MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: Instituto Nacional de Usulután, Código: 12738
DOCENTE:
GRADO: Educación Media. SEMANA DEL:2 /04_ __AL:05/04____ 2024
UNIT 2: ‘’Countries around the World’’
Week: 1
CONTENIDO:
• Countries and Nationalities
• Colors
• The Verb Be

PERFORMANCE INDICATORS:
Students can:
2.1 Identify countries and nationalities from illustrations successfully.
2.2 Use capital letters accurately when writing countries and nationalities.
2.3 Pronounce countries and nationalities in the target language adequately.
2.4 Spell countries and nationalities through oral exchanges properly.
2.5 Spell colors both orally and in writing accurately.
2.6 Provide a simple description of the flag of a country by mentioning its colors correctly.
2.7 Inquire about the colors of flags of the world in short dialogues properly.

GOALS:
By the end of the week, I will:
• Say countries and nationalities.
• Spell countries and nationalities orally and in writing.
• Relate colors to flags.
• Ask and answer questions related to flags.

SECUENCIA DIDÁCTICA

Class I Activate I Practice I Produce

period
Matching Time! Countries and Nationalities
Pre • Before class, prepare a set of Board Race • Have on your desk
15 minutes flashcards of different countries of • Before class, elaborate a list of different tags with names
the world and different colors, of countries of the world.
their names. Stick them on the countries, nationalities, or hints Spain England
board as follows: about countries Portugal Japan
• Call out different volunteers to (e.g. The flag of this country is Russia Morocco
match the flags with their yellow and red.) Australia
corresponding name • Divide the class into teams China
tags. Check answers as a class. depending on how El Salvador
• Point at each flag and say its much space you have for students
name. Have students repeat as to write on • Write on the board “Countries
needed. the board. Around the
• After that, write the nationality of • Have students line up in teams. World.”
each country and model proper • Tell students that you will think of • Divide students into teams of
pronunciation. a country, three or four.
• Ask students to write the a nationality, or a color and that you • Provide each group with a
presented information in their will give whiteboard marker.
notebooks. Provide them a hint for them to guess it. • Ask each team to choose one
any needed feedback. • The first person to write down the student to be
Week Approximate time: correct “the runner.”
2 hours 15 minutes (3 classes) answers gets a point for his/her • Explain to all the groups that
Performance indicators team. Continue each team’s
Students can: playing until everyone has had a runner needs to go to the
2.1 Identify countries and chance to teacher's desk and
nationalities from illustrations participate take a tag with the name of a
successfully. country, e.g.
2.2 Use capital letters accurately “Japan.”
when writing countries and • Then, the runners will write on
nationalities. the board the
2.3 Pronounce countries and nationality of the country on the
nationalities in the target language tag. In case
adequately. they do not know the nationality,
2.4 Spell countries and nationalities they will go
through oral exchanges properly. back to their teams and ask the
2.5 Spell colors both orally and in members for
writing accurately. help.
• Once all the pieces of paper on
2.6 Provide a simple description of your desk
the flag of a country by mentioning have been used, check the
its colors correctly. nationalities on the
2.7 Inquire about the colors of flags board and help as needed.
of the world in short dialogues
properly.
Content(s) Goal(s)
• Countries and Nationalities
• Colors
• The Verb Be
By the end of the week, I will:
• Say countries and nationalities.
• Spell countries and nationalities
orally and in
writing.
• Relate colors to flags.
• Ask and answer questions related
to flags.
• Flashcards of different countries of
the world, name tags of different
countries of the world,
pieces of paper, and masking tape.
Class 1: Materials
1
Spain
Portugal
Russia
Australia
Colors Group-work: Nationalities Worksheet 1: Countries Around
During • As a fixed expression, ask the • Write the following conversation the World (Part I and II)
15 minutes question: “What color is the flag of on the board. • Focus students’ attention on
Spain?” A: What is the nationality of a the flags on Unit 2 Worksheet 1,
• Listen to students’ answers and person from Peru? Part I.
say, “It is yellow and red.” B: It's Peruvian. • Ask students to write the
• Use flashcards or colored pages A: How do you spell it? corresponding nationality in the
to introduce the colors suggested in B: P-E-R-U-V-I-A-N blanks.
the A: What color is the flag of Peru? • Once all students have
syllabus. B: It is red and white. finished, focus their attention on
• Write the name of the colors and • Model the conversation and have Part II.
read them aloud. Continue students practice along with you. • Allow students time to read
practicing • Next, form groups of three or four. each description and write the
the question: “What color is the flag • Provide each group with recycled kids’ names in
of… paper. the correct space.
Spain • Ask students to cut slips of paper • After that, ask students to
Portugal and write on them the name of compare their answers with the
Russia different person next to
Red Australia countries. Them
• Once all the groups have the slips
of paper ready, they need to put • When everyone is done, check
them as a class.
in a bag or small box.
A1 Booklet
• Explain that they will take turns to A1 Booklet 11
take a piece of paper out of the bag Worksheet 1
or Part I (Class 3, I Produce:
box to ask and answer the During)
questions: Part II (Class 3, I Produce:
“What is the nationality of a person During)
from____________?” Part III (Class 3, I Produce: Post)
“How do you spell it?” • Look at the flags. First, read the
