday: Listening and Writing: Socializing in a New Place

 ●​ Objective: Understand and describe socializing in a new environment.
●​ Activity:
1.​ Listen to a conversation between friends about moving to a new place.
2.​ Write a short email to a friend describing how they would socialize in a new town.

Thursday: Speaking: Role-Playing Scenarios

●​ Objective: Practice role-playing travel, housing, and social situations.

●​ Activity:
1.​ Students role-play scenarios (e.g., asking for directions, meeting neighbors, or planning a trip).
2.​ Feedback: Classmates provide positive comments on each performance.

Friday: Project Presentation

●​ Objective: Present their knowledge in a creative format.

●​ Activity:
1.​ Students work in groups to create a mini-presentation or poster about a dream trip or ideal place to live.
2.​ Groups present to the class, using vocabulary and phrases from the previous weeks.

PRODUCTS PER SESSION

Assessment:

●​ Quizzes at the end of each week on the specific topic.

●​ Book: Golden A2+ Activity Book
●​ Final Activity: Written paragraph and oral presentation demonstrating mastery of the present simple, "to be,"
pronouns, and sentence construction.

DIVERSITY ADAPTATIONS AND GENERAL OBSERVATIONS:

Struggling Students (Lower-End A2+):

●​ Provide scaffolding in the form of sentence starters, word banks, and visual aids to support understanding and communication.
●​ Break down tasks into smaller steps to avoid overwhelming students, ensuring success in incremental stages.
●​ Use repetition of key vocabulary and structures through games and exercises to reinforce learning.

EVALUATION AND EVIDENCE:

●​ Participation in class discussions and speaking activities.

●​ Completion of homework assignments (written paragraphs, stories).
●​ Quiz performance (Day 5 of both weeks).
●​ Use of appropriate vocabulary and grammar in both written and spoken activities.