SCHOOL YEAR 2020-2021

PLANNING 2ND Partial - 1ST QUIMESTER

1. INFORMATIVE DATA:
Teacher: PAMELA ÑACATO Area: English as a Foreign Grade/Course: 3rd. Bachillerato Class: VIRTUAL
Language CLASSES

Unit 2 Lesson 1: Trip to Unit Specific Objectives:

Number: Unit Title: Health Miami
O.EFL 5.2 Draw on this established
propensity for curiosity and tolerance
Lesson 2: It’s only a
towards different cultures to comprehend
cold the role of diversity in building an
intercultural and multinational society.
Lesson 3: Dear Doctor
O.EFL 5.7 Interact quite clearly,
confidently, and appropriately in a range of
formal and informal social situations with a
limited but effective command of the
spoken language (CEFR B1 level)

PERIODS: 6 PERIODS STARTING WEEK: JULY-AUGUST

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

METHODOLOGICAL PERFORMANCE INDICATORS ACTIVITIES

STRATEGIES RESOURCES
TECHNIQUES/INSTRUMENTS

COMMUNICATION AND COMMUNICATION AND CULTURAL COMMUNICATION AND CULTURAL

CULTURAL AWARENESS: EDMODO AWARENESS AWARENESS
ZOOM
These performance criteria could I.EFL.5.3.1. Learners can interpret cultural and Activity:
INTERACTIVE
be evaluated by: language patterns in English, including nonverbal
LESSONS
  Participating in short role TEXT
plays using a range of AMERICAN ON
verbal and nonverbal COURSE
communication.
 Listening to a dialogue and
identifying examples of
humor.
 Talking in pairs about a
video learners have
watched using only
English.
 Demonstrating appropriate
language use during class,
group and pair discussions.
(Example: correct
intonation, natural pace,
using modals to show
politeness, etc.)
 Practicing the use of
expressions of politeness
during collaborative pair
and small group work.
 Writing a short
conversation and including
an appropriate idiom.
 Finding the meaning of an
idiom in an authentic audio
segment, such as a short
TV show clip.
 Watching a video and
identifying desirable
language use. (Example:
organization of ideas, use
of expressions or target
vocabulary, etc.)
 Comparing nonverbal and
body language between L1
and L2 cultures.
ORAL COMMUNICATION
These performance criteria could
communication, and apply them in appropriate
contexts. (I.3, I.4, S.1, S.2)
ORAL COMMUNICATION
I.EFL.5.7.1. Learners can communicate clearly and
effectively by using appropriate vocabulary and
language in a variety of oral interactions for a range of
audiences and level-appropriate purposes. (I.2, I.3,
J.2)
READING
I.EFL. 5.10.1. Learners can find specific information ORAL COMMUNICATION
and identify the main points in simple, straightforward
texts on subjects of personal interest or familiar
Activity:
academic topics while making informed decisions
about one’s own reaction to the text. (I.1, I.2, S.2)
WRITING
I.EFL.5.13.1. Learners can produce emails, blog posts
and other written texts using an effective voice and a Technique: Role play
variety of appropriate writing styles and conventions.
(I.3, S.3, J.2) Instrument: Performance monitoring
LANGUAGE THROUGH THE ARTS
I.EFL.5.19.1. Learners can engage in collaborative
activities through a variety of student groupings in
order to solve problems and reflect on literary texts,
and produce criteria for evaluating the effectiveness of
the group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4)
1. Show students a video about different
illnesses and ask them if they can
recognize them.
2. Hand in a worksheet about illnesses to
be worked while watching the video.
3. Students mention some common
illnesses they and their families have
had.
4. Ask students if they know which type
of medicine they should get for each
illness.
Technique: Video analysis
Instrument: Performance monitoring
1. Students create a dialogue about going
to the doctor because they are sick.
2. Assign roles to act it out.
3. Students present the dialogue in the
class.
Activity:
1. Students listen to the audio in the cd
and perform the activities in the
textbook.
2. Share answers with their partners.
3. Describe the symptoms of some
typical illnesses.
4. Students interview their classmates on
be evaluated by: illnesses they have had.
5. Report answers to the class.
 Having learners make a
Technique: interview
selfie video to say what
they know about a topic
before coming to class. Instrument: Participation chart
Observing that they can
say what they want without READING
too many long pauses.
 Giving learners language Activity:
prompts to use during
pair/group work. 1. Brainstorm activity: Write on the
(Example: What do you board “natural remedies” and ask
think? I agree/disagree. I students the names of different kinds
think we need to…, It’s of natural remedies they know.
your turn, etc.)
2. Predict what the reading is about.
 Playing games that practice
3. Infer the meaning of certain words.
classroom language, turn-
4. Highlight the new words in the
taking, being polite, etc.
reading.
 Observing to see whether
each student’s questions 5. Pairs: read the article about natural
and answers are remedies and say your personal
understandable by other opinion about it.
learners and if they use
appropriate or new Technique: Pair work
vocabulary.
 Asking the learners to read Instrument: Performance monitoring
a dialogue in pairs.
Learners record themselves WRITING
and then listen to the
recording in order to assess Activity:
clarity of sounds,
production of phonemes,
1. Brainstorming: brainstorm ideas about
rhythm and intonation.
pros and cons of natural medicine.
 Using the new unit
vocabulary in a short 2. Write sentences describing the
dialogue. benefits of natural medicine.
3. Answer the question in the exercise.
READING 4. Write a letter to a friend saying your
opinion about natural medicine.
These performance criteria could
be evaluated by: LANGUAGE THROUGH THE ARTS

Activity:
 Reading an adapted news
article about a current
event and formulating a 1. Find out information about different
personal response to it. ways of curing illnesses.
(Example: a school bus 2. Create a brochure of it.
accident on the highway, a 3. Recommend a kind of medicine for a
new law that protects the flu.
rights of stray animals, 4. Think of descriptive words for health.
etc.)
 Reading a biography and
putting events on a
timeline.
 Reading a blog post and
writing a comment.
 Reading a text on a
familiar content area
subject and answering
information questions.
(Example: learners read
about foodborne illnesses
and then write three ways
to prevent them, etc.)
 Reading two short simple
cross curricular texts and
using them to support
one’s own argument or
hypothesis.
 Agreeing or disagreeing
with a strong opinion
stated in a text and giving
reasons for one’s own
response.
 Reading a text and
answering information
questions.
 Choosing from a list of
words to complete gaps
from a reading.
3. ADAPTED CURRICULUM

Specification of Educational
Need

Struggling Learners Specification of the adapted material to be applied

Below Level Learners
Face students when speaking.
Speak clearly and slowly.
Warm up students by showing the pictures to them previously.
Ask students for predicting the topic of the class. Group students for speaking activities.
Use pictures and flash cards to help learners connect meaning.
Have learners create their own vocabulary and sentences cards.
Use realia in the classroom to introduce meanings.
Use props, real classroom objects, and gestures.
Provide word walls for learners to reference.
Have learners draw pictures to illustrate meaning.

CLIL COMPONENTS Arts, Science, History

PREPARED BY: TRANSVERSAL AXES: Respect others, friendship

Teacher: PAMELA REVISED BY: APPROVED BY:

ÑACATO
Signature: Coordinator: Viceprincipal:

Date Signature: Signature:

Date Date