“What color is the ____________ country and write its nationality in
flag?” the space below. Then,
Hot Potato match the name of the country
• Have your own bag with countries with its corresponding flag.
written on slips of paper. Follow the example.
• When most groups have finished • Read the children's/kids'
asking and answering the introductions and complete the
questions, ask table.
your students to make a circle in Write a short introduction about
the center of the classroom. yourself. Use the information
• Use a ball or any other object to above as an example.
play the hot potato. Unit 2
• Play music while students are Spain
passing the object and pause it Spanish
randomly. The United
• Ask the person who gets the States of
object to pick a slip of paper. Next, America
he/she China Portugal Japan England
should ask any of the questions Hello! My name is Carlos.
that they were using in the previous I am from Panama city,
activity Panama. I am Panamanian.
to one of his/her classmates. What's up? I am Olivia. I am
• Make sure that students are from Canberra, Australia. I
asking and answering the am Australian.
questions properly What's up? I am Renata. I
am from Moscow, Russia. I
am Russian.
Hi! I am Eduardo. I am
from Santiago, Chile. I am
Chilean.
Hi! My name is Gerardo. I
am from Bogotá, Colombia.
I am Colombian.
Hello! My name is Sakura. I
am from Osaka, Japan. I am
Japanese.
Name:
Name:
Name:
Name:
Name:
Name:
123456
page
Where Are You From? Famous People Worksheet 1:Writing (Part III)
Post • Write on the board the following • First, ask students to take out • Ask students to read one of the
15 minutes information: their cutouts short introductions in Part II.
• Start the class saying, “I am from related to famous people requested • Make sure they can identify the
El Salvador. I am Salvadorean. The in the information included, such as
Salvadorean previous class. greeting,
flag is white and blue.” • Explain that they will use the name, city, country, and
• Then, ask students to choose from cutouts to say the nationality.
the new vocabulary a country they famous person's nationality and • Ask students to write in their
like. country. notebooks a similar introduction
• Request students to write three • Show an image of a famous using the
complete sentences using “I am person and model examples in Part II as reference.
from…”, the activity. • Request students to read their
“I am…”, “The ___ flag is ___” e.g: For example: Ryan Gosling is from introductions to their classmates
“I am from Japan. I am Japanese. the United next to
The States. He is American. The them.
Japanese flag is white and red.” American flag is • Call out some volunteers to
• Have students role-play the white, red, and blue. read their paragraphs aloud to
sample dialogue with their new • Make sure that students have the class.
information. identified all the Part I
A: Where are you from? components in the example: name 1. Spanish 2. American 3.
B: I am from Japan. of the Chinese 4. Portuguese 5.
A: What is your nationality? famous person, country of origin, Japanese 6. English
B: I am Japanese. nationality, Part II
A: What color is the Japanese flag? and flag colors. 1. Sakura 2. Eduardo 3. Renata
B: It is red and white. • Form groups of three or four and 4. Carlos 5. Gerardo 6. Olivia.
• Explain to students that you will tell students Answer Key (Unit 2 - Worksheet
ring a bell or make a loud sound, so to take turns saying the information 1)
students requested. A1 Booklet
can swap partners. • Once all the students have A1 Booklet 11
• For next class: Ask students to participated, request Worksheet 1
look for cutouts related to famous them to write at least 5 sentences Part I (Class 3, I Produce:
people. using their During)
Spain classmates' cutouts. Part II (Class 3, I Produce:
Portugal • Call out volunteers to either write During)
Russia a sentence on Part III (Class 3, I Produce: Post)
Red Australia the board or say it aloud. • Look at the flags. First, read the
Brown country and write its nationality in
Purple the space below. Then,
Blue match the name of the country
Pink with its corresponding flag.
Green Follow the example.
I am from + country + . • Read the children's/kids'
A: Where are you from? introductions and complete the
B: I am from El Salvador. table.
I am + nationality + . Write a short introduction about
A: What's your nationality? yourself. Use the information
B: I am Salvadorean. above as an example.
Unit 2
Spain
Spanish
The United
States of
America
China Portugal Japan England
Hello! My name is Carlos.
I am from Panama city,
Panama. I am Panamanian.
What's up? I am Olivia. I am
from Canberra, Australia. I
am Australian.
What's up? I am Renata. I
am from Moscow, Russia. I
am Russian.
Hi! I am Eduardo. I am
from Santiago, Chile. I am
Chilean.
Hi! My name is Gerardo. I
am from Bogotá, Colombia.
I am Colombian.
Hello! My name is Sakura. I
am from Osaka, Japan. I am
Japanese.
Name:
Name:
Name:
Name:
Name:
Name:
123456
page 9
A1 Booklet
page 9
A1 Booklet 11
Worksheet 1
Part I (Class 3, I Produce:
During)
Part II (Class 3, I Produce:
During)
Part III (Class 3, I Produce: Post)
• Look at the flags. First, read the
country and write its nationality in
the space below. Then,
match the name of the country
with its corresponding flag.
Follow the example.
• Read the children's/kids'
introductions and complete the
table.
Write a short introduction about
yourself. Use the information
above as an example.
Unit 2
Spain
Spanish
The United
States of
America
China Portugal Japan England
Hello! My name is Carlos.
I am from Panama city,
Panama. I am Panamanian.
What's up? I am Olivia. I am
from Canberra, Australia. I
am Australian.
What's up? I am Renata. I
am from Moscow, Russia. I
am Russian.
Hi! I am Eduardo. I am
from Santiago, Chile. I am
Chilean.
Hi! My name is Gerardo. I
am from Bogotá, Colombia.
I am Colombian.
Hello! My name is Sakura. I
am from Osaka, Japan. I am
Japanese.

