UNIT O

“LET’S GET INTO ENGLISH LEARNING”

I. GENERAL INFORMATION

I.1. REGION : La Libertad

I.2. UGEL : 02 La Esperanza
I.3. SCHOOL : 80036 San Martin de Porres
I.4. LEVEL : Secondary
I.5. GRADE : Third
I.6. SECTIONS : A, B, C y D
I.7. TERM : First
I.8. AREA / LEVEL : English A1
I.9. WEEKLY HOURS : 5 hours
I.10. TEACHER : Ivonne Elizabeth Pinillos Nieto

II. UNIT PLANNING BASED ON BACKWARD DESIGN

II.1. STAGE 1: DESIRED RESULTS

Established goal(s):

Competence 1: Communicates orally in English as a Foreign Language.

Capacity:
 Gets information from oral texts.
 Interacts with different interlocutors strategically.

Performance:
 Retrieves explicit, relevant and complementary information, selecting specific data in
the oral texts that he hears in English, with varied and relevant vocabulary, recognizing
the communicative purpose and depending on the context.
 Participates in an interview alternating the roles of speaker and listener to ask and
answer questions about him/her and others by making relevant comments and tailoring
her/his answers to the needs of the interlocutor in English, with varied vocabulary and
respects the rules and manners depending on the context.

Competence 2: Reads diverse kind of texts in English as a Foreign Language.

Capacity:
 Obtains information from the written text.

Performance:
 Identifies explicit, relevant and complementary information by integrating data found in
different parts of text containing multiple elements complex in their structure and varied
vocabulary, in different types of texts written in English.

Competence 3: Writes diverse kind of texts in English as a Foreign Language.

Capacity:
 Use conventions of written language appropriately.

Performance:
 Use conventions of written language as spelling and complex grammar that give clarity
 and meaning to the text such as present simple, past simple, comparative and
superlative adjectives; future with going to, adverbs.

Understanding(s): Essential Question(s)

Students will understand that  Why do we learn English?
 How do we learn it?
English is spoken worldwide and open doors to  Why is English becoming a worldwide
many opportunities to improve their life and meet language?
new people.  In what ways is English related to your
interests and plans?
 How does English influence in meeting
a foreigner?
Transversal competences Transversal approach

Competence: Pursuit of Excellence Approach

Manage his/her learning autonomously. Students are willing to evaluate and acquire
Capacity: qualities that will improve their own
Define their learning goals. performance and increase the state of
Performance: satisfaction with themselves and the
Determine viable learning goals about the basis circumstances.
of their potentialities, knowledge, learning styles,
skills and attitudes for the achievement of simple
or complex task, asking questions reflectively and
constantly.

Students will know/refresh…. Students will be able to …

 Grammar: To be affirmative/ negative /
questions, possessive adjectives, a/an,
demonstratives, present simple, past simple,
future with going to.
 Vocabulary: Age / Numbers/days of the
week/colors/classroom language/ physical
appearance/ feelings.
 Pronunciation: Vowel sounds, word stress,
The alphabet /ə/ /əʊ/ /uː/ /ɑː/ /tʃ/ /ʃ/ /dʒ/
 Respond to the diagnostic evaluation.
 Understand the importance of the
English nowadays.
 Greet and introduce themselves and
others.
 Follow instructions in the English class.
 Evaluate their level of English to write
their own learning goals.

II.2. STAGE 2: ASSESSMENT EVIDENCE

Assessment Evidence
Performance Task(s) Other evidence

 Participate in an interview to evaluate their  Check list

level of English.  Speaking Rubric
 Participate in a test to evaluate their skills in  Markscheme
English language learning.  Peer feedback
 Elaborate their school schedule.
 Elaborate their classroom agreements.
 II.3. STAGE 3: LEARNING PLAN

Week Learning Activities

Day 1.
 Students get introduced to the English subject.
 Students introduce themselves using personal information in a ball game.
 Students read about CEFRL and get information how they are evaluated in
English subject.
 Students define their learning goals.
01
Day 2
 Students are evaluated in their reading skills. (input)
 Students are evaluated in their listening skills. (input)
Day 3
 Students are evaluated in their writing skills. (output)
 Students reflect about the diagnostic evaluation and metacognitive questions.

Day 1.
 Students are evaluated in their speaking skills. (output)
Day 2
 Students participate in a short discussion about English class agreements.
 Students negotiate ideas to improve their behavior for a healthy class
02 environment.
 Students write their class agreements.
Day 3
 Students identify the days of the week, and the dates.
 Students drill school subjects’ vocabulary.
 Students elaborate their school schedule.

Ivonne Elizabeth Pinillos Nieto

Docente de Inglés