Language unit plan

O1

english

LESSON PLAN ENGLISH II

BY LUCELI MILLÂN ZAMORA

start

progression ·1

TRAJECTORY

Use the present continuous in its affirmative form to describe your own actions or those of other people that are happening at the moment of narration through texts, stories, cartoons or narratives.

1. Understands orally frequently used everyday expressions related to areas of experience that are especially relevant to him (basic information about himself and his family, shopping, places of interest, occupations, etc.) Adequately interprets oral messages about simple, everyday tasks that are known or familiar to you and will not require more than simple and direct exchanges of information. Makes sense of oral information in simple terms about aspects of their past and environment, as well as issues related to their immediate needs.

subcategories

Categories

fundamental contents of the progression

Learning sessions

Listening Speaking Reading Writing

Gerund verbs wh questions Verb To Be present simple present continuous

Leaning Listening for gist. Listening for detail. Fluency. Using Functions. Pronunciation. Scanning. Skimming. Spelling. Punctuation Layout Coherence and cohesion.

Time of development of the progression 6 hours

opening (teaching activities)

Realizar la presentación personal así como la de la UAC que se trabajará durante el semestre, especificando el horario de las sesiones, los materiales que se trabajarán y el reglamento a acatar dentro de la clase. Realizar la aplicación de la prueba diagnóstica a los alumnos sobre contenidos básicos del idioma. Dar la revisión sobre la solución correcta a los ejercicios y actividades de la evaluación diagnóstica.

Product Diagnosis

Learning Activities

Resources

Attend the teacher's presentation and take note of the necessary data Provide solutions to the diagnostic test exercises Analyze your result obtained in the diagnostic test

Chalkboard Pintarrones Photocopies ipad Screen

opening (teaching activities)

CLOSING (teaching activities)

Realizar la presentación personal así como la de la UAC que se trabajará durante el semestre, especificando el horario de las sesiones, los materiales que se trabajarán y el reglamento a acatar dentro de la clase. Realizar la aplicación de la prueba diagnóstica a los alumnos sobre contenidos básicos del idioma. Dar la revisión sobre la solución correcta a los ejercicios y actividades de la evaluación diagnóstica.

Help students fill out a text to practice using this verb in an affirmative or negative sense. Play an audio to learn the identification data of a work of art and generate questions about it Clarify to students the structure of interrogative sentences and the possible response options Begin to involve question words to write questions about continuous time Begin to involve question words to write questions about the past tense Present students with some practice exercises.

Product Practice exercises

Learning Activities

Resources

Complete a text with the correct past tense expressions Listen to an audio to learn the data of a work of art and participate in generating questions Provide solutions to the exercises in which writing questions and answers will be practiced in continuous time

Chalkboard Pintarrones Audios ipad Screen

DIAGNOSIS

• 2 A Diagnostic evaluation of the group

In the present diagnosis we consider only the first grade (94 students) which is made up of two groups, for the first assigned as group "A" of the Tourism Technician career there is a total number of 47 students of which 27 are women and 20 are men, 31 of them signed up in the first round and 16 in the second round. The second group assigned is “B” of the Gastronomy Technician career, with a total of 47 students, 30 are women and 17 men, 43 entering the first round and 4 in the second round. The total number of students who entered in the second round of both groups is 20, 16 in tourism and 4 in gastronomy. Historically, there is a reference that the students who enter in this stage mostly do not manage to remain or complete their studies, a situation which makes these students particularly vulnerable because they do not commit to staying within the institution since they did not find another option for admission and the career is not of their interest.

Tips

TRANSVERSALITY OF THE UAC WITH OTHER AREAS OF KNOWLEDGE, SOCIOCOGNITIVE RESOURCES AND AREAS OF SOCIOEMOTIONAL TRAINING

What can the UAC contribute to the knowledge and experiences of the other Sociocognitive Resources, Areas of Knowledge and the Areas of Socioemotional Training? Transversality is a curricular strategy to access socio-cognitive resources, areas of knowledge and socio-emotional resources, in such a way that the connection of knowledge is carried out in a meaningful way, thereby giving a new meaning to the pedagogical action of teachers. ; With the transversality approach, the integration of the various sciences is called for, in this logic, one of the purposes of the framework is achieved: the integration of knowledge, to achieve a greater understanding of the complexity of the natural and social world. One way to bring transversality in the classroom is to develop innovative and integrative projects, in such a way that the problem posed can be understood, faced and solved globally, using the content provided by the categories and subcategories involved in the classroom. learning path.

EVALUATION CRITERIA

EVALUATION CRITERIA

• Class work (Lined notebook, cover, framing, way of evaluating, class guidelines, diagnosis, topics developed in class complete with their respective delivery in a timely manner)......................................................................................................................................................................................................................(40%)
• Tasks (Research, work on support material (copies), completion of exercises not completed in class)...............................................................................................................................................................................................................................(10%
• Tasks (Research, work on support material (copies), completion of exercises not completed in class) ..............................................................................................................................................................................................................................(50%

DEVELOPMENT (teaching activities)

Ask students about the activities they like to do during the holidays. Ask them to point out their favorite activities within various images shown in the book Read a short text about different people's vacations so that the students can complete the activities that are needed. Explain to students the grammatical structure and usefulness of the present continuous tense; as well as the way to correctly write verbs with an –ing ending Play an audio with a message from which they will identify the words and verbs that are missing in the written transcription Reproducir un audio con un mensaje del cual identificarán las palabras y verbos que faltan en la transcripción escrita

Product written transcription

Learning Activities

Resources

Comment on the activities they generally do during the holidays Indicate in the textbook those activities that are your favorites to do on vacation. Listen to the reading of a text and place the missing words Pay attention to the teacher's explanation about the topic that will be addressed in this progression Actively listen to a message in which words must be completed in the text Participate with the group in solving the first practice exercises on the topic of present continuous tense Listen to an audio to order the images about the activities mentioned in it

Chalkboard Pintarrones Photocopies ipad Screen

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