Part III (Class 3, I Produce: Post)

• Look at the flags. First, read the
country and write its nationality in
the space below. Then,
match the name of the country
with its corresponding flag.
Follow the example.
• Read the children's/kids'
introductions and complete the
table.

Write a short introduction about

yourself. Use the information
above as an example

• Make sure they can identify the

information included, such as
greeting,
name, city, country, and
nationality.
• Ask students to write in their
notebooks a similar introduction
using the
examples in Part II as reference.
• Request students to read their
introductions to their classmates
next to
them.
• Call out some volunteers to
read their paragraphs aloud to
the class.
Answer Key (Unit 2 - Worksheet
1
Part I
1. Spanish 2. American 3.
Chinese 4. Portuguese 5.
Japanese 6. English
2.
Part II
1. Sakura 2. Eduardo 3.
Renata 4. Carlos 5.
Gerardo 6. Olivia

Students identify correctly countries

Evaluation and nationalities.
Also describe flags from different
countries using colors in
combination of the verb to be.
MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: Instituto Nacional de Usulután. Código: 12738
DOCENTE:
UNIT: 2 ‘’Countries around the world’’
GRADO: _____Educación Media _________
WEEK: 2 SEMANA DEL:08/04 ___ AL:12/04_ __ __2024
CONTENTS:
•Common Souvenirs
• Regular Plural Nouns

PERFORMANCE INDICATORS:

2.8 Recognize common souvenirs from different input properly.

2.9 Form regular plural nouns accurately both orally and in writing

GOALS:
By the end of the week, I will:
• Use plural nouns.
• Identify common souvenirs.
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
What Is It? Spell It! Scavenger Hunt
Pre • Before class, prepare a set of • Before class, write souvenir- • Before class, draw on the board
10 minutes tags related to related words on the chart
souvenirs. In addition, prepare pieces of paper. below or have it in digital format.
a bag with different • Put all the pieces of paper in a
objects corresponding to the bag. Scavenger hunt
tags prepared. • Ask students to stand up and Plural
45 • Call different volunteers at a make a circle in ending in
minutes time, and ask them the center of the classroom. "-s"
to take an object out of the bag • Play the hot potato to pick a Plural
and match it student. ending in
with its proper tag. • Ask the selected student to spell "-es"
• Say the words you have on the word Plural
the tags aloud and written on the piece of paper. ending in
ask students to repeat the new • Make sure that the word is spelled "-ies"
vocabulary. correctly. Plural
Plurals • Continue the activity until all the ending in
• Focus students' attention on words in the "-ves"
the objects and bag have been spelled. Something
their name tags. red
• Point at the caps and ask, Something
“What are they?” (They blue
are caps.) Then, ask: “How Something
many caps can you green
observe?” (Answers will vary Something
according to the Purple
number of items you have.)
• Write on the board full • Explain to students that they
sentences using the will look for
souvenirs. (e.g. I see 3 caps.) specific things around the
• Explain to students that classroom.
regular plurals are • Ask students to copy the chart
formed by adding -s, -es, or - in their
ies. Use the image notebooks.
below as reference. • Allow students 5 minutes to
• Ask students to copy the look for the items
information in their notebooks requested in the chart.
• Ask students to draw or write
Regular plural nouns the name of the
1. To most nouns add -s to items requested.
make them plural. • Form groups and request
E.g.: Cap - Caps students to share
2. If the noun ends in their findings.
consonant+y, change the -y to -i
and add -es.
E.g.: Baby - Babies
3. To nouns ending in -ch, -sh, -
s, -x or sometimes -o, add -es.
E.g.: Watch - Watches
4. If the noun ends in -f or -fe,
drop the -f and add -ves.
E.g.: Scarf – Scarves

