This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.

1. Universidad Católica de la Santísima Concepción
English Pedagogy Programme
Professional Practicum
UNIT PLAN
Topic: Class: School (name & type): Student-Teacher:
“My daily routine” 1st grade Liceo Industrial Hernan Valenzuela Leyton YeseniaSepúlveda B
highschool.
Main aim(s) :At the end of the unit students will be able: Learning Outcomes:
Students are able to uses simple present and identify habits and routines situations
To talk about what people do every day and (written and orally)
describe daily routine, written and orally Students are able to identify habits and routine (written and orally)
To identify vocabulary about action verbs, food,
time, daily activities, adverb of frequency.To
produce and use it in its appropriate context.
Identify specific ideas of a text (reading)
Get the main idea when listening a recording
Attitudinal Aim(s):
Students will be able to accept and respect
different life situations.
Date: Lesson Aim Language Content: Learning Main activities: Text Type: Assessment: Resources
outcomes
September At the end Lesson 1: To understand Lead in: none Checking Pictures
5th, 2012 of the Lexical Vocabulary: general  T elides to activate Computer
Vocabulary related vocabulary related Datashow
lesson, information
Class  Action verbs and regular activities, Board
length:90’ students complements like get presented in routines. Markers
will be able up in the morning the lesson by
to talk Brush your teeth, answering and  Elicitation of
about Take a shower, etc. justifying with previous
 Simple present tense. knowledge.
expression´s  3rd person ending the specific
daily routine information Presentation:
required from
the teachers T shows Flash card related

2. questions to daily routines
- Ss give information about
the pictures orally.
 Presentation of the
new language
(Simple present
emphasizing in 3er
person singular (s))
 Examples on the
presentation (using
previous pictures)
 CCQ’s
Practice:
 Ss complete a chart
with specific
information from
the previous
activity.
 Ss write simple
sentences about
Sara’s daily
routine.
Production:
 T and Ss check the
simple sentences
orally and written.
 Ss write their ideal
daily routine and
then hand in to the

3. teacher.
 Checking.
September Objective: Lesson 2: To understand Lead in: Article Checking Computer
11th, 2012 At the end  Simple present general  Daily activities (adapted) Datashow
of the lesson (affirmative, information Board
Class students will negative, yes/no presented in  Elicitation of Title Markers
length:90’ be able to questions, the lesson by previous On a perfect Worksheet
remember information answering and knowledge. day in New
and use the questions) as a justifying with Presentation: York.
simple review.  Review of simple
the specific
present  Vocabulary related present in a
information
tense to daily activities and presentation.
refer to leisure activities required from  Examples on the
daily the teachers board.
activities questions
and leisure Practice:
activities in  Pre-reading:
free time  _Infer from the
(written) picture
Get the (brainstorming
specific activity)
information  Pre-reading from
of a text. the text
_Deduce from title
_Controlled
activity
Label the photos.
_Less controlled
activity
Answer the
questions (from the
text)

4.  While-reading:
_Skimming text for
overall theme.
Answer the
questions (from the
text)
 Post-reading:
_Controlled
activity
Complete the text
in simple present
activities (fill in the
gaps)
_Less controlled
activity
Organize
sentences.
Read the text and
answer previous
organized
sentences.
Production:
 Writing
A short paragraph
(about free
activities) using the
last text as a model.
 Checking.

5. September Objective: Lexical Vocabulary: To understand Lead in: Audio about checking Computer
12th, 2012 At the end Vocabulary related general  Question about tom´s daily Datashow
of the lesson  Action verbs and information what time do they routine Board
Class students will complements presented in get up in the Markers
length:90’ be able to  Simple present tense. the lesson by morning? Worksheet
listen and Time on the clocks answering and
use the justifying with  Elicitation of
simple previous
the specific
present knowledge.
information
tense to
refer to required from
daily the teachers Presentation:
activities questions T presents a review of Wh
and time question in simple present
Get to the and different time during
main idea of the day.
the
listening. Practice:
 T shows different
pictures of daily
activities
 Pre-listening
 _Infer from the
picture
(brainstorming
activity)
 Answer the
questions (from the
from the
picture)What time
do these activities?
 While-listen:

6. _Listen and draw
the time clocks
Listen for general
information. Listen
and circle the
people in the
conversation.
Listen for specific
information. Listen
and write yes or no.
Listen and choose
the correct picture.
 Post-listening:
Complete the
answer with
information about
yourself
Production:
Ask question to your
partner about his daily
routine using the
information learnt in the
class
Checking.
September Objective: Lesson 2: To understand Lead in: Article Checking Computer
25th, 2012 At the end  Frequency adverbs general  Talk about teen and (adapted) Datashow
of the lesson Like often always information healthy habits Board
Class students will sometimes, never presented in Title Markers
length:90’ be able to  Vocabulary related the lesson by  Elicitation of Are teen Worksheet

7. use the healthy lifestyle answering and previous healthy?
simple justifying with knowledge.
presentusing the specific
frequency information Presentation:
adverbs. Get required from  Present frequency
the specific the teachers adverbs
information questions  Examples on the
of a text. board.
Practice:
 Pre-reading:
 _Infer from the
picture
(brainstorming
activity, teens
picture)
 Pre-reading from
the text
_Deduce from title
(are teen healthy?)
_Controlled
activity
Label the photos.
_Less controlled
activity
Answer the
questions (from the
text)
 While-reading:
_Skimming text for
overall theme.
Answer the
questions (from the
text)
Read true or false

8. Read and underline
frequency adverb
in the text
Read and write yes
or no.
 Post-reading:
_Controlled
activity
Order the
underlined word
from less frequent
to the most
frequent
_Less controlled
activity
Order the words to
make sentences
Production:
 Answer question
about them using
frequency adverbs.
 Checking.
September Objective: Lesson 3: To understand Preparation: None Rubric (Ss’ Board
26th, 2012 At the end Review / Extra practice general  Showing a work in class) Markers
of the information teacher’s own ppt Computers
Class review presented in (using the
length:90’ students will the lesson by mentioned
be able to answering and structures) as an
employ justifying with example.
simple Ex:
the specific
present to I wake up at 7 o

9. refer to information clock
actions in required from I brush my teeth
present the teachers I go at school
using habits questions I watch sometimes
by creating soup operas in the
a ppt based afternoon
on their own I usually go to gym
daily Where do you go
routines. on Friday´s night,
etc
Task Development:
 Explanation
What Ss have to do
(power point
presentation)
 Explanation
How to do the task
(create at least five
slights using
photographs and
sentences describing
what Ssdo every day
during the week and
weekend)
 Explanation
Time to do the
task(45’)
 Monitoring of the
activity (teacher)
 Correction of
mistakes (teacher)
Post Task Development:
 Report (students)
 Feedback