Scribd
Upload
84 views13 pages

Unit Plan and Lesson Plan

- Talent - Hard work - Luck second time in silence. Some sts. continue reading the text in silence. Sts. answer the questions: - They have different jobs. - They are all very successful. T. writes on the board: Talent Hard work Luck T. asks sts to classify the explicit information about the text under the three categories on the board. Sts. classify the information: - Talent: Naomi, Robbie, David, J.K. - Hard work: Bill, Penelope - Luck: All

Uploaded by

Lieseløtte Sčhaff Lazø
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
84 views13 pages

Unit Plan and Lesson Plan

- Talent - Hard work - Luck second time in silence. Some sts. continue reading the text in silence. Sts. answer the questions: - They have different jobs. - They are all very successful. T. writes on the board: Talent Hard work Luck T. asks sts to classify the explicit information about the text under the three categories on the board. Sts. classify the information: - Talent: Naomi, Robbie, David, J.K. - Hard work: Bill, Penelope - Luck: All

Uploaded by

Lieseløtte Sčhaff Lazø
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 13

UNIT PLAN

PROFICIENCY LEVEL : Elementary


GRADE: 7th grade
SUBSECTOR: English
UNIT: The secret of success (English in Mind)
GROUPS PROFILE: Previous knowledge and vocabulary about famous people. Vocabulary about jobs or professions.
GENERAL OBJECTIVE: to express ideas orally and in written form about the environment
O.F.V:
1,2,3,4,5,6
O.F.T: Desarrollo del pensamiento, iniciativa propia; habilidades comunicativas; Formacin tica; valoracin de ideas
distintas a las propias
C.M.O. : Tema: El medio ambiente y su cuidado
Habilidades: L, R, S, W
TIME: 8 hours
Attainment
targets
1.
To
demonstrate
comprehension
on
general,
specific
and
explicit
information from
informative
written
texts
related to the
unit topic about
the environment

Assessment
Indicators
1.1. They derive the
main idea from texts
with the aid of thematic
vocabulary
and
key
information

Contents

1.2.
They
derive
secondary ideas
with
the aid of thematic
vocabulary
and
key
information

2. Strategies:

1.3. They paraphrase


main and secondary
ideas from the text
1.4.
They
answer
simple questions from

CMO
1. Topic:
Environmental
problems

CONCEPTUAL
Topics:
- Earth hour day
- Alexs interview
- Can we build a better
future?
- Bolivia bans cars for
day of the pedestrian
Lexical:

Unit

Strategies
Generic activities
Pre
listening/Reading:
1. Prediction
2. Key words
3.
Activation
of
previous knowledge
through questioning
and visual aids

Resources

Evaluation

Traditional:
- Board
- Video:
- Radio
- CD
-Textbook:
English in Mind

1. Type:
- Formative
-Summative

Listening/Reading:
1. Identification of
Main/secondary
ideas
2. Identification of
explicit info.
3. Identification of
Implicit info
- Answering true or

Technological
:
PPTwith images

2. Agent:
- Teacher
3. Instrument:
- Oral
presentation
(rubric)
- Written
production
(rubric)

the text about general


and explicit information
with the aid of key
words and information
1.5. They
recognize
vocabulary in the texts
with the aid of previous
knowledge
like
for
example:
climate,
pollution, earth, planet,
water, land, heat, cold,
oceans,
pollution,
recycle, dry, danger,
buildings,
carbon
dioxide, pledge, clever,
prototype,
emissions,
output,
attempts,
damage, fossil fuels.
1.6. They infer new
vocabulary related to
the topic about the
environment,
for
example:
climate
changes,
agreement,
environment,
globe,
concern,
electricity,
hope,
danger,
consequences,
forest
fire,
planes,
and
factories, solar energy,
organic food, etc.
1.7. They recognize the
grammatical
structure
will/wont to talk about

vocabulary
Environmental
problems

about

Grammar:
- Simple future tense:
will/wont
- If clauses
- If clauses+ future
Modal
verbs:
should/shouldnt
Functions
- To answer questions
related to main ideas
To
express
their
personal opinion about
the unit topic
- To discuss and share
their personal opinions
about the topic
PROCEDURAL
Linguistic skills
Reading,
listening,
writing and speaking
skills
Cognitive skills:
- Reproduce
- Remember
- Identify
- Recognize
- Name
- Paraphrase
- Derive
- Predict