Pair Work: Tic-tac-toe

During • Ask students to draw in their Role-play a Souvenir Store Worksheet 2: Common
15 minutes notebooks a souvenir stand. • Explain to students that they will Souvenirs and Regular Plural
• Then, form pairs and ask work in pairs Nouns
students to use their notebooks making use of the objects (Part I, II, and III)
to draw a Tictac-toe grid. requested in the • Focus students' attention on
• Tell students that they will play previous session. their booklets, Unit 2 Worksheet
the game using their grids as • Explain the following situation: 2.
reference. • Read the instructions in Part I
• Explain to them that to get a A: Imagine that you have a and II
chance to mark a grid, they souvenir store. Give a description A1 Booklet
need to look at about page 10
their classmate's image and say the color of the objects and their
a sentence using plurals. For country of origin. Allow students time to complete
example: “In B: Imagine that you are buying the exercises on their own.
your souvenir stand, I see 5 souvenirs at a store. Ask questions • Then, form pairs and ask
caps.” about what the objects are, their students to compare their
• Ask students to continue color, country of origin, etc. answers.
working in pairs until they have Example: • Verify that all the students have
marked all the A: Welcome to "My Country Store." the same answers and make
spaces in the grid. If time How can I help you? sure they do
allows, request students to play B: Thank you! I need a keychain. not have doubts related to the
more than once. A: We have these keychains in topic.
• Finally, have students write at different colors. We have red, blue, • Focus students' attention on the
least five sentences using plural and orange. postcard in Part III. Ask the
nouns from B: Is this Salvadoran? following
their classmate's souvenir stand A: Yes, it is! questions “Do you know the
in their notebooks. place in the photo?” (Ataco, El
1. I see 5 caps. • Form pairs. Salvador) /
2. I see 10 mugs. • Allow students 5 minutes to “Where is it?” (It is in
3. I see 50 stickers. prepare a short Ahuachapán.)
4. I see 20 postcards. conversation related to a souvenir • Ask students to read the
5. I see 15 bracelets. store. postcard and answer the
questions.
• Call out volunteers to present • Then, request students to
their conversations compare their answers.
to their classmates. • Verify that they have answered
the questions properly and clarify
any
vocabulary-related doubts.

Make an Inventory A Souvenir Ad Worksheet 2: Writing Postcards

Post • Tell students that they have to • Before class, create an ad to (Part IV)
15 minutes make an inventory of things promote souvenirs. • Ask students to think about
they see inside You can use the image below as their favorite tourist attraction in
their classrooms. reference. El Salvador.
• Ask students to be creative • Ask students to imagine they
and encourage them to draw Yonaguni Store! are on vacation buying different
and write Are you looking for a Japanese souvenirs,
sentences using plural nouns. souvenir? In our store you and they need to write a short
• Then, form groups and have can find everything that you are answer to Karen.
students compare their looking for • Allow students time to write a
inventories with their short answer to Karen. Remind
classmates. Souvenir: A fan them to use
• For next class: Ask students to Colors: It is the example in Worksheet 2 as
bring from home souvenirs that white and red. reference.
they may Price: $5 • Once they have finished,
have, such as keychains, caps, Souvenir: A request them to share their
shirts, etc. In addition, request ceramic cat postcards with their
students to Colors: It is classmates. Students can
bring a page and remind them white and pink. compare if they have selected
that they can use recycled Price: $10 the same tourist
paper. Souvenir: A top places and souvenirs.
Color: It is brown,
blue, yellow, and red. Part I
Price: $2 1. button pin 2. keychain 3. T-
shirt 4. cup 5. cap 6. bracelet 7.
• Ask students to take out the postcard 8. bag.
material requested Part II
last class. Words with “-s”: pens, caps,
• Explain to students that they will cups.
create a souvenir Words with “-ies”: cities, babies,
similar to the one you just showed. stories.
• Ask students to include a name Words with “-es”: classes,
for their imaginary matches, foxes.
store, a short description, images of Words with “-ves”: scarves,
the items knives, leaves.
they will promote, prices, and any Part III
other aspect Karen is writing from Ataco
they want to include. 2. Karen is excited.
• Give students eight minutes to 3. Karen is at a souvenir store.
prepare their ads. 4. Karen is buying a pen, a
• Once all students have finished, keychain, cups, and a T-shirt.
form groups of A
four.
• Ask students in each group to
present their
souvenir ad.
• For next class: Request students
to take with them
a recycled sheet of paper or
construction paper.

