The document outlines a unit focused on the theme 'My Life,' with lessons covering family, body parts, free time activities, and school subjects while incorporating vocabulary, grammar, and communication skills. Each lesson includes objectives, activities like presentations, games, and projects, aimed at engaging students in listening, speaking, reading, and writing. The document also mentions teaching approaches, such as Total Physical Response and the Communicative Approach, to enhance language acquisition.

1. UNIT 1: MY LIFE.

2. ABOUT THE UNIT.
• Learning Objective: Identify and apply vocabulary and grammatical
structure (PRESENT SIMPLE) corresponding to the unit “My life”
• Skills: Listening, speaking, reading and writing.
• Previous Knowledge: numbers 1 to 10, personal pronouns, some family
members, some parts of the body, some free time activities or sports, days of
the week.

3. LESSON 1: MY FAMILY.
Lesson objective:
• Students will be able to identify family members.
• Students will be able to recognize pronouns.
• Students will be able to present their family members orally in front of the class.
Skills:
- Listening
- Writing
- Reading
- Speaking

4. ACTIVITY 1:
• The teacher is going to present family members in a PPT presentation, while
she is presenting the family members students are going to repeat each of
them and write them in their notebooks.

5. ACTIVITY 6:
• Each student is going to bring a cardboard and some pictures of their family
members; they are going to create their family trees in classes and present it
in front of the class. This activity will be evaluated.

6. LESSON 2: PARTS OF THE BODY.
Lesson objective:
• Students will be able to identify parts of the body.
• Students will be able to count from 1 to 10.
• Students will be able to create a body naming all its parts in groups.
Skills:
- Reading
- Speaking
- Listening
- Writing

7. ACTIVITY 1:
• The teacher is going to present vocabulary related to the parts of the body
with a PPT presentation. Students are going to repeat each part of the body
after the teacher. After that students have to complete a body with the
missing parts.

8. ACTIVITY 2:
• The teacher is going to reinforce the part of the body through a game, this
game consist on put some music and when the music stop the teacher is
going to show a part of the body and students have to touch that part of
their bodies.

9. ACTIVITY 4:
• Students are going to create a body using their imagination, draw the body
and paint it, they have to name at least 8 parts of the body. This activity will
be evaluated.

10. LESSON 3: FRIENDS AND FREE TIME
ACTIVITIES.
Lesson objective:
• Students will be able to identify vocabulary related to free time activities and
sports.
• Students will be able to talk about their favorite free time activities or sport.
Skills:
- Listening
- Reading
- Speaking
- Writing

11. ACTIVITY 1:
• The teacher is going to activate previous knowledge asking students about
their favorite activities using an example: “My favorite activity is dancing”
What is your favorite activity?” After that students will name some activities
and the teacher is going to write it on the whiteboard. Once this activity
finished the teacher is going to present some vocabulary related to free time
activities and sports and students are going to write it down in their
notebooks. Students are going to complete a crossword.

12. ACTIVITY 3:
• Students are going to work on a listening of the pages 36 and 37 of the
student books, after that they are going to write about their favorite free
time activity or sport using the model of the page 38

13. ACTIVITY 4:
• Students are going to create a poster with their favorite free time activity or
sport during the class, using images and vocabulary seeing in previous
classes, after all the students finished they will practice pronunciation and
present it in front of the class, this activity will be evaluated.

14. LESSON 4: HAVING FUN AT
SCHOOL.
Lesson objective:
• Students will be able to recognize the days of the week and ordinals numbers until 7th.
• Students will be able to identify the different subjects of their level.
• Students will be able to express likes and dislikes according to school subjects.
Skills:
- Reading
- Listening
- Writing
- Speaking

15. ACTIVITY 1:
• The teacher is going to introduce the lesson asking students what days of the
week they knew, after that the teacher is going to present a ppt about days
of the week and ordinals numbers, while the teacher is presenting students
have to write the vocabulary on their notebooks, after that students are
going to repeat each day of the week out loud, and do some exercises
related to the topic. To finish the class the teacher is going to ask students
what day is today? What day will be tomorrow? What day was yesterday,
this with the purpose of closing the class.

16. ACTIVITY 3:
• In order to activate previous knowledge the teacher is going to ask students
about the last class, while they are answer the teacher is going to write the
answers on the whiteboard, then she is going to ask about what day is today
and what are the subjects that they have that day, after students answer,
the teacher is going to show a ppt presentation with the different subjects
that they had. Then students are going to work on pages 40, 41, and 43 of
the student’s book.

17. ACTIVITY 4:
• Students are going to create a schedule in a cardboard, and at the end of
the schedule they have to write which is their favorite subject at school and
explain why they like it. This activity will be evaluated.

18. APPROACHES
• “Total Physical Response (TPR)
approach refers to a reasonable
hypothesis is that the brain and the
nervous system are biologically
programmed to acquire language,
either the first or the second in a
particular sequence and in a
particular mode. The sequence is
listening before speaking and the
mode is to synchronize language
with the individual's body”. Asher
1996, p. 2-4.
• “Communicative approach based
on the idea that learning language
successfully comes through having
to communicative real meaning.
When learners are involved in real
communication, their natural
strategies for language acquisition
will be used, and this will allow them
to learn to use the language”.
David Nunan