UNIT PLAN Nº 1

A. GENERAL INFORMATION

Unit Title: “WHAT’S YOUR NAME” Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
C. UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.

D. OVERVIEW/GOALS:
 The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

 Read  Familiarize yourself with English

information in a “What’s your name”
profile  Introduce yourself
 Predict missing
lines The simple present of  Ask about favorites
 Listen for specifi be: am/is/are
c information in Subject pronouns  Read the fi rst section of the
an interview grammar chart aloud,
going across in rows, and have
 Talk about your students say it after you. Keep the pace
favorites quick.
 Present your
personal profi  The Learning goals highlight the
le. main points of
 Write a  Communication, Grammar, and
personal Vocabulary
profile.
 Read the grammar chart aloud
and have students say it after
Questions with be you.

E. LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

F. LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player
 G. ASSESSMENT:

 Look at the picture. Write the name of each person.

 Write the information in the blanks.
 Complete the conversation with expressions from Exercise A. Use your own information
 Look at the grammar chart. Complete the grammar rules.
 Write two sentences saying who the person in each picture is and his or her occupation.
 Change these sentences into Yes/No questions.
 Change the subject pronoun as needed.
 Listen to the interviews. Who are the teenagers’ favorite athletes? Put a check
 Reading: Read information in a profile; Predict missing lines
 Listening: Listen for specific information in an interview
 Speaking: Talk about your favorites; Present your personal profile
 Writing: Write a personal profile Familiarize yourself with English Number stress Things for teens

H. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to describe about yourself or the others persons.

……………………….. ………………………
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English Teacher Area Coordinator School Director
 UNIT PLAN Nº 2
A. GENERAL INFORMATION

Unit Title: THIS IS BRIAN Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
C. UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.
D. OVERVIEW/GOALS:

The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

 Match
 Prepositions of  Introduce people
place: in, on,
paragraphs with  Ask where people and things
above, under,
pictures  are: Where is? Where are?
at ,behind, in
 Listen for
front of.
specific
information
 Possessive
 Introduce
adjectives: my,
people
your, his, her,
 Talk about our, your, thei
where people
or things are.

 Talk about your

family

 Write about
your family

E. LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

 F. LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player
G. ASSESSMENT:

 Reading: Match paragraphs with pictures

 Listening: Listen for specific information
 Speaking: Introduce people; Talk about where people or things are; Talk about your family
 Writing: Write about your family
 Cover the dialogue and listen, and match the two parts to make sentences.
 Listen and repeat.
 Write the appropriate responses. Use the expressions from Exercise A.
 Write a conversation introducing a friend to your mom or dad. Use Exercise A as a model.
 Look at the pictures as you listen and repeat.
 Compete with another pair. Look at the picture. In three minutes, write sentences that say
where the objects are. Use prepositions.
 Listen to the conversation. Circle the correct answers.
 Complete the sentences with the correct possessive adjectives.
 Circle the correct answers.
 Look at the picture of Brian and Robbie above. In your language, list names of objects you
see in the picture.

H. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to describe where the things can be in the house or in the other places. And
the students will learn to say who is this person.

……………………….. ………………………
…………………………..
English Teacher Area Coordinator School Director
 UNIT PLAN Nº 3
A. GENERAL INFORMATION

Unit Title: “WHERE ARE YOU FROM” Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
C. UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.

D. OVERVIEW/GOALS:

The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

Nouns:
 Read an e-mail 
Singular and
 Know some questions in English
for important plural forms by heart.
information
 This/that;  Tell students that they will learn
 Listen for specifi these/those
country and nationality names
c information today. Introduce the unit title.
 Articles: a
 Ask questions
to get personal
and an  Ask students to raise their hands
information. if they know the person’s name
and occupation. If some students don’t
 Write personal recognize the name, elicit information
information about the person.

 Write an e-mail

E. LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

F. LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player

G. ASSESSMENT:

 Look at the map. Label your country and Australia.

 Fill in the missing countries and nationalities in the chart below.
 Role-play the conversation. Replace “J.K. Rowling” with another famous person.
  Ask where these famous people are from and what their nationalities are.
 Cover the dialogue and listen, and Answer True or False. Circle the wrong information in the false statements.
 Take turns saying and spelling the plural forms of these nouns.
 Change these sentences. Use plural nouns and plural verbs.
 Look at the pictures. Complete the sentences with this, that, these, or those.
 Compete with another pair. Ask for the names of five objects in your classroom. Use this, that, these, or
those. The first pair to finish wins.
 Talk about what you would like to tell Joy and her classmates. Use these questions to guide you. Make notes
in your notebook.
 Listen to a program on International Teen Web Radio. DJ Ellen Sandoval, 13, is interviewing an exchange
student, Mike Smith. Complete the chart above for Mike.
 Imagine your partner lives in another country. Interview him or her using the questions below.
Take notes. Then change roles

H. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to say the countries and nationalities, and will learn to describe the
differences between several countires.

……………………….. ………………………
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English Teacher Area Coordinator School Director
 UNIT PLAN Nº 4
A. GENERAL INFORMATION

Unit Title: CAN YOU REPEAT THAT,PLEASE? Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
C. UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.