Students identify the different

regular plural nouns, telling a
Evaluation description.

5 minutes
MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: Instituto Nacional de Usulután. Código: 12738
DOCENTE:
GRADO: Educación Media SEMANA Del:15/04_________AL:19/04__________2024
UNIT 2: ‘’Countries around the world’’
WEEK: 3
CONTENT:
• Irregular Plural Nouns
PERFORMANCE INDICATORS:
Students can:
5.10 Pronounce irregular singular and plural nouns properly.
5.11 Report the number of items presented in pictures using singular and plural nouns accurately.

GOALS:
By the end of the week, I will:
• Write full sentences using irregular plural noun

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Identifying Differences Balloon Game Talking Corners
Pre • Show the following images to • Ask students to blow up the two • Before class, prepare tags with
15 minutes students and their balloons regular and irregular plural nouns
corresponding plural form requested last class. in their
• Divide the class into small groups. singular form.
woman – women • Request students to write the • Paste all the tags around the
man - men singular form of classroom or on the corners.
45 mouse - mice an irregular plural noun on each
minutes balloon. • Arrange students in groups of
• Ask students to analyze the • Remind each group to avoid three in different corners or spots
images and their repeating nouns in the
plural forms. on each balloon. classroom to give them
• Ask the following questions to appropriate space.
students: “Do you • Explain to students that each • Explain to students that you will
see any difference between the group will stand ring a bell or make a noise so
plural nouns we up and hit the balloons. The game that they
studied last class and the words consists of move to the next corner or space
on the board?/ touching the balloon without letting in the wall and say sentences
What is the difference?” (The it drop using the
expected answer and saying the irregular plural form words written on the tags.
is: “These plurals are not of the word • Verify that students are saying
formed by adding -s.”) written on it. sentences using the proper form
• Explain to students that some • Walk around the classroom and of the
plurals are not monitor regular or irregular plural noun.
formed by adding -s, -es, -ies, students' progress. For example: “There are 5 pens
or -ves. They are • At the end of the activity, provide in the
called “irregular plural nouns feedback as classroom.” “I have ten caps in
needed. my house.”
• Note: Ask students not to pop
their balloons
because they will use them in the
“post” activity.
Back to Back
• On the board, write down the
following irregular
plural nouns: four teeth / two feet.
Draw an
illustration for each example.
• Explain to students that they will
complete a
similar activity in their notebooks.
• Ask students to use their
notebooks to draw as
many irregular plural nouns as
possible.
• Once students have finished
drawing their
examples, request them to sit back
to back and
describe to his or her classmate
what they have
drawn in their notebooks. Ask the
other student
to listen carefully and draw what
his/her partner
mentions.
• Form pairs.
• Ask students to sit back to back
and describe their
drawings to their classmates.
• Once students have finished
describing and
drawing, they need to check their
work and
compare if they have similar
drawings as in the
description given by his/her
classmate.
• Request students to write some
examples in their
notebooks.

Forming Ideas Worksheet 3: Irregular Plural

During • Show the list below to Nouns
15 minutes students: • Focus students' attention on
Singular Plural Singular Plural their booklets, Unit
Person- people 2 Worksheet 3.
mouse -mice • Read the instructions in Part I.
foot- feet Explain to students
sheep -sheep that they need to complete the
tooth- teeth chart and then
goose -geese find the words in their plural form
child- children in the word
search.
• Verify that all students have
• Call out volunteers to read the completed the
words on the list. activity by having them compare
• Use illustrations or drawings to their answers.
explain the meaning of • Form pairs and ask students to
unfamiliar words. play the board
• Form groups of three or four. game in Part II.
• Ask students to take out the • Walk around the classroom and
page you requested last class. listen to
Have them create students' ideas while they are
small flashcards to illustrate playing the board
irregular plural nouns. This is an game. Provide help and
example: feedback as needed.
• Finally, ask students to
foot - feet complete Part III and
check as a class.
• Request students to put all the
cards on their desks.
• Explain to students that they
will take a random card and say
a sentence using
its plural form.
• Monitor and encourage
students to take notes of their
classmates’ sentences