false sentences

Post
listening/Reading
1. Language focus:
a)PPP: grammatical
structure
- Fill in the gaps
Complete
sentences
-Circle
the
right
answer
- Match sentences
2. Productive skills:
a) Oral production
from model
- Dialogue
- Oral presentation
b)Written production
from model
- Write sentences
- Write a paragraph

future

2.
To
demonstrate
comprehension
on
explicit
information from
simple dialogues
and monologues
about
the
environment.

- Infer
- Create

2.1. They remember


previous
knowledge
about the topic
2.2. They predict the
topic with the help of
visual aids
2.3.
They
identify
thematic
vocabulary,
and key words like:
saving water, watering
the plants, garbage,
trashcan,
littering,
trash, ground, waste
paper, recycling, throw
away, pedestrian.
2.4. They name
the
thematic
vocabulary
and key words
2.5. They
main idea

identify the

2.6. They identify the


use of modal verbs like
should/
shouldnt
to
describe obligations in

ATTITUDINAL
OFTs
Desarrollo
del
pensamiento.
Desarrollo
de
la
iniciativa personal
Habilidades
comunicativas
Formacin
tica:
conoce y valora la
importancia y cuidado
del medio ambiente
Valora
las
ideas
distintas a las propias
OFs: 6

sentences
like:
We
shouldnt waste paper/
You should keep the
garbage until you

3. To express
themselves
through
simple
monologues and
dialogues
in
which
they
describe
future
actions
or
situations related
to
the
environment

2.7. They identify the


use of If clauses to talk
about consequences in
the future.
3.1. They participate in
a dialogue about the
unit topic in which they
talk
about
future
situations
following a
model that includes the
use of the grammatical
structures: will or wont
3.2. They incorporate
the
thematic
vocabulary:
global
warming, environment,
recycle, cut down tress,
reduce,
energy
consumption, etc.
3.3. They make and
answer simple questions
like What will you do to
save the planet? What
will you do to prevent
global warming?

4.
To
write
simple and brief
texts related to
the environment
following
a
model.

3.4. They produce an


oral
presentation,
following a model, of 2
minutes
about
a
Futuristic city in which
they incorporate unit
vocabulary
and
the
grammatical
structure
of will or wont.
3.5. They express their
personal
opinions,
orally.
4.1.
They
complete
brief texts with thematic
vocabulary like: saving
water,
watering
the
plants,
garbage,
trashcan,
littering,
trash, ground, waste
paper, recycling, throw
away,
pedestrian,
switch
off/on,
raise
awareness,
dangers,
concern, hope, globe,
etc.
4.2.
They
write
sentences
using
thematic vocabulary
4.3.
They
write
sentences
using
expressions like: I think,
Im
sure,
probably,
maybe, to write about
predictions following the

grammatical
structure
of will and wont
4.4. They write a brief
and coherent paragraph
to
talk
about
consequences of global
warming , incorporating
unit vocabulary, future
structure,
expressions
to
talk
about
predictions,
modal
verbs, should/ shouldnt
to make suggestions
and if clauses to write
about possible future
possible consequences.

LESSON PLAN N1
Tuesday 25/10/2011

Class: 7th grade elementary


Unit: 7 The secrets of success
Group profile: Poor study habits, quite disruptive. Kinaesthetic learners
Previous knowledge: Present and past simple tense. Famous people and their professions
OF: To read and understand explicit information of a text about professions and success. To incorporate
and use new vocabulary about the topic. To express themselves orally, in simple sentences, using voc.
from the topic.
OFT: Valorar las ideas distintas a las propias. Comprender y valorar la perseverancia, el rigor y el
cumplimiento.
Topic of the lesson: Jobs
Skills development: Reading comprehension, speaking and writing skills
Time: 90 minutes
Specific
objectives
To use
previous
knowledge
about
famous
people
To
participate
in
spontaneou
s oral
production
(using
simple

Contents

Topic : Jobs and


success
Development
of oral skills
Sub skills:
name the
characters
orally
Name some
characteristics
about the
famous people

Ts Methodology

Sts Activities

Motivation / Pre- reading


T. puts some pics.
Sts look at the
on the board of
pictures on the
famous people:
board
- Alexis Sanchez
- Usher
- Sebastian Jimenez
(Lindorfo)
- Justin Bieber
(T. writes on one
side of the board
types of
professions/occupat
ions)

Sts. brainstorm
some ideas.

