English b1

1. “Año de la Consolidación de los Aprendizajes".
CYCLE 2
Subject :ENGLISH
9A
MISS PRADO

2. “Año de la Consolidación de los
Aprendizajes”
Competencies/skills:
To write diverse types of texts in English as a foreign language
To communicate orally in English as a foreign language.
Learning goals (can DOs):
Writes a short paragraph about himself /herself
Target Grammar : Simple Present
Vocabulary:
Summer Activities

3. • 1.-What kinds of activities give
you a buzz? Why?
• 2.-Do you think it’s important
to try new things? Why / Why
not?

4. Listen to seven teachers giving instructions and match
them to photos A and B. Which instruction doesn’t
match either photo?
• Instruction 1
•
Instruction 2
•
Instruction 3
•
Instruction 4
•
Instruction 5
•
Instruction 6
•
Instruction 7

5. Work in pairs. Talk about the two photos
from Ex 7.
• 1.-Have you done either of these activities? What was it like?
• 2.-Which activity would you prefer to do? Why?
• 3.-Why do people enjoy these activities?

6. Complete the text messages with these question words. You
do not need one of the question words.
• A: Sam! 1 _______________ are you?
• B: I’m in Edgely, Mum – near the sports centre.
• A: 2 _______are you doing there?
• B: I’m trying to get home.
• A: But 3 __________ did you get there?
• B: I got on the wrong bus.
• A: 4 __________can’t you get the right bus home now?
• B: Because I don’t have any more money.
• A: You left your phone at home 5__________ phone are you using?
• B: The bus driver’s! can you pick me up?
• A: I can come right now! See you soon.

7. Work in pairs. Create an interview on the following topics. One student A will
create the questions and student B will answer them. Be creative with your
questions and answers. You have 10 minutes, then each pair will share their work
with the class.
• summer activities
• plans for the new school year
• sports and hobbies
• hopes and dreams

8. Read the notice on a school noticeboard. Then
write a paragraph about yourself (about 100
words).
• Please supply a paragraph about yourself for your profile in
the student area of the school website. Only other students at
the school will be able to access this area.
• Include answers to these questions:
• What do you do in your free time?
• What do you most like learning about at school?
• What do you hope to do this year that is new?
•

9. METACOGNITION
• Which grammar structures reviewed in today’s lesson did you
struggled with?
• How can this lesson help you to improve your writing?

10. WRITING RUBRIC
Scoring
Criteria
Content and
Development
 Relevance of
content to task
 Quality of ideas
used to develop
the response
Organization and
Connection of ideas
 Arrangement of
content
 How language is used
to link ideas
Linguistic Range
and Control
 Variety and
precision of
grammar and
vocabulary
Communicative
Effect
 How well
communicative
goals are achieved
Exceeds
Standard
AD
Richly develops an
argument with
original supporting
details.
Smooth, effective
arrangement and
connection of ideas. A
variety of cohesive
devices are used
effectively.
Broad range of
grammar and
vocabulary used
accurately. If any error
are present they are
minor and insignificant.
Appropriate register,
awareness of
audience, and
establishment of
context fully enhance
the intended effect
on the reader.
Standard
A
Adequately develops
an argument. May
rely on prompt for
content.
Ideas clearly and
adequately organized.
Standard connectors
used appropriately but
somewhat mechanically.
Sufficient range of
grammar and
vocabulary to fulfill the
task. Errors in grammar
and vocabulary do not
interfere with reader’s
comprehension.
Adequate sense of
audience and
purpose for writing
generally allow the
reader to follow the
text.
Below
Standard
B
Inadequate
development of
argument. Content
may be limited of
primarily based on
prompt. Some content
may be irrelevant to
the topic.
Simple, basic organization
of ideas. Although standard
connectors may be
present, ideas themselves
are not always connected.
A range of structures
may be attempted, but
grammar and
vocabulary errors are
frequent and
interfere with
reader’s
comprehension.
Some
misunderstanding of
audience and purpose
and inappropriate
register may have a
negative effect and
hinder the reader’s
comprehension of the
text.
C
Little or no
development of
argument. Content is
irrelevant or taken
directly from the
prompt.
Minimal or no
organization. Connector
may be inappropriately
used.
Connection may not
be apparent.
Grammar and
vocabulary errors
predominate and
cause significant
confusion.
Lacks audience
awareness and
purpose for writing.

11. “Un sueño bilingüe hecho en
grande”