Snowball Fight Game Pass the Balloon Foldable

Post • Ask students to use their • Ask students to take only one • Before class, make a foldable
15 minutes recycled material to write balloon from the ones they brought sample in order
irregular plural nouns. to class. to show it to students.
• Tell students to imagine that • Request students to stand up and • Ask students to take out a page
they are at the North make a circle in the center of the and fold it as
Pole and that they need to classroom. follows.
crunch their recycled • Explain to students that you will
paper into a snowball. play music while they are passing • Explain to students that they
• Once all of the students have their will make a
their paper balls balloons. foldable using irregular plural
ready, form two groups and • Pause the music and request nouns. They
carry out a snowball students to stop passing their need to include an illustration
fight. balloons. and a sentence
• After two minutes of a • Call out volunteers or pick using irregular plural nouns. For
“snowball fight,” tell students randomly, so they can example: “The
students to pick any ball. spell the irregular children play at the park.”
• Call random students to say a plural noun that is written on the • Form small groups and ask
sentence using balloon. them to share their
the irregular plural noun written ideas with their classmates.
on the ball they • For next class: Ask students to
picked. take recycled
• For next class: Ask students to paper or a page to the class.
take two balloons
to class. ANSWER KEYS
Part I
1. children 2. men 3. women 4.
teeth 5. mice 6. people 7. feet 8.
geese
Part II
Answers will vary.
Part III
1. children 2. feet 3. mice 4.
women 5. teeth
A

Students are able to describe

irregular plural nouns correctly.
Evaluation
MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: Instituto Nacional de Usulután. Código: 12738
DOCENTE:
WEEK: 4
UNIT 2: ‘’Countries around the world’’
CONTENT:
• Common Adjectives
• Rules to Use Adjectives
GRADO: Educación Media SEMANA DEL:22/04 ________AL:26/04 ________________2024____
PERFORMANCE INDICATORS
Students can:
2.12 Spell common adjectives accurately when describing souvenirs.
2.13 Elaborate short descriptions applying adjectives and their rules appropriately.

GOALS:
By the end of the week, I will:
• Name at least eight common adjectives when
describing souvenirs.
• Elaborate short descriptions using common
adjectives.

SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Guess the Adjective Inferring I Spy
Pre • Before class, prepare a set of tags • Before class, write on the board these • Ask students to stand up and make
15 minutes with adjectives sentences using two different colors. a circle in the center of the
written on them. Use the suggested classroom.
vocabulary: It is an expensive bracelet. • Explain to students that they will
big, medium, small, expensive, They are expensive bracelets. play the game “I spy”. Tell them
cheap, useful, The woman is tall. that you
45 beautiful, strange, and traditional. The man is tall. will call out volunteers to describe
minutes Use realia to something they see in the classroom
exemplify an example of each • First, ask students to focus their without saying what it is. The rest of
adjective. attention on the classmates should guess the
• Place all the tags in a bag. the sentences written in red. object.
• Put on a table or desk different • Ask this question to students: “Do • Provide students with this
objects. you see any example: “I spy something small,
• Ask students to stand up and differences between the first and the expensive,
make a circle in the second black, and modern. What is it?” (a
middle of the classroom. sentence? Which ones? (The first cell phone).
• Explain to students that you will sentence • Ask for volunteers to start the
play music so is written in singular and the other one game and help if needed
they can pass the bag containing is in
the tags, so plural.)
they can label different objects. • Circle the following words: “It is”,
• Pause the music and ask the “They are”,
student holding the “bracelet”, and “bracelets”.
bag to take one tag out of it, look at • Explain to students that adjectives are
the objects not
you have on the desk, and paste the pluralized.
adjective • Then, focus students' attention on the
tag on the correct item. sentences in blue. Ask: “Do you
• Continue the activity until all the identify any
tags have been differences between the two
pasted on the objects. examples?” (The
• Check that all the objects have first sentence refers to a feminine noun
been labeled and
correctly. the other one to a masculine noun.)
• Use body language and the
objects placed • Explain to students that adjectives do
on the desk or table to explain each not have
adjective masculine or feminine distinction
meaning. except for
• Remind students that they need to “handsome” and “beautiful”.
use: “It is a/ • Write the following examples on the
an + adjective +.” for singular board: “My
nouns and “They mother is beautiful.” “My father is
are + adjective +.” when using handsome.”
plural nouns. • Explain to students that both
• For example: “It is a small adjectives are a
computer.” “They are synonym for “attractive
expensive bracelets.”

