Your SlideShare is downloading. ×
Unit plan
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Unit plan

801

Published on

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
801
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
19
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Universidad Católica de la Santísima Concepción English Pedagogy Programme Professional Practicum UNIT PLANTopic: Class: School (name & type): Student-Teacher: “My daily routine” 1st grade Liceo Industrial Hernan Valenzuela Leyton YeseniaSepúlveda B highschool.Main aim(s) :At the end of the unit students will be able: Learning Outcomes: Students are able to uses simple present and identify habits and routines situations To talk about what people do every day and (written and orally) describe daily routine, written and orally Students are able to identify habits and routine (written and orally) To identify vocabulary about action verbs, food, time, daily activities, adverb of frequency.To produce and use it in its appropriate context. Identify specific ideas of a text (reading) Get the main idea when listening a recordingAttitudinal Aim(s): Students will be able to accept and respect different life situations.Date: Lesson Aim Language Content: Learning Main activities: Text Type: Assessment: Resources outcomesSeptember At the end Lesson 1: To understand Lead in: none Checking Pictures5th, 2012 of the Lexical Vocabulary: general  T elides to activate Computer Vocabulary related vocabulary related Datashow lesson, informationClass  Action verbs and regular activities, Boardlength:90’ students complements like get presented in routines. Markers will be able up in the morning the lesson by to talk Brush your teeth, answering and  Elicitation of about Take a shower, etc. justifying with previous  Simple present tense. knowledge. expression´s  3rd person ending the specific daily routine information Presentation: required from the teachers T shows Flash card related
  • 2. questions to daily routines - Ss give information about the pictures orally.  Presentation of the new language (Simple present emphasizing in 3er person singular (s))  Examples on the presentation (using previous pictures)  CCQ’s Practice:  Ss complete a chart with specific information from the previous activity.  Ss write simple sentences about Sara’s daily routine. Production:  T and Ss check the simple sentences orally and written.  Ss write their ideal daily routine and then hand in to the
  • 3. teacher.  Checking.September Objective: Lesson 2: To understand Lead in: Article Checking Computer11th, 2012 At the end  Simple present general  Daily activities (adapted) Datashow of the lesson (affirmative, information BoardClass students will negative, yes/no presented in  Elicitation of Title Markerslength:90’ be able to questions, the lesson by previous On a perfect Worksheet remember information answering and knowledge. day in New and use the questions) as a justifying with Presentation: York. simple review.  Review of simple the specific present  Vocabulary related present in a information tense to daily activities and presentation. refer to leisure activities required from  Examples on the daily the teachers board. activities questions and leisure Practice: activities in  Pre-reading: free time  _Infer from the (written) picture Get the (brainstorming specific activity) information  Pre-reading from of a text. the text _Deduce from title _Controlled activity Label the photos. _Less controlled activity Answer the questions (from the text)
  • 4.  While-reading: _Skimming text for overall theme. Answer the questions (from the text)  Post-reading: _Controlled activity Complete the text in simple present activities (fill in the gaps) _Less controlled activity Organize sentences. Read the text and answer previous organized sentences.Production:  Writing A short paragraph (about free activities) using the last text as a model.  Checking.
  • 5. September Objective: Lexical Vocabulary: To understand Lead in: Audio about checking Computer12th, 2012 At the end Vocabulary related general  Question about tom´s daily Datashow of the lesson  Action verbs and information what time do they routine BoardClass students will complements presented in get up in the Markerslength:90’ be able to  Simple present tense. the lesson by morning? Worksheet listen and Time on the clocks answering and use the justifying with  Elicitation of simple previous the specific present knowledge. information tense to refer to required from daily the teachers Presentation: activities questions T presents a review of Wh and time question in simple present Get to the and different time during main idea of the day. the listening. Practice:  T shows different pictures of daily activities  Pre-listening  _Infer from the picture (brainstorming activity)  Answer the questions (from the from the picture)What time do these activities?  While-listen:
  • 6. _Listen and draw the time clocks Listen for general information. Listen and circle the people in the conversation. Listen for specific information. Listen and write yes or no. Listen and choose the correct picture.  Post-listening: Complete the answer with information about yourself Production: Ask question to your partner about his daily routine using the information learnt in the class Checking.September Objective: Lesson 2: To understand Lead in: Article Checking Computer25th, 2012 At the end  Frequency adverbs general  Talk about teen and (adapted) Datashow of the lesson Like often always information healthy habits BoardClass students will sometimes, never presented in Title Markerslength:90’ be able to  Vocabulary related the lesson by  Elicitation of Are teen Worksheet
  • 7. use the healthy lifestyle answering and previous healthy?simple justifying with knowledge.presentusing the specificfrequency information Presentation:adverbs. Get required from  Present frequencythe specific the teachers adverbsinformation questions  Examples on theof a text. board. Practice:  Pre-reading:  _Infer from the picture (brainstorming activity, teens picture)  Pre-reading from the text _Deduce from title (are teen healthy?) _Controlled activity Label the photos. _Less controlled activity Answer the questions (from the text)  While-reading: _Skimming text for overall theme. Answer the questions (from the text) Read true or false
  • 8. Read and underline frequency adverb in the text Read and write yes or no.  Post-reading: _Controlled activity Order the underlined word from less frequent to the most frequent _Less controlled activity Order the words to make sentences Production:  Answer question about them using frequency adverbs.  Checking.September Objective: Lesson 3: To understand Preparation: None Rubric (Ss’ Board26th, 2012 At the end Review / Extra practice general  Showing a work in class) Markers of the information teacher’s own ppt ComputersClass review presented in (using thelength:90’ students will the lesson by mentioned be able to answering and structures) as an employ justifying with example. simple Ex: the specific present to I wake up at 7 o
  • 9. refer to information clockactions in required from I brush my teethpresent the teachers I go at schoolusing habits questions I watch sometimesby creating soup operas in thea ppt based afternoonon their own I usually go to gymdaily Where do you goroutines. on Friday´s night, etc Task Development:  Explanation What Ss have to do (power point presentation)  Explanation How to do the task (create at least five slights using photographs and sentences describing what Ssdo every day during the week and weekend)  Explanation Time to do the task(45’)  Monitoring of the activity (teacher)  Correction of mistakes (teacher) Post Task Development:  Report (students)  Feedback

×