PLANEADOR

TRIMESTRE I 2024
Área/
Inglés Docente Vanessa Celis Villamil Grado 10° Fecha January 29th – February 16th
Asignatura
Hilo conductor o meta de comprensión abarcadora

How can we interact in the social context through the use of English?

Competencia Metas de comprensión

 Students will be able to express themselves verbally or By the end of this lesson, students will be
in writing, providing information about their personal able to …
attributes, interests, likes, dislikes, and other relevant  describe some aspects about
aspects. themselves.
 Students will expand their vocabulary by learning and  identify classroom commands.
identifying specific words and phrases related to  put into practice a metacognition
classroom commands. strategy.
 Students will develop the ability to think about their
own thinking and learning processes.
Tópicos
generati Desempeño de comprensión Recursos
vos
 Exploración  Tv
English T says hello, organizes the classroom and check the list.  Computer
general  Blackboard
rules. T and Ss play a game called CONCENTRATION. Each S has to say his/her name  Board
and repeat all the previous classmates’ names. Markers
Introduc  English
e myself Portfolio Dictionaries
T gives ss the rules for the classroom. T socialises the materials for the class: a  Pieces Of
Portfolio, squared sheets, 4 highlighters (green, blue, yellow, pink), and Papers
photocopied book.  Worksheet
 Colours/
Then T gives the instruction for organizing the portfolio: markers
1. PORTFOLIO labelled with full name and course (side and front)
2. Cover with personal data in English.
3. Classroom rules
4. SEPARATORS: Notebook, Book, Reading Plan,
5. Book Student Book.
6. squared sheets.
7. The three Musketeers

At the end, T gives them the classwork rubric and explain it.
Besides, T gives them the metacognition strategy.
 Investigación guiada

Meet the student

T gives ss a worksheet about some favourite aspects, some words that describe
them, and some personal information related to their learning style.
Classroom Commands
T gives ss a copy about most common classroom commands. By pairs, Ss
translate into Spanish the commands. After that, each ss create a word search
using English commands and write the clues in Spanish. Finally, Ss exchange
notebooks and solve the classmate´s word search.
 Proyecto final de síntesis

Reading Test

Ss read the first chapter of Three Musketeers and answer some questions about
it.
 Oral Test

Ss give their personal information orallly

Written test

In Forms Ss will answer a diagnosis test

All the activities will be checked with a rubber stamp and analysed according to
the Ss’ English level and learning styles.

Ss present a digital English Diagnosis. After that, they create a DOFA for
improving their results.

Observaciones

NOTE: due to the low performances shown in the different diagnostic activities developed. The teacher
assigns autonomous work in Duolingo so that students can level pre-knowledge that they do not have for the
educational level in which they are.

HOJA DE SEGUIMIENTO ACADEMICO: T gives a chart with the activities and their percentages for the first
trimester.

Área/Asignatura Inglés Docente Vanessa Celis Villamil Grado 11° Fecha Fe

 Hilo conductor o meta de comprensión abarcadora

How can we interact in the social context through the use of English?

Competencia Metas de compren

 Students will develop language competence in both spoken and written How can we achieve ou
communication, with a focus on comprehension, expression, and By the end of this lesson, students will be ab
metacognitive skills.  describe being in the zone.
 use another, other, and others.
 Use empathic Do
 listen and read to identify formal and i
 put into practice a metacognition strat

Tópicos
Desempeño de comprensión
generativos
Exploración 
In the zone T says hello, organizes the classroom and check the list. 
T and Ss play a game called SIMON SAYS. Each S has to act the actions. 

VOCABULARY 
Page 5. Ss Listen to the audio and read along. Ss Guess the meaning of the words in bold. Match 
the words from the box with the correct definitions. Circle the correct word. 
 Investigación guiada

GRAMMAR

Page 6-7. T explains on the board the grammar point. Ss Look at the pictures and read the
sentences. What do the sentences mean? Ss Complete the sentences using other or another. Ss
Complete the sentences using your own words. Ss Rewrite the sentences by adding the emphatic
do in the correct place. Ss Write sentences about yourself using the emphatic do patterns.

Proyecto final de síntesis

T explains the metacognition strategy and ss reflect about their own learning and comprehension
and colour all the titles according to that.

Self-assessment> 321. Ss analyses their performance and answer this:

Peer assessment> Glow & Grow. Ss exchange portfolios and they tell his/her partner some
opinions:
 Observaciones

NOTE: due to the low performances shown in the different diagnostic activities developed. The teacher assigns autonomous
students can level pre-knowledge that they do not have for the educational level in which they are.