CINDEA Pejibaye

English Department English for conversation

Date: April to may Teacher: Katherine Cubero Aguero
Identification of one self to others

OBJECTIVES LANGUAGE PROCEDURES VALUES / EVALUATION OF

EXAMPLES ATTITUDES LEARNING
AND OUTCOMES
CULTURES

LISTENING Completion of a text by the correct identification of Politeness Completion of

*Understanding a range of familiar Personal sounds, words and expressions. when dialogues,
statements and questions. information Using conversations readings and others, students will be interacting with paragraphs and
*Understanding clear speech. -My name is… / I’m asked to fill in the blanks with the information about others. short notes.
… identification of oneself to others in a polite way, in order to
-What’s understand a range of familiar statements questions and clear
her/his/your phone speech.
SPEAKING number? Completion of
*Using the spelling of familiar words -I live in …/My Oral interaction using proper pronunciation. *Friendliness tasks such as
in order to spell others that are address is … Through the use of photocopies, role-plays and conversations, when introducing
unfamiliar. -My phone number students ask and answer in clearly defined situations, taking interacting with oneself orally.
*Using appropriate forms for is ___. part in simple structure conversations using appropriate forms others.
personal address. It’s ___. of personal address. Students apply friendliness when
*Asking and responding to questions -How do you spell interacting with others.
in clearly defined situations. his/her name? Etc
*Taking part in simple structured
conversations of at least three or Functions: *Responsibility Identification of
four exchanges. Asking for and for oneself. specific details in
giving personal listening and
information. reading.
READING Reading of short texts to identify specific information. CULTURE
*Understanding simple vocabulary Creating and filling Using photocopies, conversations, flashcards, language
and expressions presented in out forms. games, role-plays and others, students are asked to read short *When and
context. dialogues in order to understand simple vocabulary and how we give
expressions presented in context about identification of personal
oneself to others showing responsibility for oneself. information. Filling in charts
Difference in and writing
WRITING names / last conversations
names. with information
*Writing short phrases with Practice of values through classroom routines and social from short texts
understanding spelling behavior. and dialogues.
Using incomplete conversation, pictures, letters, and others,
the student completes and writes with understanding spelling Recognition of
dialogues about identification to oneself to others, making values and
emphasis to the difference between names and last names. attitudes through
written and oral
tasks.
 UNIT PLAN
CINDEA Pejibaye English Department
From may 15 to may 31 Teacher: Katherine Cubero Aguero
Target Content 1: identification of family members and partners relatives.

OBJECTIVES LANGUAGE PROCEDURES VALUES / EVALUATION

EXAMPLES ATTITUDES OF
AND CULTURES LEARNING
OUTCOMES
Listening • Family • Listen to a description, comparison, conversation. • Identifica
• Understanding short relationships. By using tapes or description made by the professor, • Love for tion of
passages (instructions, • This-that-these- students are going to listen and learn about different other people different
messages dialogues, etc.) those-are- characteristics of family members, showing at the same time • Tolerance elements
made up of familiar language. he/she works towards by filling
love for other people.
• Guessing the general at______? gender and in charts,
meaning of a short passage. • How many do people’s listing,
• Extracting specific details from you have? feelings. grouping
short passages. • I have brothers, • Responsibiliti or
• sisters, aunts, es among checking
uncles….. • Speaking interchanging information with partners. family .
Speaking. • My mother sister With tolerance towards gender people’s feelings, students members. • Demonst
• Eliciting basic information is my are going to interchange information between them. • Culture. ration of
from both friends and • Her brother is • Nuclear and values
strangers. my_______. • Reading comprehension. extended related
• Is she/he Reading comprehension by using text , about characteristics family in to family.
Reading. your_______? Costa Rica • Asking
of family members, with differences and similarities in gender
• Deducing the meaning and • How old ? and in and
roles among both cultures. answerin
use of unfamiliar lexical items. • Who_____? English
• How speaking g
• Understanding a range of
many____? cultures. question
written materials
• Functions • Production of descriptions about partners relatives • Importance s in a
of long term given
Identifying people. in each student’s family. context.
Writing. Trough using criteria students are going to write about your family ties in
Asking for and
our country. • Completi
• Writing several sentences to talking about people family, with responsibilities among family members. on of
Differences
convey familiar factual and their families. cloze
and
information. • Trough using role plays. similarities in exercise
Using role plays for describing a family situation, with gender roles • Producti
importance of long term family ties in our country. among both on of
Expressing personal information,
cultures. question
such as likes, dislikes and • Production of sentences. naires to
feelings. Trough using pictures students are going to write sentences interview
about cultural features in families in Costa Rica, with nuclear people.
and extended family in Costa Rica and in English speaking
cultures.

• Demonst
ration of
values
related
to family.

Showing
understandin
g of cultural
differences
among
family
relations in
both
cultures.