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First Period
Our First Term Adventure: English Grade 3Welcome to a very special first term! This year, we aren't just memorizing words; we are learning how to tell our own stories. Our classroom will be a place where we use our bodies to mime actions, our hands to draw our ideas, and our voices to bring rhymes to life. Here is a look at the journey we’ll take together over the next few weeks:We’ll start by focusing on who we are. The children will learn how to greet the world at different times of the day and, most importantly, how to share their feelings. Whether they are feeling "happy," "surprised," or "brave," they’ll find the right words to express it while getting to know their classmates.Next, we’ll become explorers of our own space. We will use colors and numbers (1–20) to describe everything around us. It’s not just about saying "pencil"—it’s about describing "three yellow pencils." This helps the students see the classroom through a new lens, noticing the details and quantities in their everyday environment.Our journey then takes us into the heart of the home and the wild. We’ll talk about the people we love—our families—and the animals we admire. By using words like "My" and "Your," and sharing what we "Like" or "Don't like," the children will learn to communicate their affections and their unique personalities.Finally, we will wrap up the term by becoming "Daily Reporters." We’ll look at our lives from sunrise to sunset, learning how to describe our routines—from eating breakfast to playing with friends. By using action verbs and talking about how often we do things, students will gain the confidence to talk about their real-life habits.By the end of this term, your child won’t just be "learning English"—they will be living it, using the language to connect with others, express their creativity, and describe the beautiful world they live in.
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COMMUNICATION AND PERSONAL IDENTITY
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COLORS, NUMBERS AND SCHOOL ENVIRONMENT
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FAMILY AND THE ANIMAL KINGDOM
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DAILY ROUTINES AND FREQUENCY
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SECOND PERIOD
In this comprehensive pedagogical sequence, students will embark on a journey that moves from the intimate setting of the home to the active classroom environment, culminating in a global exploration of wildlife. Each stage is designed to build linguistic confidence through kinesthetic activities, artistic expression, and critical thinking.📍 Thematic Pillars & Learning Milestones Theme 1: Identity & Foundations – "My Family & Me at Breakfast" Concept: The breakfast table as a ritual of connection and history.Linguistic Focus: Family vocabulary, breakfast items, Spelling Bee rules, and WH- Questions (Who, What, Where).Key Activities: * Alphabet Family Tree: Blending genealogy with spelling mastery.Breakfast Detectives: Using grammar to analyze family morning routines.Global Breakfast Mural: An infographic exploring cultural culinary differences.Theme 2: My Immediate Environment – "Let's Eat at School!" Concept: The classroom as a shared ecosystem of learning and nutrition.Linguistic Focus: School objects, lunchbox vocabulary, and existence structures (There is / There are).Key Activities:3D Lunchbox Design: Using paper folding to label and categorize food and supplies.The Surprise Bag: A "teacher-for-a-day" roleplay to practice singular vs. plural.Hygiene Posters: Creating classroom signs using Demonstratives (This, That, These, Those) to promote order.Theme 3: Exploring the World – "Into the Wild" Concept: Developing global responsibility through wildlife observation.Linguistic Focus: Wild animals, habitats, and environmental ethics.Key Activities:Wild City in a Box: Constructing habitat models to report animal existence.Virtual Safari: Using cardboard binoculars to practice distal demonstratives (Those).Animal Welfare Debate: Discussing captivity vs. freedom and writing conservation pledges.🎯 Pedagogical Goals & Transversal Skills Grammar in Context: Mastering the mechanics of There is/are and WH- Questions through real-world scenarios.Civic Responsibility: From cleaning a desk to protecting a lion, students learn their role in maintaining their environment.Collaborative Learning: Co-evaluations and group projects like the "Safari in the Classroom" foster a supportive community.📊 Final Assessment & Closing (September) The period concludes with a high-engagement finale:The Big Challenge (Sept 08): A points-based competition covering all three units.Family & Food Portfolio (Sept 07): A curated collection of the student's best work, decorated with a personal self-evaluation.Wildlife Expert Badges: A symbolic recognition of the student's growth in vocabulary, fluency, and environmental awareness.Final Reflection: The journey ends with a healthy snack and a "Gala of Achievements," where we celebrate the transition from learning names to protecting nature.
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IDENTITY AND FOUNDATIONS: MY FAMILY AND ME AT BREAKFAST
MY IMMEDIATE ENVIRONMENT: LET’S EAT AT SCHOOL!
EXPLORING THE WORLD: INTO THE WILD
English Third Grade

 COMMUNICATION AND PERSONAL IDENTITY.

  • Objetivo: Intercambiar información personal y estados de ánimo mediante el uso de estructuras básicas de presentación para establecer interacciones comunicativas efectivas dentro del aula.

 

  • Concepto: La identidad en una lengua extranjera se construye a partir del reconocimiento propio y la apertura al otro. Los saludos y las expresiones de bienestar permiten al estudiante validar su realidad emocional mientras intercambia datos básicos, transformando el lenguaje en una herramienta de conexión humana y confianza social.

Fecha: 10 de febrero del 2026

Actividad: Se trabaja la distinción de saludos según la jornada. Se ejecuta una dinámica de grupo donde cada estudiante aplica un saludo diferente según el tiempo asignado. Se hace un registro gráfico en el cuaderno mediante la técnica de dibujo para diferenciar el día de la noche.

Fecha: 11 de febrero del 2026

Actividad: Se desarrolla la habilidad de presentación personal. Se ejecuta un juego de roles de identidades ficticias para practicar la estructura «My name is…». Se hace el diseño y llenado de una ficha de identificación personal en el cuaderno.

Fecha: 12 de febrero del 2026

Actividad: Se trabaja el vocabulario de las emociones básicas. Se ejecuta un ejercicio de expresión corporal y mímica para identificar estados de ánimo. Se hace una producción escrita corta donde el estudiante manifiesta su sentir actual.

Fecha: 17 de febrero del 2026

Actividad: Se ejecuta un taller de conversación rotativo. Se trabaja la integración de saludos, nombres y emociones en un solo contexto. Se hace la transcripción de un diálogo corto construido en parejas dentro del cuaderno.

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