Making a List
• Draw on the board the following
chart and include more examples

Big ,Medium. Small,

Expensive ,Cheap, Useful,
Beautiful, Strange, Traditional

Making a List Brainstorm Worksheet 4: Common Adjectives

During • Draw on the board the following • Draw on the board a cloud-shape • Focus students’ attention on the
15 minutes chart and include more examples mind map. first part of
. • Explain to students that they need to Worksheet 4.
• Ask students to draw the chart in think of • Explain to students that in the first
their notebooks. adjectives and write them in their part, they
• Request students to stand up and notebooks. need to order the words to make
look around the classroom for adjectives.
objects Adjectives In addition, they need to write a
that fulfill those characteristics. sentence per
• Then, form small groups and ask • Ask students to compare the adjective.
students to compare if they have information they • Model the activity. “big - I have a
similar have written in their notebooks with big backpack.”
items in their lists. the person
• In the same groups, ask students next to them. A1 Booklet
to write sentences using the • Call out volunteers to write an Page 12, Unit 2, worksheet 4
information adjective in one of Then, focus students’ attention on
they got. Model an example: “The the spaces on the board. the three
computer is expensive.” • Once all the spaces have been images in Part II.
• Call out volunteers to say two completed, verify • Ask students to identify the objects.
sentences aloud. that all the words are adjectives and (1. a bracelet,
• Monitor that students have have been 2. a backpack, 3. a cup)
included suitable adjectives in their spelled properly. • Explain to students that they need
to write a
sentences. • After that, request students to write sentence to describe each object and
complete circle the
sentences using the adjectives included adjective.
in their
clouds. Model the activity by giving A1 Booklet
examples. For Page 12 Part 8.
instance: “They are expensive cars.”
“It is a cheap • Ask students to scan the text in
cell phone.” Part III and circle
Tic-tac-toe all the adjectives they can find.
• Ask students to draw in their • Then, request students to carefully
notebooks a grid of 3 squares by 3 reread the
squares. whole text and pay attention to all
• Provide the following example to its details.
students. • Finally, ask students to read and
answer the
Tic.tac-toe: adjectives questions according to the text.
Small A1 Booklet
Big Page Page 12
Expensive

• Form pairs. Explain to students that

they will play Tic-tac-toe with
adjectives.
• Explain to students that they will play
Tic-tac-toe with adjectives.
• Tell students that in order to get a
chance to pick a space, they need to
write
an adjective and a complete sentence in
their notebooks.
• Model the activity by giving an
example. For instance: “My house is
small.”/
“My school is big.”/ “This cell phone
is expensive.”
Don't Say It, Just Describe It! Elaborate a Short Description
Post • Ask students to use their • Ask students what their favorite
15 minutes recycled paper or page town in El Salvador is.
to make 5 small cards. • Explain to students that they
• Request students to draw one will write a short text similar to
object they know the one in
in English on each card and Worksheet 4, Part III.
color it. • Encourage students to
• Form groups of four and ask elaborate one question related to
students to put all their texts.
the cards on the table so they • Form groups and ask them to
can see the images. take turns reading their texts.
• Explain to students that they • Request students to ask the
will take turns to questions they have elaborated
secretly describe one of the to the members
cards without saying of their groups.
which one it is. The rest of the • Monitor that all students are
classmates should participating.
listen to the description, • For next class: ask students to
observe the cards, and take to class cardboard paper
try to guess the described and colors or
object. markers from home
For example:
A: “This object is small, it is Answer Keys
expensive, and Part I
it is black.” 1. big 2. medium 3. small 4.
B: “It's a watch!” expensive 5. cheap
• Remind students that colors 6. useful 7. beautiful 8. strange 9.
are also adjectives traditional.
and that they can use them too. Note: Sentences will vary.
• Ask students to continue the Part II
activity until all the 1. a bracelet 2. a backpack 3. a
cards have been guessed. cup
Part III
1. Fernando is in Juayúa.
2. Juayúa's church is not modern
but traditional. It is red and big.
3. No, they aren't.
4. The park is traditional. It has
big trees and a beautiful fountain.
5. The restaurant is small and
not expensive

Students can describe describe

Evaluation using the different adjectives of
quality.
MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE USULUTÁN

MODELO DE PLANIFICACIÓN DIDÁCTICA DE LA ESPECIALIDAD INGLES

CENTRO EDUCATIVO: Instituto Nacional de Usulután. Código: 12738
DOCENTE:
GRADO: Educación Media
UNIT 2: ‘’Countries around the world’’
WEEK: 5 SEMANA DEL:29/04 AL:03/05 2024
CONTENTS:
• Project: Describing a Souvenir

PERFORMANCE INDICATORS:
Students can:
2.14 Produce short and coherent descriptions of special souvenirs by mentioning their color, size, and country of origin.
2.15 Exchange coherent information related to special souvenirs.

