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Víctor Camargo – Jésica Perez

Practice II

Didactic Unit

DIDACTIC UNIT: Unit 5 Water Cycle
Expected level of English: Beginner
Number of students: 22
Objectives:











To learn about the water cycle.
To learn about the agents that intervene in the water cycle.
To express existence with the structure “There is / There are.”
To answer questions about existence with the structure “Is there / Are there.”
To contrast existence with the structure “There is BUT there isn’t.”
To learn about the importance of water.
To read a simplified text about the water cycle.
To learn about the stages of the water cycle.
To encourage collaborative work.
To consolidate topics already studied.
Víctor Camargo – Jésica Perez

Practice II

Characteristics of the class
Number of students: 22.
Age: 10-11.
Expected Level: Beginner

Didactic Unit

Notions / Functions

Grammar / Lexis

To express existence with the
structure “There is / There are.”
To describe the water
process and its stages.

cycle

Objectives
- To encourage students to
work collaboratively.

Present Simple. Existential There.
Stages of the water cycle: evaporation,
precipitation, etc.
Agents that intervene in the water cycle:
sun, rain, sea.
Water cycle states: solid, liquid, gas.

- To consolidate topics
already studied.

Balance of Macroskills
Writing:

- To grow conscious about
the importance of water.

- Questions and answers about existence
related to the water cycle.

Topic
Students’ Objectives

Water Cycle
Evaluation

- To learn about the water

states.
-To learn about the
importance of water.

- Oral exchanges during classes.

TBA

Listening

Formative

- Listen to a script of a video about the
water cycle.

- To learn about the agents

that intervene in the water
cycle.

Speaking:
- Express their opinion about the
importance of water.

- To learn to use the present
simple to express existence.
- To learn about the stages of
the water cycle.

- Questions and answers about the
usage of water.

Resources
- Flashcards with pictures of the
agents of the water cycle and the
labels of its processes.

Reading:
- Short text about the water cycle.
- Short text about the water states.

- Blackboard.
Methodology

- Beamer.
- Photocopies provided by the
student teacher.

PPP
CLT
CLIL

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Didactic unit camargo perez

  • 1. Víctor Camargo – Jésica Perez Practice II Didactic Unit DIDACTIC UNIT: Unit 5 Water Cycle Expected level of English: Beginner Number of students: 22 Objectives:           To learn about the water cycle. To learn about the agents that intervene in the water cycle. To express existence with the structure “There is / There are.” To answer questions about existence with the structure “Is there / Are there.” To contrast existence with the structure “There is BUT there isn’t.” To learn about the importance of water. To read a simplified text about the water cycle. To learn about the stages of the water cycle. To encourage collaborative work. To consolidate topics already studied.
  • 2. Víctor Camargo – Jésica Perez Practice II Characteristics of the class Number of students: 22. Age: 10-11. Expected Level: Beginner Didactic Unit Notions / Functions Grammar / Lexis To express existence with the structure “There is / There are.” To describe the water process and its stages. cycle Objectives - To encourage students to work collaboratively. Present Simple. Existential There. Stages of the water cycle: evaporation, precipitation, etc. Agents that intervene in the water cycle: sun, rain, sea. Water cycle states: solid, liquid, gas. - To consolidate topics already studied. Balance of Macroskills Writing: - To grow conscious about the importance of water. - Questions and answers about existence related to the water cycle. Topic Students’ Objectives Water Cycle Evaluation - To learn about the water states. -To learn about the importance of water. - Oral exchanges during classes. TBA Listening Formative - Listen to a script of a video about the water cycle. - To learn about the agents that intervene in the water cycle. Speaking: - Express their opinion about the importance of water. - To learn to use the present simple to express existence. - To learn about the stages of the water cycle. - Questions and answers about the usage of water. Resources - Flashcards with pictures of the agents of the water cycle and the labels of its processes. Reading: - Short text about the water cycle. - Short text about the water states. - Blackboard. Methodology - Beamer. - Photocopies provided by the student teacher. PPP CLT CLIL