Teacher: Ignacio Troncoso

English

9th Grade
Month: October

Subject English
Grade 9th Grade
Learning core 3. The arts
Unit T3.2 Painting and writing
Learning goals Oral communication
1. Identify from listening:
• purpose or purpose of the relevant text, theme and ideas
• general ideas in texts on less familiar topics
• specific information and key details associated with people, their actions and
opinions, places, time, speakers and situations
• contrast and problem-solution relationships between ideas
2. Select and use strategies to support the understanding of oral texts:
•make predictions
• listen with a purpose
• use prior knowledge
• make inferences with the support of contextual (subject, participants, visual
support) and phonological cues (intonation, accentuation)
• focus attention on expressions or key phrases
• use supports such as gestures of the speaker and intonation
• ask for repetition or clarification in interactions
• confirm predictions
• summarize some relevant ideas with support
• ask to confirm understanding

Reading comprehension
1. Demonstrate understanding of literary texts (such as songs or poems, comic strips,
short and simple stories, adapted novels, myths or short and simple legends) by
identifying:
• the theme as a general idea of the text, characters, characterization, environment
(time, place), plot (start, development, final), problem-solution
• key words and phrases, idioms and frequently used terms, thematic vocabulary
2. Select and use strategies to support the understanding of oral texts:
• pre reading: reading with purpose, making predictions, using prior knowledge
• reading: making quick reading and focused reading, making inferences, rereading,
identifying organizational elements of the text (title, subtitle, diagrams)
• Post reading: confirm predictions, use graphic organizers, reread, retell, summarize,
ask to confirm information.

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Teacher: Ignacio Troncoso

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Written expression
1. Write a variety of texts, such as stories, emails, pamphlets, rhymes, descriptions,
biographies, instructions, articles, letters, summaries and journal, using the steps of
the writing process (pre-write, draft, revise, edit and publish), occasionally with
support according to an evaluation criterion, using tools such as word processor and
online dictionary.
2. Write to explain, express opinions and narrate, using:
• variety of words, sentences and structures learned and other contexts
• assorted connectors
• correct spelling of frequently used words consistently
• appropriate punctuation (apostrophe)
3. Demonstrate knowledge and use of language in their written texts through the
following functions:
• identify and describe places, occupations and people (qualities); for example: it's
very busy / crowded / colorful / cheerful; He is interested in ... / it is interesting; He is
a teacher / pianist / waitress; She is good at ...; He is / responsible / irresponsible /
respectful / disrespectful
• speak clearly, using high frequency words and expressions, synonyms and
compound words; for example: part-time job; apply for a job; chopstick
• identify and describe objects in detail; for example: it´s an old wooden musical
instrument
• express opinions and refer to the opinions of others; for example: in my opinion ...;
according to ...
• link ideas; for example: although it´s cheap, I´m not sure; come early so that we can
talk; both Luis and Tomás are my neighbors; and last
• describe processes and performed actions in which the agent is unknown or not
important; for example: the money was found on the floor; Rooms are cleaned
daily; Plastic is produced from oil.

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Starting and ending Activity 1

point activities Think about these questions and answer:
1. How often do you purchase CDs?
2. How often do you listen to music on a mobile device?
3. How often do you download films or music legally?
4. How often do you watch live stream gigs?
5. How often do you share music files with your friends?
6. How often do you go to the cinema?
7. What kind of movies do you like?
8. What 's your favorite movie's soundtrack?
9. Work with a partner on worksheet 1.

Activity 2
1. Do you think that being a musician, in your country, is a hobby or a profession?
Name 3 pros and cons of this job.
2. Do you think the topics and contents of this unit will be useful in any aspects of your

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English

life?
3. What would you like to learn during this unit? Why?
4. What do you think you will learn by the end of the unit? Make a hypothesis based
on the name of the unit and learning core.
Research activities Activity 1
Read the following:
last, in the beginning, finally, then
1. What do they want to express?
2. Do you know their place within a sentence?
3. Give an example.
4. Should we use any kind of punctuation when using them?
5. Work on worksheet 2 to support your investigation.
6. Keep on practicing on link Copy of story sequence.

Activity 2
Read this sentence and answer:
Romeo and Juliet was written in 1597.
1. What is special in this structure?
2. Why is it used?
3. What is the pattern?
Work on worksheet 2 and visit link Passive forms to support your investigation.

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Development of Activity 1
complex thinking 1. Write five facts that took place in the story on worksheet 1, when Dorothy and her
skills activities friends were received by the Wizard of Oz.
2. Rewrite these five sentences into Passive voice.
E.g. The Wizard of OZ received Dorothy.
Dorothy was received by the Wizard of Oz
3. Check your work with your specialist and correct if there are any mistakes.

Relational activities Activity 1

Choose a painting on link 20 most famous paintings of all time on stage 1, and give it a
story.
1. Write a 250 words story (Times New Roman, 12, double space) about the painting
you chose. Include in it all contents covered in the previous stages.
2. Include a copy of your painting in your work.
3. Check your draft with your specialist. Correct if necessary.
4. Read your story to the rest of your partners.

Links STARTING POINT:

20 most famous paintings of all time

http://www.madisonartshop.com/20-most-famous-paintings-of-all-time.html

Van Gogh's Starry night. Description, analysis and facts.

http://study.com/academy/lesson/van-goghs-starry-night-description-analysis-facts.html

Worksheet 1
http://www.mediafire.com/file/wmcy17luj7ac0kt/file

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Teacher: Ignacio Troncoso

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RESEARCH ACTIVITIES:

Copy of story sequence: first, next, then, last

https://prezi.com/w45cxkpyvth1/copy-of-story-sequencing-first-next-then-last/

Passive forms
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-
videos/passive-forms#

Worksheet 2
http://www.mediafire.com/file/ppev6giskfemwoo/file