GOALS:
By the end of the week, I will:
• Exchange information related to a souvenir
SECUENCIA DIDÁCTICA
Class I Activate I Practice I Produce
period
Project Preparation Inferring I Spy
Pre • Have students explore an • Before class, write on the board • Ask students to stand up and
45 minutes online souvenir store. these make a circle in the center of the
Explain to students that they sentences using two different classroom.
can find souvenirs colors. • Explain to students that they
from varied countries of the will play the game “I spy”. Tell
world there. It is an expensive bracelet. them that you
45 minut • Have students select three They are expensive bracelets. will call out volunteers to
different souvenirs The woman is tall. describe something they see in
they like from three different The man is tall. the classroom
countries. without saying what it is. The rest
• Ask students to take out their • First, ask students to focus their of the classmates should guess
materials to work attention on the
on the project. Explain to the sentences written in red. object.
students that they will • Ask this question to students: “Do • Provide students with this
create a poster about their you see any example: “I spy something small,
favorite souvenirs. differences between the first and expensive,
They will replicate the souvenirs the second black, and modern. What is it?”
on cardboard sentence? Which ones? (The first (a cell phone).
paper. sentence • Ask for volunteers to start the
• Request students to be is written in singular and the other game and help if needed.
creative and write one is in
complete descriptions of the plural.) Worksheet 4: Common
souvenirs in their • Circle the following words: “It is”, Adjectives
notebooks. “They are”, • Focus students’ attention on
• Model the activity. Use the “bracelet”, and “bracelets”. the first part of
example included in • Explain to students that adjectives Worksheet 4.
the Syllabus (Unit 2 Project). are not • Explain to students that in the
• Allow students time to create pluralized. first part, they
their posters and • Then, focus students' attention on need to order the words to make
the descriptions in their the adjectives.
notebooks. sentences in blue. Ask: “Do you In addition, they need to write a
identify any sentence per
differences between the two adjective.
examples?” (The • Model the activity. “big - I have
first sentence refers to a feminine a big backpack.”
noun and the other one to a
masculine noun.) A1 Booblet
• Explain to students that adjectives Page 12
do not have
masculine or feminine distinction • Then, focus students’ attention
except for on the three
“handsome” and “beautiful”. images in Part II.
• Write the following examples on • Ask students to identify the
the board: “My objects. (1. a bracelet,
mother is beautiful.” “My father is 2. a backpack, 3. a cup)
handsome.” • Explain to students that they
• Explain to students that both need to write a
adjectives are a sentence to describe each object
synonym for “attractive” and circle the
adjective.

Project Presentation Brainstorm

During • First, form pairs. • Draw on the board a cloud-shape
45 minutes • Tell students that they will mind map.
have two minutes to exchange • Explain to students that they need
their information in to think of
pairs. During the first minute, adjectives and write them in their
one student will describe his/her notebooks.
souvenirs using
their poster. • Ask students to compare the
• Then, you will ring a bell or information they
make a noise. It will indicate have written in their notebooks with
that they need to stop. the person
During the second minute, the next to them.
next student will start his/her • Call out volunteers to write an
presentation. adjective in one of
• Have students change pairs the spaces on the board.
and continue monitoring and • Once all the spaces have been
checking that completed, verify
everyone is participating. that all the words are adjectives
Repeat this process as needed and have been
and provide feedback. spelled properly.
• After that, request students to
write complete
sentences using the adjectives
included in their
clouds. Model the activity by giving
examples. For
instance: “They are expensive
cars.” “It is a cheap
cell phone.

Unit 2 Test Tic-tac-toe

Post • Before class, ensure you have • Ask students to draw in their
15 minutes enough test copies for the notebooks a grid of 3 squares by 3
whole class. Keep squares.
the suggested listening track • Provide the following example to
handy. Scan the QR code students.
below to play the track
• Read the instructions to the Tic.tac-toe: adjectives
whole class and make sure that
students Small
understand them clearly before Big
taking the test. Expensive
• When time is up, collect the
tests and verify that students • Form pairs. Explain to students
have completed all that they will play Tic-tac-toe with
the sections included adjectives.
• Explain to students that they will
play Tic-tac-toe with adjectives.
• Tell students that in order to get a
chance to pick a space, they need
to write
an adjective and a complete
sentence in their notebooks.
• Model the activity by giving an
example. For instance: “My house
is small.”/
“My school is big.”/ “This cell phone
is expensive.”

Students describe a souvenir

using different resources such
Evaluation as: adjectives, verbs, etc