LICEO PIAGET CAMPESTRE 2023 - 2024

DIDACTIC SEQUENCE: English Date: Signature

February week: 7
Proyecto Institucional Transversal:
19 to 23 hours
Macro Project: Under the Sea Adventures
Monthly Value: Tolerance Teacher: Grade: 1°
Nereha
Time of the sequence: two weeks – 7hours
Lenis Term: III
Bible principle: Beloved, if God has so loved us, we must also love one another.
1 Juan 4:11
Standards Levels– DBA – CEFR: To understand and make simple statements using rehearsed expressions,
upon their daily environment (house and school).
Objectives Pedagogics generals:
 Talks about things in a house.
 Says where things are.
 Talks about actions.
 Yes / No questions with Is there . . .?
 Present progressive: He / She is + verb-ing
Micro Project: Make a plan of rooms in a house.

Phases Activity Descriptions Didactic Materials Time

Stage 1:  Board 30
Anticipation Open the book top. 70 and point to  Platform Natgeo minutes
the first photo. Say She’s in the  Students book
bedroom. What is she doing? Model  Markes
the answer. She’s sleeping. Have
students repeat. Then point to the
next photo
and say They’re in the kitchen. What
are they doing? (They’re cleaning.)
Continue pointing to each photo,
asking questions about the photos
and having students answer using the
target words.
1 -Say Now listen and say. Play item 1
only from TR: 4.7.
Say Sleeping. She’s sleeping. Have
students listen to the audio and
repeat. Continue with the words and
sentences for all six photos.
2- Put students in pairs. Have
students point to one of the photos in
Activity 1, say the word, and use it in
a sentence. Model this activity with a
student. Ask a student to point to one
of the photos.

Week 2 :
Build background On the board, draw
a square house with a door and two
windows. Ask What is it? (a house)
Draw a
rectangular building with lots of
windows.
Say This is a house, too. Have each
student
draw a picture of a house. Encourage
them
to be creative. Give them enough
time to
finish their drawings.
 Place students in pairs. Say Tell about
the
house in your picture. What color is
it?
What shape is it? What rooms are
there?
Give pairs time to describe their
drawings
to each other. Then collect the
drawings from students and post
them on the board. Gesture to
indicate
all of the pictures and say Houses are
different. Let’s learn
about houses.

Stage 2: 30
Global Point to Activity 3 on p. 70. Read the minutes
understanding directions aloud. Play TR: 4.8. Model
. the dialogue with a student. Then
have partners practice reading the
dialogue together.
• Say Look at the Unit 4 stickers in  Board
the back of your book. Point  Platform Natgeo
to the stickers one at a time and ask  Students book
What is he doing? What is  Markes
she doing? Make sure students can  Pencil
identify each sticker.
  Notebooks
Write sleeping and bedroom on the
board. Point to each word
and have students say it aloud. Then
write She’s sleeping in the
bedroom. Have students repeat the
sentence. Write watching TV. On the
board, write He’s in the living room.
Have students think about an activity
that takes place in the living room.
(watching TV) Say and write He’s
watching TV in the living room. Have
students repeat the sentence.
On the board, write the following:

Read the sentence frames aloud and

have students complete each
sentence accurately.

Week 2 :
Have students open their books top.
72. Point to and read the title aloud.
Say Read it with me: Houses Are
Different. Ask Does this look like a
house?
(No, it doesn’t.) Is it a house? (Yes,
 it is.) Then point to the
photo of the houseboat and say This
is a houseboat. It’s a
house on a river! It’s different, too.
Point to the collection of
drawings on the board and say These
houses are different.

Stage 3: Ask What do people do in houses? Act 1 hour

Detailed out the actions for sleeping, cleaning,
understandin cooking, taking a bath, eating, and
g watching TV. Prompt students to
name each action.
For additional practice, direct
students to Activity  Board
Worksheet 4.2.  Platform Natgeo
Have students open their books top.  Students book
71  Markes
And find the grammar box. Point to 
the
first question and read it aloud. Then
point
to the answer and say Read it with
me:
He’s sleeping. Say Read the next
question
and answer with me.
Say Listen. Play TR: 4.9. Have
students listen to the audio once.
Then say Now you say the sentences
and play the track again. Pause after
each sentence and have students
repeat it. Pay
attention to students’ pronunciation.

