Acción Didáctica 5th Grade May - July 2022

Primary Education- Monthly Planning Period
General Information
SCHOOL NAME: ______________________________ DEPARTMENT: Zelaya Central. DISTRIC: Nueva Guinea
GRADE: 5th grade MONTH PERIOD: May - July SCHOOL YEAR: 2022 SUBJECT: Ingles Primaria Regular Teacher:
_______________________ Principals: _____________________________________________________
Social
Unit
emotional Resources Start Finish Rema
Name Performance Indicators Content Learning activities Evaluation activities
learning and date date rks
Number
values
Vocabulary Oral 3 hours

1. Routine (take a shower, presentation: the
brush my teeth/hair, get students will
1. the student describes dressed, have breakfast/
daily routines draw and they
lunch/dinner, etc.) Flashcard
applying the third Grammar
present their
s Paper
singular person rule 1. He/she + verb (3rd per) drawing about
Unit III: Social correctly.  Drawings ball Paper
Listening: clocks.
Start the harmony  Tracks Crayons
day (15 and 4. The student practices 1. listen and say Written quiz: the May 03 May 06
Speaking  Listen and check Ss books
H/C) citizenship the reading students will have
2. Talking about every day  Say the time. Board
comprehension skill in a written quiz
short texts about actions Markers
Reading
with some time
routine on clocks and
1. Associating pictures and
sentences they will write the
Writing exactly time for
1. Gap filling activities. each one.
Unit III: Social . The student employs Vocabulary -Listen and say Oral Flashcar 3 hours
Start the harmony different 2. Cleaning (shampoo, soap, -Drawing presentation: the ds Ball May 09 May 13
day (15 and cleaning articles in short comb, toothbrush, etc.)
-Reading and writing ss will participate Crayons
H/C) citizenship conversations Grammar
and small texts. 2. Sub+ doesn´t + verb + sentences about in short Ss books
compl. clothes conversations by Board
3. The student uses the Listening: -Say the words talking about the Markers
simple present in 1. song: Clean time clothes they
affirmative and negative calypso usually wear at
sentences in Speaking
home by using
oral and written ways. 1. Naming cleaning
articles. their drawings.
CRISTIANA, SOCIALISTA, SOLIDARIA!

MINISTERIO DE EDUCACIÓN-DIRECCIÓN GENERAL DE EDUCACIÓN PRIMARIA CENTRO CÍVICO
CAMILO ORTEGA, MODULO “L” PLANTA ALTA; TELÉFONOS 87104348 WEB www.mined.gob.ni –
EMAIL hernandezl@mined.gob.ni
Reading
1. Associating pictures and
Sentences
Writing
The student identifies 2. Writing a shopping list
actions
related to people's jobs Listen and rep
Vocabulary
through - Listen and repeat: Have students
1. Activities (instrument,
audios, visual aids, and Have students look at the at the pictures
healthy,
written form pictures and words words related
use, sick, love, work, teach,
related to hospital hospital
hospital)
The student describes (instruments, healthy, (instruments,
Listening:
Social general sick, love, work, use, healthy, sick,
Unit IV: 1. Listen and say
harmony people's activities in oral teach, work, use, teach
In orbit speaking
and and written etc.) on page 28 from etc.) on page
1.Talking about activities
(15 H/C) ways students’ book. Play the from stud
citizenship
audio and pause it after book. Play
4. The student uses the each word/sentence. audio and pau
Reading
simple Encourage students to after
1. Matching pictures with
present in affirmative, say the word/sentence.
descriptions
negative and words/sentences. Encourage stud
Writing
interrogative sentences. to say the
1.Transcribing words
words/sentence
Unit IV: Social The student uses the Vocabulary Who am I?: Have Repetition role
In orbit harmony simple 2. Outer space( planet, star, students play a play: have stud
(15 H/C) and present in affirmative, earth, moon, alien, astronaut, perform a short
guessing game about
citizenship negative ainterrogative telescope) conversation (A
sentences. Grammar professions. Ask 3-5 what do you do
1. Simple present (I teach students to volunteer. the morning? /
The student writes short children, I make lunch, I clean Each go to school aF
paragraphs using the student will have a of all, model the
people's life house) different profession conversation to
activities with a proper 2. Negative simple present students. Then,

grammatical Listening: card (teacher, chef, them to repeat
structure 2. Song: The night sky. doctor, nurse, and several times. A
that, make stude
fireman). Teacher
Speaking reconversation
gives a pairs.
2. Expressing likes and dislikes.
Reading card with the
2. Understanding main ideas information to each
from student (see the
stories sample beside) and
Writing they have to read the
2. Completing a song lyric.
information to
Unit IV: Social The student expresses Vocabulary Classifying words
In orbit harmony likes and 3. Time expression (morning, Songs
(15 H/C) and slikes when talking about
afternoon, evening) Reading short texts
citizenship daily
ctions. Picture cutting
The student understands Grammar
facts 1. Simple present (I teach
from reading texts by children, I make lunch, I
responding to clean the
simple questions house)
The student writes
descriptions 2. Negative simple present
related to what they Listening:
often do. 3 Listen and read
Speaking

