The document summarizes an English lesson for 6th grade students in a rural area of Colombia. It includes the context, constructs, goals, and activities for the lesson. The lesson focuses on reading comprehension, writing, and speaking skills using present simple tenses. Activities include reading a short text and answering comprehension questions, writing about their daily routine, and doing an oral presentation on their daily routine. It provides rubrics to assess the students' writing and speaking skills.

1. CONTEXT
Institution: Institución Educativa Antonio Nariño
Socio-cultural aspects: Rural area, Coffee growers zone.
Social Stratum: Low
Methodology: New School Model
Grade: Sixth
English level: A1
Numbers of students: 16
Age: from 12 to 14 years old

2. CONSTRUCT
Reading comprehension:
- Distinguish facts
-Scanning
-Reading for specific details.
Writing :
-Grammar
-Vocabulary
-Content
-Cohesion
-Rhetorical organization
Speaking:
- Task performance
- Grammar
- Pronunciation
- intonation

3. GOALS
Reading comprehension:
- Identify basic information on a short text about daily routines.
- Recognize specific information according to his/her needs.
Writing:
- Write short text describing his/her daily routine.
- Express in a coherent way his/her ideas making a good use of the
grammatical rules.
Speaking:
- Express in a basic way ideas, orally, putting in practice his/her
pronunciation and intonation.
- Report about his/ her daily routine and other people.

4. • READING COMPREHENSION
• 1. Read the composition then put the pictures in order and
write the correct numbers into the circles next to the pictures.
(10 points)

5. • 2. Answer the question according to the Reading. (10 points)
• a. What time does Susan wake up?
• b. what time does Susan leave home?
• c. what time does Susan have dinner?
• d. what time does Susan go to bed?
• e. what does Susan do in the afternoon?

6. • 3. Choose the correct answer of the next affirmation (10 points)
A. Susan has for breakfast:
1. Cornflakes
2. Chocolate, bread and Butter
3. Sandwich and milk
4. Eggs, salad and coffee
C. Susan Have lunch at:
1. Home
2. Canteen
3. Restaurant
4. Park
B. In the afternoon Susan:
1. Rides a Horse
2. Goes to the disco
3. Paints pictures
4. walks with her friends
E. School starts at:
1. half past six
2. Seven o´clock
3. A quarte to seven
4. Eight o´clock.
D. Before Susan goes to
bed, she:
1. Reads a book
2. Watch a movie
3. Takes a shower
4. Talks with her mum

7. WRITING
• 4. Taking as example the reading about Susan’ daily routine, write your own daily routine using present simple tenses. (30 points)
• Analytic rubric for assessing writing
Scores
Categories
10 7 4 1
Grammar Excellent use of grammar rules and syntax. Good use of grammar rules and syntax. Acceptable use of grammar rules and syntax. Insufficient use of grammar rules and syntax.
Main ideas Full of specific details More general than specific details General list-like details Few details
Organization Strong organization and events sequenced Is organized and sequenced events Little sequence of events Too short to show sequence of events
Fluency Fluent easy to understand Somewhat fluent. Somewhat easy to
understand
confusing Hard to read or to understand
Total

8. SPEAKING
• 5. Make the oral presentation about your daily routine in class considering the present simple tenses. (40
points)
• Rubric for assessing speaking
Scores and
Categories
10 7 4 1
Language No problems in grammar or vocabulary. Highly
effective and understandable message.
Few problems in grammar and vocabulary.
Good effectiveness in the message
Many problems observed in grammar and
vocabulary that lead listener to
misunderstanding
The presentation was full of problems in grammar
and vocabulary the message was totally confused.
Organization Easy to get the idea. The message is completely
understandable
Not many difficulties to get the idea. The
message is most of the time understandable.
Difficulties to get the ideas. The message is
confused
Many problems observed that make the message
understandable.
Content The student provide content with the appropriate
information to be understood. He/she almost all
words connected to the topic.
The student provide content enough to be
understood. He/she says many word connected
to the topic.
The student does not provide content enough
to be understood. He/she says few words
connected to the topic.
The student faces many troubles to communicate
the idea. He/she says almost nothing.
Pronunciation Highly effective intonation. Proficient words
stressing and word linking. Distinctive and audible
sound produced
Slight problems in intonation. Words stressing
sometimes unclear. Words sound with slight
problems.
Some problems in intonation. Words stressing
usually unclear. Words sound with lots of
problems.
Serious problems with intonation. Awkward sound
produced.
Total