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2014.

Ao de los Tratados de Teoloyucan

UNIT LESSON PLAN

Unit:

Social
Practice:

Environme
nt:

III

AWESOME SCIENCE
-

debate about technology


debate about the use of mobile phones
think and talk about technology at home
show interest towards the future

Specific
Competen
cy:

Science and technology


Jobs in science
Equipment
Communication in the mother tongue and in foreign languages
Mathematical competence
Digital competence
Cultural awareness and expression
Knowledge and connection with the world and environment
Social and civic competences. Learning to learn
Being autonomous

Day 1

Day 2

PRODUCT
:

An essay writing an introduction


Discussion questions

Date:
NOVEMB
ER 2015

Step of the Product: Prev. paso1 & 3

Day 3

Being through the language: Communication in the mother tongue and in foreign languages
Knowing about the language:

Language and grammar functions


- will for predictions, offers and immediate
decisions
- Going to for future plans
- Future continuous
- Future perfect
- Present tenses for the future
- Future in the past
- About to, due to, likely to.
B Vocabulary
- About to, due to, likely to.
-Jobs in science
- Equipment
- Science
- Technology
- Devices
Doing with the language: - Speaking about science and technology
- Listening to people talking about developing new
medicines
- Speaking about science
- Writing an essay
- Watching a video about the space
- Reading some newspaper headlines
- Reading an article about science for the future
- Listening to people speaking about technology
- Speaking about a science lesson
- Making predictions
- Speaking the possibility of living to be 100
- Speaking about living forever
- Reading a message
- Reading an article about mobile phones
- Speaking about implanted devices in the future
- Speaking about taking medicines
- Speaking about jobs they would love
- Speaking about jobs they would hate
- Listening to students describing some photos
- Reading a conversation

Assessme
nt

Resource
s

Knowing about the language:


Language and grammar functions
- will for predictions, offers and immediate
decisions
- Going to for future plans
- Future continuous
- Future perfect
- Present tenses for the future
- Future in the past
- About to, due to, likely to.
B Vocabulary
- About to, due to, likely to.
-Jobs in science
- Equipment
- Science
- Technology
- Devices

Doing with the language: - Speaking about science and technology


- Listening to people talking about developing new
medicines
- Speaking about science
- Writing an essay
- Watching a video about the space
- Reading some newspaper headlines
- Reading an article about science for the future
- Listening to people speaking about technology
- Speaking about a science lesson
- Making predictions
- Speaking the possibility of living to be 100
- Speaking about living forever
- Reading a message
- Reading an article about mobile phones
- Speaking about implanted devices in the future
- Speaking about taking medicines
- Speaking about jobs they would love
- Speaking about jobs they would hate
- Listening to students describing some photos
- Reading a conversation

Assessme
nt

Resource
s

Knowing about the language:


Language and grammar functions
- will for predictions, offers and immediate
decisions
- Going to for future plans
- Future continuous
- Future perfect
- Present tenses for the future
- Future in the past
- About to, due to, likely to.
B Vocabulary
- About to, due to, likely to.
-Jobs in science
- Equipment
- Science
- Technology
- Devices

Doing with the language: - Speaking about science and technology


- Listening to people talking about developing new
medicines
- Speaking about science
- Writing an essay
- Watching a video about the space
- Reading some newspaper headlines
- Reading an article about science for the future
- Listening to people speaking about technology
- Speaking about a science lesson
- Making predictions
- Speaking the possibility of living to be 100
- Speaking about living forever
- Reading a message
- Reading an article about mobile phones
- Speaking about implanted devices in the future
- Speaking about taking medicines
- Speaking about jobs they would love
- Speaking about jobs they would hate
- Listening to students describing some photos
- Reading a conversation

Assessme
nt

Resource
s

2014. Ao de los Tratados de Teoloyucan

UNIT LESSON PLAN

Introduction
Lluvia de ideas: Pases que hablan ingls
en el mundo.
Development and interaction
Los alumnos conocen las caractersticas de la
asignatura. Nombre, No. hrs., etc.
Conocen el propsito de la asignatura.
Toman acuerdos respecto a la
implementacin de rutinas de comunicacin
en el aula a fin de que las clases sean
conducidas principalmente en ingls.
e.g. Put your hand up, stand up, thank you, sit
down, let`s make teams, talk to your shoulder
partner, do you know? Dou you understand?
etc.
Practican la pronunciacin.
Conocen el significado de las frases a travs
de imgenes y gestos.
Practican de manera cotidiana las rutinas.

Check list

Los
alumnos
respond
en de
manera
no
verbal a
las
indicacio
nes
dadas
por el
docente.

Introduction

Introduction

Participan en el juego llamado Numbers mirror:


Los alumnos escuchan los nmeros del 1 al 10 en
desorden, debiendo representar la cifra con sus dedos o
escribiendo el smbolo del nmero.

Los alumnos participan en una actividad denominada


Crazy Vowels.
Los alumnos repiten y posteriormente identifican y
pronuncian en ingls las letras:
A, I, - E, I O, U U, A U, E, etc.

