UNIT PLAN PROFICIENCY LEVEL : Elementary GRADE: 7th grade SUBSECTOR: English UNIT: “The secret of success” (English in Mind)GROUP’S 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: 1,2,3,4,5,6O.F.T: Desarrollo del pensamiento, iniciativa propia; habilidades comunicativas; Formación ética; valoración de ideas distintas a las propias C.M.O. : Tema: El medio ambiente y su cuidadoHabilidades: L, R, S, WTIME: 8 hours

Attainment targets

Assessment Indicators

Contents Strategies Generic activities

Resources Evaluation

1. To demonstrate comprehension on general, specific and explicit information from informative written texts related to the unit topic about the environment

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

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

1.3. They paraphrase main and secondary ideas from the text

1.4. They answer simple questions from

CMO

1. Topic: - Environmental problems

2. Strategies:

CONCEPTUALTopics: - “Earth hour day” - “Alex’s interview” - “Can we build a better future?” - “Bolivia bans cars for day of the pedestrian”

Lexical: Unit

Pre listening/Reading:1. Prediction2. Key words3. Activation of previous knowledge through questioning and visual aids

Listening/Reading:1. Identification of Main/secondary ideas2. Identification of explicit info.3. Identification of Implicit info- Answering true or

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

Technological:PPTwith images

1. Type: - Formative-Summative

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/won’t to talk about

vocabulary about “Environmental problems”

Grammar: - Simple future tense: will/won’t- If clauses- If clauses+ future - Modal verbs: should/shouldn’t

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/Reading1. 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

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

future

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 identify the main idea

2.6. They identify the use of modal verbs like should/ shouldn’t to describe obligations in

- Infer - Create

ATTITUDINAL OFTs- Desarrollo del pensamiento. - Desarrollo de la iniciativa personal - Habilidades comunicativas - Formación ética: conoce y valora la importancia y cuidado del medio ambiente - Valora las ideas distintas a las propias

OFs: 6

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

sentences like: We shouldn’t waste paper/ You should keep the garbage until you…

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 won’t

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 won’t.

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, I’m sure, probably, maybe, to write about predictions following the

grammatical structure of will and won’t

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/ shouldn’t to make suggestions and if clauses to write about possible future possible consequences.

LESSON PLAN Nº1 Tuesday 25/10/2011 Class: 7th grade elementary

Unit: 7 “The secrets of success” Group profile: Poor study habits, quite disruptive. Kinaesthetic learnersPrevious 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: JobsSkills development: Reading comprehension, speaking and writing skills Time: 90 minutes

Specific objectives

Contents T’s Methodology Sts’ Activities Materials Evaluation Time

Motivation / Pre- readingTo use previous knowledge about famous people

To participate in spontaneous oral production (using simple sentences)

To incorporate new vocabulary about the topic

Topic : Jobs and success

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

Lexical: - Football player - Singer

T. puts some pics. on the board of famous people: - Alexis Sanchez - Usher - Sebastian Jimenez (Lindorfo)- Justin Bieber

(T. writes on one side of the board types of professions/occupations)

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

Sts look at the pictures on the board

Sts. brainstorm some ideas.Sts´ possible answers: - jugador de fútbol,

cantante,

Board PicturesBook English in Mind

Formative: T checks sts participation

15´

- 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. and sts match the pictures with the right profession written on the board (in English)

T. asks sts, What do they have in common?

T. asks sts Why do you think these people are so famous?

T. writes their ideas on the board in English.

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

T. asks to open their books on page 62.

T. asks sts to look at the

bailarín, político, animador.

T. and sts match the pictures with the right profession written on the board (in English)

Possible answers: - son famosos/ famous

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

Sts repeat their ideas, using 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.

photos and match the people with the jobs (ex. 1 a)

T. reads the title of the text “Why are they so successful?”

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 the title. They start following the reading in silence.

ReadingTo find specific information in the text

To identify the new topic voc. (voc. learnt in the pre- reading stage)

Development of reading skills : skimming/scanning

Development of oral skills Sub skills: to answers questions aloud about the reading text.

T. starts reading the 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

Sts. read the text a 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

Book English in MindBoard

Formative: T checks sts reading comprehension

30´

To answer questions about explicit information form the text

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

To understand the use of the grammatical rule in different sentences

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.

- What do a lot of people think the answer is?

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

different interests and professions

- A lot of people think that the answer is talent

Sts look at the sentences written on the board

Sts pay attention to T´s explanation.

- 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 don’t have to (for unnecessary things)

Post- readingTo practice the use of the grammatical rule: Have to and don’t have to by matching sentences and putting sentences in order

Development of written skill Sub skill: Reorder and write sentences

Grammar: have to and don’t have to

T. ask sts to complete exercise c.

T. and sts check the exercise together

T. asks sts to open their

Sts:- complete

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

Sts and T. check answers together

Exercise a : match the two parts of each sentence.

Book English in MindBoard Workbook English in Mind

Formative 30´

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 rule

Exercise b: put the words in order to make sentences

Sts check exercises on the board