Point to the sentence frames and

model asking and answering
several questions, such as Where’s
the teacher? She’s in the classroom.
She’s talking. Where’s (Ahmad)? He’s
in the classroom. He’s sitting down.
-Have students open their books top.
71 and find Activity 1. Say Let’s play a
game. Point to the mascots and say
Polly
the parrot and Mia the monkey are
asking and answering questions. Let’s
listen. Play TR: 4.10. Have students
point to the middle-left picture of the
boy. Ask Where’s the boy? (He’s in
the bedroom.) What’s he doing? (He’s
sleeping.) Play TR: 4.10
again.

Week 2:
Say , open your book in page 71 Say
Listen. Play TR: 4.11. Say Now
you read. Play TR: 4.11 again. Pause
 after each sentence and have
students repeat it aloud. Pause after
inside to check for comprehension.
Ask What rooms do most houses
have? (kitchens, living rooms,
bedrooms) Ask Are they inside
or outside of the house? (inside) At
the end of the audio,
ask Are the outsides of houses
different? (yes)

Stage 4:
identification For additional practice, direct
students to Activity  Board 1 hour
Worksheet 4.3.  Platform Natgeo
 Students book
Read  Markes
item 1 aloud. Say Let’s find the 
grandmother. Point to the
grandmother in the top left picture.
Ask Is the grandmother sleeping? (No,
she isn’t.) Write No, she isn’t. on the
board.

Have students complete the activity.

When they finish, check their answers
as a group. Ask Is there a table in the
 dining room? (Yes, there is.) Where is
the TV? (It’s in the living room.)

Week 2 :
Write water on the board. Say A river
has
water. Point to the water in the photo.
Resume TR: 4.12 with number 1.
Pause
after water. Have students circle their
answers. Play numbers 2 and 3. Have
students circle their answers.

Stage 5: Students in their notebooks: 4 hours

Conceptualizat In English, we use the present  Actional Board
ion progressive  Platform Natgeo
(be + present participle) to talk about  Students book
an action  Markes
that is happening now (at the
moment of
speaking): She is eating. He is
sleeping. Note that
with she and he, contractions are
normally used:
She’s eating. He’s sleeping. To ask a
wh- question in the present
progressive, the following pattern is
used:
In the question, the contraction
what’s is often
used: What’s she doing? We normally
reply to
the question with a short answer:
(She’s) eating. Encourage students to
practice the full answer first
(She is eating.)
before they use the shorter form.

Week 2:

Have students open their books to

p. 73. Read the directions aloud. Say
Now
it’s your turn. Look at the shapes.
Draw
a line from the word to the shape.
Give
 students time to complete the
activity.

On the board, draw two houses that

are different shapes, such
as a square and a triangle. Put a
window or a door in each to
show that they are houses. Have
students name each shape.
Then ask Are the houses different?
How are they different?

Stage 6: . 4 hours
Exercises Student’s books pages 70, 71, 73  Board
Workbook.104,105
 Platform Natgeo
 Students book, workbook ,
Worksheet 4.3 Grammar book
 Markes
Workbook and Online Practice
Grammar 2

Week 2:
Student´s book pages 74, 75 , 76
workbook and Online Practice Reading
Workbook pp. 30, 31, 32
Stage 7: Put students in pairs. Have pairs 4 hours
Production draw a house with people in
and evaluation a kitchen, dining room, living room,
and at least one bedroom.  Board
Say Write sentences. Say what the  Platform Natgeo
people are doing. Model.  Students book
Show Flashcard 68 (a bathroom) and  Markes
say She’s cleaning the  Dictionary
bathroom. She’s taking a bath. Give  Notebook, pencils etc
students enough time to
complete the activity. Then have
students share their pictures
and sentences with the class.

Week 2:
The students will be working on their
micro project