3. Talking about science and
planets
Reading
3. Reading factual texts
Board-game:
Have students
Vocabulary
Memory game: a board game
1. Circus (magician, magic
The student identifies students use flashcards to whole class. D
trisell, vendors, popcorn,
vocabulary related to play a memory game. on the board
make,meat, ringmaster, clown,)
circus Students place all the circles conne
Grammar
routine activities through cards face down and take one to another
1. What do lions…?
audios, visual aids and turns to pick up first
Unit V: (Eat/drink/have/do/etc.) They
Social written two cards and see if they circle correspon
eat …
At the harmony form. match. If so, they keep the “start” and
Listening:
circus and the cards. Otherwise, last circle to
2. The student uses 1. listen & say
(12 H/C) citizenship they put them back and “finish”. You
vocabulary Speaking
another student takes include any pic
about circus routine 1. Asking what others do.
turn. The drawing relate
through Reading
student with more cards is the tar get
oral and written 1. Reading sentences aloud.
the winner. Each time language you w
activities. Writing
student match cards they to as
1. Filling the gap with missing
should say the words (telescope, pla
words.
loudly. star, earth, m
astronaut, a
etc.)
Unit V: Social vocabulary nock-Knock: Have Peer oral
At the harmony 3. The student uses time Zoo (parrot, eagle, zoo keeper, students sit in a circle. questions: Hav
circus and expressions in oral and bathe, start, finish, chimpanzee, Talk about ways to students practic
citizenship written Grammar express their feelings. asking and
(12 H/C)
forms to talk about time. she/ he + verb Invite them to share their answering oral
5.the student increases Listening ideas with you. Tell questions using
his/her 2.Song: At the circus the children that you structure “what
vocabulary about the Speaking have a special chant to lions eat/do?” o
circus 2.Responding to oral questions. help them express their “what does

by using 5-6 words in Reading feelings. Begin by magician d
descriptions 2. Understanding picture having the children think Teacher s
stories of something t hat asking
Writing makes them happy, such question to
Unit V: Social 1. The student identifies Quizzing each
At the harmony vocabulary related to Vocabulary Change place if…: other: Have
circus (12 and circus 1. Circus (magician, magic Have Students students play w
H/C) citizenship routine activities through trick, participate in a card game abou
audios, visual aids and sell, vendors, popcorn, make, movement game. Ask Zoo. Teacher
written meat, ringmaster, clown,) students to place their provide student
form. Zoo (parrot, eagle, zoo keeper, chairs in a big circle. with some cards
bathe, start, finish, chimpanzee, Each student related to zoo
2. The student uses
Grammar should have a chair to sit and ask them to
vocabulary
1. What do lions…? (Eat/drink/ down. Teacher starts the make groups of
about circus routine
have/do/etc.) They eat … game by saying “change One of the mem
through
2. she/ he + verb place if…” and adds of the team will
oral and written
3. At + time (at eleven thirty) any condition such as: “if hold all the card
activities.
Listening: you and will be in fr
1. listen & say like lions”, “if you like of the rest.
2. Song: At the circus popcorns”, “if you eat Retelling storie
Speaking meat” and so on. When Provide student
1. Asking what others do. the teacher starts the with short storie
2. Responding to oral questions. game, students listen to about someone´
3. Asking about time others do him/her schedule. Make
something. carefully and they sure you have a
Reading change places if the least 2 different
1. Reading sentences aloud. condition applies for stories.
2. Understanding picture them.
stories3. Matching words and
pictures.
Writing
1. Filling the gap with missing
words.
2. Responding to written
questions.

3. Writing specific time people
do
1. The student identifies
some Vocabulary
countries and 1.Countries (UK, USA, Peru,
nationalities Greece, France, Mexico,
through audios, visual Japan, China)
aids and Listening:
written form. 1. listen & say Listen and point
Unit VI: Speaking Acting out: t
Social will be assign
Families 2. Responding to
emotional 6. The student gets Unscramble the
around
learning and specific
questions role to partic
the world about his/her country. words
values information when into a simul
(12 H/C) Reading to prevent a fi
reading factual
Understanding factual texts Write sentences
texts about countries.
about countries and
nationalities.
7. The student writes Writing
facts about Responding to written
his/her country showing comprehension questions.
appreciation and respect.
Unit VI: Social The student identifies Contents Listen and read. Worksheet: t
Families emotional products Vocabulary Describe what people create sente
around learning and some countries produce 2.Nationalities (British,
are doing. according to
values in oral American, Peruvian, Greek,
the picture’s actio
and written ways. French, Mexican, Japanese,
world Chinese)
(12 H/C) 5. The student talks Grammar
about where 1. They are + nationality
people are from and their Listening:
language through short 2. listen & read Cyber friends
conversations. Speaking
2. Saying what languages
people speak.
Reading
2. Understanding factual texts
about countries and
nationalities.

Writing
2. Writing facts about
Americans.
Contents
Vocabulary
3. Production (produce, grow,
manufacture, export, build,
ship, gold, coffee, etc.) Oral
Grammar
presentation:
2. They speak + language
The student gets specific Listening: ss present t
Unit VI: information when 1. listen & say daily activ
Families reading factual Speaking Listen and point individually.
Social
around texts about countries. 3. Responding to questions
emotional Role play
the learning and about his/her country. Picture description Role play: th
7. The student writes Reading
world values Reading texts will come in p
facts about 3. Getting details about
(12 H/C) his/her country showing and they will h
country, nationality and
appreciation and respect. language from stories. a conversa
about sc
Writing expressions
3. Responding to written
comprehension questions.


Acción Didáctica 5th Grade May - July 2022

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Acción Didáctica 5th Grade May - July 2022

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Primary Education- Monthly Planning Period

Vocabulary Oral 3 hours

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

CRISTIANA, SOCIALISTA, SOLIDARIA!

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