Material
s

Evaluation

Time

Board
Pictures
Book
English
in Mind

Formative:
15
T checks sts
participation

sentences)
To
incorporate
new
vocabulary
about the
topic

Lexical:
- Football
player
- Singer
- Dancer
- Model
- Business
person
- Film star
- Singer
- Writer
Lexical:
(adjectives)
- wealthy
people
(money )
Talent/talented
- Luck/ Lucky
- To be good at
sth.
- Success/
successful

T. asks sts Who are


they?
T. helps sts to relate
their answers with
the English
meaning written on
the board

Sts possible
answers:
- jugador de
ftbol,
cantante,
bailarn,
poltico,
animador.

T. and sts match the


pictures with the
right profession
written on the
board (in English)

T. and sts match the


pictures with the
right profession
written on the board
(in English)

T. asks sts, What do


they have in
common?

Possible answers:
- son famosos/
famous

T. asks sts Why do


you think these
people are so
famous?

Sts brainstorm ideas


in spanish. Sts
possible answers:
- Dinero, talento,
suerte

T. writes their ideas


on the board in
English.

Sts repeat their


ideas, using
Because/ I think
that

T. helps sts to

express themselves
(orally) using full
sentences. T writes
on the board:
- Because/ I think
that

Possible answers:
- Because they have
money/suerte/talent
- I think that they
are lucky
Sts open their books
on page 62.

T. asks to open their


books on page 62.
T. asks sts to look at
the photos and
match the people
with the jobs (ex. 1
a)

To find

Development

Sts. look at the


pictures, they
match:
- Model: Naomi
Campbell
- Business person:
Bill Gates
- Film star: Penelope
Cruz
- Singer: Robbie
Williams
- Sports person:
David Beckham
- Writer: J. K.
Rowling

Sts. pay attention to


T. reads the title of
the title. They start
the text Why are
following the
they so successful? reading in silence.
Reading
T. starts reading the Sts. read the text a

Book

Formative: T 30

specific
information
in the text
To identify
the new
topic voc.
(voc. learnt
in the prereading
stage)

To answer
questions
about
explicit
information
form the
text
To classify
explicit
information
about the
text, on the
board,
orally.

of reading
skills :
skimming/scan
ning
Development
of oral skills
Sub skills: to
answers
questions
aloud about
the reading
text.

first paragraph and


asks sts to follow
the reading in
silence.
T. now asks some
sts to continue
reading the text in
silence in 2 min.
T. asks sts some
questions about
explicit information
to check reading
comprehension:
- In what ways are
the six people
different?
- All six people have
sth. In common.
What is it?
T. draws two
columns on the
board. One for
things in common
and the other one
for differences
T. asks sts to
classify, orally.

in silence in 2 min .
Possible answers:
Sts classify:
Things they have
in common: they
are successful, they
are talented, they
are good at what
they do
Their differences Some are men,
some are women.
They come from
different countries,
have different
interests and
professions
-

A lot of people
think that the
answer is
talent

Sts look at the


sentences written
on the board

English
in Mind
Board

checks sts
reading
comprehens
ion

- What do a lot of
people think the
answer is?
To
understand
the use of
the
grammatica
l rule in
different
sentences

T. provides, by
writing in the board,
more examples
about what else
people need to be
successful
- You have to be
determine
- You have to have
some good friends
- You have to work
hard
T. underlines have
to in each of the
sentences from
above and start
explaining the
grammatical rule
about have to
(necessary things )
and dont have to
(for unnecessary

Sts pay attention to


Ts explanation.

things)
Post- reading
To practice
the use of
the
grammatica
l rule: Have
to and dont
have to by
matching
sentences
and putting
sentences
in order

Development
of written skill
Sub skill:
Reorder and
write
sentences

Sts:
T. ask sts to
complete exercise
c.

Grammar:
have to and
dont have to

complete
exercise d:
tick the things
they think are
necessary to
be successful

Sts and T. check


answers together
T. and sts check the
exercise together
T. asks sts to open
their workbook on
page 40 and
complete exercise
a, b and c.
T. and sts check
answers together
T. checks sts
doubts
about the exercises
or the grammatical

Exercise a : match
the two parts of
each sentence.
Exercise b: put the
words in order to
make sentences
Sts check exercises
on the board

Book
English
in Mind
Board
Workboo
k
English
in Mind

Formative

30

rule

You might also like