Unidad Educativa Fiscal Veintiocho de Mayo Integrated Weekly Plan 6 P - 1-8

UNIDAD EDUCATIVA FISCAL
VEINTIOCHO DE MAYO INTEGRATED WEEKLY PLAN 6 PÁG. 1- 8
GENERAL INFORMATION
Subject: English Area: English Language School Year

YEAR BGU: 3° Bachillerato FIP: COMERCIALIZACIÓN Y VENTAS Courses: E-F-G-H 2016 - 2017
Teacher: Lic. Johanna Ruiz Beltrán. Nº of Weeks: 4 Nº total hours classes: 30
Learning Axis: To read, write, listen and speak for social interaction. Nº hours to develop DCD: 30 Nº hours for evaluation:
Curricular block: No. 7 Marketing through trade fairs Number of students: 240
START DATE: January 3rd, 2017 FINISH DATE: February 3rd , 2017
CURRICULAR BLOCK OBJECTIVE: They will learn how to: book a stand at an event. Deal with a visitor to the stand.
ESSENTIAL CRITERIA OF EVALUATION: Students will be evaluated informally through the class activities such as giving information about the person to
whom they admire as well as inferring information from different stories. Also, students will act out in the restaurant environment by using useful
expressions.
UNIT RATIONALE: This unit provides students with knowledge for them to learn the language of the trade fairs. To socialize and to report an
a trade fair visit
COMMUNICATIVE COMPETENCE COMPONENTS:
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT
* Regarding the linguistic component of * Regarding the sociolinguistic component of *Regarding the pragmatic component of
communicative competence, high-school graduates at communicative competence, high-school communicative competence, high-school
the B1 level will be able to: graduates at the B1 graduates at the B1 level
1. have a sufficient range of language to describe level will be able to: will be able to:
unpredictable situations, explain the main points in an 1. perform and respond to a wide range of 1. adapt their expression to deal with less routine,
idea or problem with reasonable precision, and express language functions, using their most common even difficult situations;
thoughts on abstract or cultural topics such as music exponents13 in a neutral 2. exploit a wide range of simple language flexibly
and films; and register14; to express much of what they want;
2. have enough language to get by with sufficient 2. be aware of noticeable politeness conventions, 3. intervene in a discussion on a familiar topic
vocabulary to express Themselves with some and act appropriately; and using a suitable phrase to get the floor;
3. be aware of and look out for signs of the most
Lcda. Johanna Ruiz Beltrán – English Teacher MSc. Glenda Anzules – English Coordinator Lcda. Teresa Peña - Vice Principal
hesitation and circumlocution on topics such as family, significant differences between the customs, 4. initiate, maintain, and close simple face-to-face
hobbies, and interests, work, travel, and current events, usages, attitudes, conversation on topics that are familiar or of
but at times lexical limitations may cause repetition values, and beliefs personal interest;
and even difficulty with formulation. Prevalent in the community concerned and those of 5. relate a straightforward narrative or description
their own. as a linear sequence of points fluently and
6. Link a series of shorter discrete simple elements
into a connected, linear sequence of points.
TEACHER: Lcda. Johanna Ruiz Beltrán COURSE: 3RD C. V. “E”, “F”, “G”, “H” WEEK:From: January 3rd To: January 6th
TEACHING AND LEARNING PRECISIONS EVALUATION
DEVELOPMENT INDICATORS OF TECHNIQUES /
CRITERION METHODOLOGICAL STRATEGIES DIDACTIC RESOURCES ACHIEVEMENT INSTRUMENTS
SKILLS
Class: 4 hours: GIVEAWAYS •Student’s booklet (photocopies) Students talk about  Identifying
Reading: Writing a •Teacher’s Resource Book trade fairs main ideas.
killer press Teacher greets “Good morning , class! Students •Online resources: Students role-play the  Underlying
release(article from answer “Good morning, miss Johanna! www.cambridge.org telephone important
a magazine) Teacher checks attendance: Is there anybody www.wordreference.com conversation. facts.
Listening:Effective absent from the class today? http://www.ihbristol.com/useful- Students read and  Summarizing
marketing tool english-expressions complete the  Brainstorming
www.eslgamesplus.com survey  Looking up
Anticipation: •Extra worksheets
 Students talk about their experience in the trade fair •Dictionary Students complete new words in
Building knowledge: the promotional the
Cooperative Learning
•Posters mix dictionary.
In groups of 5 students, they will be given a poster •Flashcards  Questions and
paper with a pictures sticked in the middle. •Realia answers.
Writing •Audio recorder
Students will write as much words as they know about •Activities, Games, and
the pictures. Assessment Strategies for the
Speaking
OBJECTIVES: Language Classroom.
Students will share with the class their knowledge about
 Book a the pictures. •Computer
stand at .
an event
Consolidation:
Students will provide examples about the application of