Development and interaction

Development and interaction


Retoman el listado elaborado anteriormente
y practican la forma de referirse a los
servicios comunitarios en ingls.
Repiten la pronunciacin de las palabras y
frases.
Toman nota.
Comentan: De los servicios comunitarios ya
conocidos, cules son los prioritarios? Por
qu?
Qu necesitaramos saber en ingls para
ponernos de acuerdo y llevar a cabo un
servicio comunitario en la
escuela/comunidad?
1 Tipo de Servicio. 2 Lugar, 3 Momento
del da,
2 Vocab, connectors, phrases, etc.
Closure

Los alumnos responden la pregunta do you know


what is community service?
A travs de investigacin o exposicin del docente,
los alumnos conocen a qu se refiere un servicio
comunitario y/o cmo se manifiesta en los pases
de habla inglesa.
En grupo comentan qu tipo de servicios
comunitarios podran llevarse a cabo en su
comunidad.
Comentan quin puede involucrarse en un servicio
comunitario.
Con ayuda de un cuadro de doble entrada, los
alumnos elaboran un listado en espaol de
servicios comunitarios.

Closure
Retomar los acuerdos derivados de la
sesin.

Closure

Los alumnos vuelven a comentar qu es un servicio


comunitario as como algunos ejemplos de los mismos.
Los alumnos y el docente se comprometen a indagar otros
servicios comunitarios .

Achievements

Diario de
aprendizaj
e

Achievements

Distingue expresiones en intercambios orales. Reconoce la


composicin de Expresiones en intercambios orales. Produce
expresiones para dar informacin.

Achievements

Identifica tema, propsito y


destinatario.

Unit:

IV

Social
Practice:

Understand and produce oral exchanges related to


leisure situations

Environm
ent
Specific
Compete
ncy:

Familiar and community

PRODUCT;

Exchange likes and dislikes in a dialogue

Date:

Day 7

INTERVIEW

Day 8

Day 9

Being through the language: Use language to Exchange common interests. Promote interpersonal relationships.
Knowing about the language: Repertoire of
words necessary for this social practice of the
language.

Structure of
dialogues: opening, body and closure.

Knowing about the language: Structure of dialogues:

Knowing about the language:


Evaluatio

Resources

opening, body and closure.

Evaluatio

Resources

Evaluation

Resources

2014. Ao de los Tratados de Teoloyucan

UNIT LESSON PLAN

Doing with the language: Express points of

Doing with the language: Start a dialogue to express likes

and dislikes about leisure activities.


Anticipate the general meaning.

view in favour and against

Introduction
Warm up. Ss receive a word. Form teams
according to the word they received.
Development and interaction
In teams Ss do some research to know
some words that describe the reasons
why they like or not certain leisure
activities.
Ss brainstorm what they found.
Ss Recognise the use of Why and
Because (e.g. I like Going to the Cinema/
Why? Because it is relaxing)
Ss practice the pronunciation and
intonation of the phrases.
In pairs, ss express what they like and
ask for reasons why they like it or not.
Write some declarative sentences in
favour and against certain activities.
In class, look for 3 different mates and
establish communication to express their
pints of view.
In a chart include the reasons their
classmates expressed.
Closure
Ss write some sentences about their
opinion regarding certain leisure
activities.

Word
cards

Self

evaluatio
n

(Team
work)

Dictionari
es
Word
cards

Posters
Sample
sentenc
es

Check
list /

Doing with the language: Anticipate the general

meaning.

Introduction
Warm up. Ss form teams.
Ss group according to the month and day
they were born.
Development and interaction

Introduction
Warm up.
Ss. Make a review of previous lessons and
then they gather in teams.
Development and interaction

Ss listen to some interviews and identify


specific information.
In Teams

With the help of the teacher Ss work in


teams and:

Adopt different identities so they plan an


interview
to a famous character.
Assign roles for participating in an interview.

Obs.
Guide

Observati
on

Assign the roles of interviewer and


interviewee.
- Practice the formulation of
questions
and their answers.

Decide time, place, and length of


the interview.
Structure questions about likes
and dislikes.
Check that the questions are
appropriate regarding the topic, the purpose
and intended audience. (Stages of the
Product)

Structure their interviews and add linguistic


elements that show a natural interaction,
such as interruptions, clarifications, etc.
Closure
T reviews the advance of each team.

Question
naires
and
notes
from
previous
lessons.

T reviews the advance of each team.


Delivers info related to the presentation and
evaluation of the dialogues.

Achievements

Achievements

Formulates questions to clarify doubts.


Writes sentences.

Formulates questions to clarify doubts.


Anticipates the general meaning to start a dialogue.

Formulates questions to clarify doubts.


Anticipates the general meaning to start a dialogue

Unit:
Social
Practice:

Environment:
Specific
Competency:

PRODUCT:

Day 4

Date:

Day 5

Obs.
Guide
Portfoli
o

Closure
Check
list

*Portfoli
o

Achievements

Check
lists

Self
evaluatio
n chart

Question
naires
and notes
from
previous
lessons.

2014. Ao de los Tratados de Teoloyucan

UNIT LESSON PLAN

Day 6
Being through the language:
Knowing about the language:

Knowing about the language:


Assessme
nt

Doing with the language:

Resources

Knowing about the language:


Assessme
nt

Doing with the language:

Resources

Assessmen
t

Doing with the language:

Introduction

Introduction

Introduction

Development and interaction

Development and interaction

Development and interaction

Resources

Closure

Closure

Achievements

Closure

Achievements

Achievements