This document outlines six unit plans for an English language course at Instituto Tecnológico “Vicente Fierro”. Each unit plan includes general information about the course, communicative competence goals, unit rationale, specific objectives, activities, resources, and assessment. The units cover themes from books, stories, and topics like parties, emotions, weather, comparisons, etiquette, and summer plans. Each unit is designed to help students develop their English language skills through activities focused on reading, writing, listening, speaking, grammar and vocabulary.

1. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 1 Book Level 4.
TEACHER: Lic. Alberto Flores Lic., Rosa Fuertes
SCHOOL YEAR: 2014 – 2015
COURSE: 3rd BGU A-B-C-D-E-F- Night
THEME: YOU WERE AWESOME, ALEX!
DATE : September 2014
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using English
as a tool for communication.
D. OVERVIEW / GOALS
GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS
Reading: Read for specific information.
Listening:Listento discriminate
information
Speaking: Talk about party; interview a
classmate about a reading
Writing: Write a summary for a teen
Grammar:
*The simple past of be
The simple past of regular and irregular
verbs
Vocabulary: Positive and negative
adjectives
*Warm up
*Learn irregular past forms in groups
*Useful expressions.
*Discovering grammar.
*Intonation in yes/no questions and short
answers.
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2. magazine.
E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for stu dents to face different
text types they may encounter when they read English.
Lic. Alberto Flores Lic., Rosa Fuertes LIC. ELENA CHUNES
ENGLISH TEACHERS DIRECTOR OF AREA

3. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 2 Book Level 4
TEACHER: Lic. Alberto Flores , Lic.Rosa Fuertes
SCHOOL YEAR: 2014– 2015
COURSE: 3rd BGU A-B-C-D-E-F-G, Night
THEME: I USED TO DRINK OF…
DATE : October 2014
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using English
as a tool for communication.
D. OVERVIEW / GOALS
GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS
Reading: Read for specific information
Listening: Listen to discriminate
information
Speaking: Talk about what makes you
happy and sad or angry; Express
personal opinions
Grammar:
*Conjunctions: and ,but, so
* Used to for past habits
Vocabulary: Basic emotions
*Warm up
*The pronunciation of used to
*Discovering grammar.
*Practice grammar.
* Listen to the interview
* Progress check 3-4
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4. Writing: Write a paragraph about what
your classmate used to do.
E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, and work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for students to face different
text types they may encounter when they read English.
Lic. Alberto Flores, Rosa Fuertes LIC. ELENA CHUNES
ENGLISH TEACHER DIRECTOR OF AREA

5. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 3 Book Level 4.
TEACHER: Lic. Alberto Flores Lic, Rosa Fuertes
SCHOOL YEAR: 2014 – 2015
COURSE: 3rd BGU A-B-C-D-E-F, Night
THEME: WE WERE WALKING HOME
DATE : November- December 2014
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using English
as a tool for communication.
D. OVERVIEW / GOALS
GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS
Reading: Read for specific information
Listening: Listen to discriminate
information
Speaking: Talk about stories you like
Writing: Put sentences in order to write
a story
Grammar:
*The past continuous
*The past continuous with When and
While
* The simple past and the past
continuous
*Warm up
*Make predictions
*Discovering Grammar
*Practicing Grammar
*Communication
*Writing
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6. Vocabulary: Adjectives for describingthe
weather
E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for student s to face different
text types they may encounter when they read English.
Lic. Alberto Flores, Lic. Rosa Fuertes LIC. ELENA CHUNES
ENGLISH TEACHERS DIRECTOR OF AREA

7. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 4 Book Level 4.
TEACHER: Lic. Alberto Flores , Lic. Rosa Fuertes
SCHOOL YEAR: 2014– 2015
COURSE: 3rd BGU A-B-C-D-E-F, Night
THEME: YOU’RE THE BEST IN THE GROUP.
DATE :January, February 2015
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using English
as a tool for communication.
D. OVERVIEW / GOALS
GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS
Reading: Read for specific information
Listening: Listen to determinate true
and false information.
Speaking: Express personal opinions;
Express preferences
Writing: Write a paragraph about
Grammar:
*The comparative and Superlative forms
of adjectives
*Making comparison with as + adjective
+ as.
Vocabulary: Adjectives of Quality(
*Warm up
*listen carefully to the sounds of English
*Useful expressions
*Practicing Grammar
*Discovering grammar.
*Progress check 3-4
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8. advantages and disadvantages of being
very good looking.
positive and negative)
E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for stu dents to face different
text types they may encounter when they read English.
Lic. Alberto Flores, Lic. Rosa Fuertes LIC. ELENA CHUNES
ENGLISH TEACHERS DIRECTOR OF AREA

9. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 5 Book Level 4.
TEACHER: Lic. Alberto Flores, Lic. Rosa Fuertes
SCHOOL YEAR: 2014– 2015
COURSE: 3rd BGU A-B-C-D-E-F, Night
THEME: YOU SHOULDN’T BE UPSET
DATE :March-April 2015
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using English
as a tool for communication.
D. OVERVIEW / GOALS
GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

10. Reading: Read a questionnaire
Listening: Listen to discriminate
information; listen for specific
information.
Speaking: Give your opinions on
manners
Writing: Write an etiquette list.
Grammar:
*Will for predictions and decisions
*Should/ Shouldn’t for advice
* Must/ Must not for rules and
obligations
Vocabulary: Parts of the body
*Warm up
*Cover the dialogue and listen.
*Useful expressions
*Vocabulary
* Discovering grammar.
*Practice grammar.
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E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for students to face different
text types they may encounter when they read English.
Lic. Alberto Flores, Lic. Rosa Fuertes LIC. ELENA CHUNES
ENGLISH TEACHER DIRECTOR OF AREA

11. INSTITUTO TECNOLÓGICO “VICENTE FIERRO”
UNIT PLAN
A: GENERAL INFORMATION
HIGH SCHOOL: “VICENTE FIERRO“
SUBJECT: ENGLISH LANGUAGE
UNIT: 6 Book Level 4
TEACHER: Lic. Alberto Flores, Rosa Fuertes
SCHOOL YEAR: 2014 – 2015
COURSE: 3rd BGU A-B-C-D-E-F-G, Night
THEME: I’LL TEACH YOU IF YOU WANT TO LEARN
DATE :May - June 2015
B: COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
Have a sufficient range of languages to describe unpredictable
situation and express thoughts on abstract or cultural topics
such as films, books and music.
Perform and respond to a wide range of
language functions, using the most common
exponents in a neutral register.
Adapt their expression to deal with less
routine, even difficult situations.
C: UNIT RATIONALE
This unit is important because it will let to the students develop the communicative skills (listening, reading, speakingand writing), using E nglish
as a tool for communication.
D. OVERVIEW / GOALS

12. GENERAL
To develop the language skills through communicative language components by establishing a solid foundationto achieve a CEFR basic user level
in progress.
OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS
Reading: Read a website for specific
information
Listening: Listen to a radio show to
determinate true and false information
Speaking: Talk about your summer
plans
Writing: Write an e-mail about your
summer plans
Grammar:
May/Might for possibility
*First conditional: If clause + will/might
Vocabulary: Summer Activities
*Warm up
*Reading silently and comprehension.
*Useful expressions
*Discovering grammar.
*Practice grammar.
*Progress check 5 - 6
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E: LIST OF RESOURCES
Textbooks, video, internet, pictures, magazine, newspaper
F: LIST OF MATERIALS
Textbooks, video, internet, pictures, magazine, newspaper, pens, colors.
G: ASSESSMENT
Formative, summative test, through role plays, written task, workin pairs, work in group.
H: EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE
By the end of unit regarding reading and writing, onthe otherhand, not only are the specific objectives established for students to face different
text types they may encounter when they read English.
Lic. Alberto Flores, Lic. Rosa Fuertes LIC ELENA CHUNES
ENGLISH TEACHERS DIRECTOR OF AREA