D. OVERVIEW/GOALS:

The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

 Read a schedule  Ask about  Review the pronunciation of the
 Listen for birthdays English alphabet with the class
information
about events  Ask questions:  Ask students to look at the
 Ask for personal When? What picture.
information time? What
 Ask about  Tell students to find each
day? expression in the dialogue.
birthdays
 Talk about  Can for
favorite TV requests  Read the strategy line and
shows Question explain or elicit the meaning.
 Fill out a words: When, Elicit students’ thoughts on
personal What time, asking for help in class.
information What day +
form (am/is/are)
 Write a  Prepositions of
schedule time: in +
month, on +
day,
at + time

E. LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

F. LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player

G. ASSESSMENT:

 Cover the dialogue and listen, and Check your answers. Read along as you listen again.
  Complete the conversation with expressions from Exercise A. Use your own information for the responses.
 Write requests and responses. Use can, please, and a question mark in the requests. [Note: X means no; ✔
means yes]
 Cover the dialogue and listen. As you listen, write down the events, their dates, and times.
 Look at the grammar chart. Complete the grammar rules.
 Reading: Read a schedule
 Listening: Listen for information about events
 Speaking: Ask for personal information; Ask about birthdays; Talk about favorite TV shows
 Writing: Fill out a personal information form; Write a schedule
 PAIRS. Go around the room in pairs. Student 1 talks while Student 2 writes. Student 1 asks as many
classmates as posible

H. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to describe where the things can be in the house or in the other places. And
the students will learn to say who is this person.

……………………….. ………………………
…………………………..
English Teacher Area Coordinator School Director
 UNIT PLAN Nº 5
A. GENERAL INFORMATION

Unit Title: I HAVE TWO SISTERS Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
C. UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.

D. OVERVIEW/GOALS:

The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

 Read a family  Possessive  Groups new vocabulary into
tree. forms of categories.
nouns
 Identify people  The simple  Assign a group of three students
based on present of to stand and perform the
description. have; any example. Have the group model
Information several other questions for the
 Ask and answer questions class.
questions about
with How Talk about your family
family and 
physical many?
description.
 Describe people.

 Write about a
favorite person

E. LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

F. LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player

G. ASSESSMENT:

 Reading: Read a family tree

 Listening: Identify people based on description
 Speaking: Ask and answer questions about family and physical description
 Writing: Write about a favorite person
  Look at the grammar chart. Complete the grammar rules with ’s or ’.
 Cover the dialogue and listen. Cross out the wrong information in each sentence. Correct the sentences.
 Look at the grammar chart. Circle the correct answers.
 Write sentences using has, have, doesn’t have, or don’t have and the cues.
 Complete the questions and answers.
 Look at the adjectives and the pictures. Write a Harry Potter character next to each adjective.
 Listen to each description. Guess who the person is. Choose your answers from the characters
in the box.

H. EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to describe where the person, and how many integrated in the family are
there in statements and ask to other person.

……………………….. ………………………
…………………………..
English Teacher Area Coordinator School Director

.
 UNIT PLAN Nº 6
 GENERAL INFORMATION

Unit Title: I’M NOT CRAZY ABOUT HIP-HOP Classroom/Level: 8th Básic Course

Subject Área: Language and English Foreing

 COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic:

Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and
films; and have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and current
Events, but at times lexical limitations may cause repetition and even difficulty with formulation.

Social-lingusitic

Perform and respond to a wide range of language functions, using their most common exponents13 in a
neutral register; be aware of noticeable politeness conventions, and act appropriately; and be aware of and
look out for signs of the most significant differences between the customs, usages, attitudes, values, and
beliefs prevalent in the community concerned and those of their own.

Pragmatic

 Adapt their expression to deal with less routine, even difficult situations;
 Exploit a wide range of simple language flexibly to express much of what they want;
 Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
 Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
 Relate a straightforward narrative or description as a linear sequence of points fluently and reasonably; and
 Link a series of shorter discrete simple elements into a connected, linear sequence of points.
 UNIT RATIONALE:

This will contribute to the learning process in a positive manner, for every student will have an additional
resource to aid them in their language acquisition process. Students will be taught under the Communicative
Language Approach, which perceives language learning as a dynamic, flexible process, and promotes learner
autonomy, teachers and learners are enthusiastically invited to make use of the English and as a tool to open
windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas
and other cultures.

 OVERVIEW/GOALS:

The students will be capable of understanding and using everyday expressions that are used frequently to
satisfy immediate needs. At this level, for example, learners are able to introduce themselves and introduce
others and provide personal information about their home and belongings to people that know them as long
as the interlocutor speaks slowly and clearly.

OBJECTIVES CONTENT LEARNING ACTIVITIES DAYS

 Recognize true  Simple present 
and false of like
statements
 Affirmative and
 Listen for negative
details in an statements
interview
 Yes/No
 Talk about likes questions
and dislikes
 Information
 Ask and answer questions
interview
questions  Object
pronouns: me,
 • Write Yes/No you, him, her,
questions with it, us,you, them
like

 LIST OF RESOURCES:

 Textbook.

 Web: Exercises in google.

 LIST OF MATERIALS:

 Texbook
 Marker
 Eraser
 Cd’s
 Record player

 ASSESSMENT:

 Reading: Recognize true and false statements

 Listening: Listen for details in an interview
  Speaking: Talk about likes and dislikes; Ask and answer interview questions
 Writing: Write Yes/No questions with like
 Cover the dialogue and listen and Write the kind of music each person likes and doesn’t like.
 Complete the conversations with expressions from the box.
 Complete the sentences with kinds of music or groups/singers you like and don’t like.
 Look at the grammar chart. Circle the correct answers.
 Make a list of six popular singers or groups. Write them in the chart below.
 GROUPS. Talk about the singers in the chart. Ask each other these questions.
 Complete the sentences with object pronouns.
 Read the article quickly. Underline the sentence that expresses the main idea.
 Write True or False. Circle the wrong information in the false statements.
 Complete the sentences with the correct forms of the verbs in parentheses. Use contractions when possible.
 Write the possessive forms of the nouns in parentheses.
 Match the phrases with the words.
 Answer the questions

 EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

In this unit the student will learn to speak about the famous persons.

……………………….. ………………………
…………………………..
English Teacher Area Coordinator School Director