each vocabulary.
TEACHER: Lcda. Johanna Ruiz Beltrán COURSE: 3RD C. V. “E”, “F”, “G”, “H” WEEK: January 9th – January 16th
SKILLS
Class: 4 hours: ORGANIZING EVENTS •Student’s booklet (photocopies) Students talk about  Identifying
Speaking
 Deal with the pictures. •Computer
a visitor .
Consolidation:

each vocabulary.
TEACHER: Lcda. Johanna Ruiz Beltrán COURSE: 3RD C. V. “E”, “F”, “G”, “H” WEEK: January 16th – January 20th
SKILLS
Class: 4 hours:ATTENDING TRADE FAIRS •Student’s booklet (photocopies) Students talk about  Identifying
Speaking
 Book a the pictures. •Computer
stand at .
an event
Consolidation:

each vocabulary.
TEACHER: Lcda. Johanna Ruiz Beltrán COURSE: 3RD C. V. “E”, “F”, “G”, “H” WEEK: From: January 23rd To: January 27th
SKILLS
Class: 4 hours: ORGANIZING EVENTS •Student’s booklet (photocopies) Students talk about  Identifying
Speaking
 Deal with the pictures. •Computer
a visitor .
Consolidation:

each vocabulary.
BIBLIOGRAPHY:
Teacher:
Robinson N., Cambridge English for Marketing Teacher’s notes , Cambridge university Press, 2010
Gore S., English for Marketing, Express Series, Oxford business English
Buttner, Amy. Activities, Games, and Assessment Strategies for the World Language Classroom. Second ed. Routledge, 2015.
Web.
Cambridge Learner’s Dictionary. Cambridge University Press. 2009. Print.
Web sites sources:
www.wordreference.com
www.dictionary.com
www.cambridge.org
http://www.ihbristol.com/useful-english-expressions
www.eslgamesplus.com
www.bbc.co.uk
www.cambridge.org
www.macmillan.com
Student:
Robinson N., Cambridge English for Marketing Student’s book , Cambridge university Press, 2010
Gore S., English for Marketing, Express Series, Oxford business English
Web sites sources:
www.cambridge.org
http://www.ihbristol.com/useful-english-expressions
www.eslgamesplus.com
www.bbc.co.uk
www.cambridge.org
www.macmillan.com
www.linguarama.com
www.english-zone.com
ELABORATED BY VALIDATED BY APPROVED BY
TEACHER: ENGLISH COORDINATOR: VICE PRINCIPAL:

Lic. Johanna Ruiz Beltrán Lic. Glenda Anzúles Medina Msc. Lic. Teresa Peña Morán
Signature: Signature: Signature:
Date: Date: Date:

Unidad Educativa Fiscal Veintiocho de Mayo Integrated Weekly Plan 6 P - 1-8

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UNIDAD EDUCATIVA FISCAL

VEINTIOCHO DE MAYO INTEGRATED WEEKLY PLAN 6 PÁG. 1- 8

Subject: English Area: English Language School Year

COMMUNICATIVE COMPETENCE COMPONENTS:

LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT

Students will provide examples about the application of

Students will provide examples about the application of

Students will provide examples about the application of

Students will provide examples about the application of

ELABORATED BY VALIDATED BY APPROVED BY

TEACHER: ENGLISH COORDINATOR: VICE PRINCIPAL:

Signature: Signature: Signature:

Date: Date: Date:

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