SECRETARA DE EDUCACIN

SUBSECRETARA DE EDUCACIN FEDERALIZADA

DIRECCIN DE EDUCACIN SECUNDARIA Y SUPERIOR
DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA
SUBJEFATURA TCNICO PEDAGGICA

PLAN OF DIDACTIC UNIT

SCHOOL YEAR: 2013 - 2014

SUBJECT:
WEEKS:

ENGLISH
10

U NIT: IV DAILY LIFE

SESSIONS:
30

GRADE: FIRST.
PERIOD: From February 21st to May 23rd 2014.

The purpose of this unit is to enable students to describe actions SOCIAL PRACTICE.
that happen daily or periodically in their lives or in the lives of people and animals Giving and obtaining factual information of a personal and non-personal kind
they are interested in.
UNIT PURPOSE

PERFORMANCE EVIDENCE
Students can recognise and understand
quotidian texts (calendars, diaries,
timetables,
letters/emails,magazine/newspapers
articles and conversations) in order to use
them purposefully (learn about everyday
activities).

CONTENTS

ACTIVITIES

TIME

4.1. Asking and telling the time

Through an oral text, Teacher will formulate questions where
Sample productions: What time is
students say numbers from one to twenty.
it?; Whats the time?; Its (a) quarter to After that, T&S all in a line count themselves the number of
three/half past eleven/; Its nine
students in the class.
thirty/oclock/
Through a little choir T sings and gives to know the useful of
the English Language.
T-will ask students use expressions such as What time is it?;
Whats the time?; Its (a) quarter to three/half past eleven/;Its
nine thirty/oclock/

Twelve
hours

 After this, in oral form Students will ask questions by themselves

using this expressions: At what time did did you take lunch?, Did
your mother do the supper at night?, What time did you take to
bath yourself? Is this a quarter no three? Yes, I did; No, I didnt;
T- will present different written texts where students will infer age,
sex and feeling of other.
After this, Ss will relate everyday activities where they describe in
a text to own experience.

T- will show a written text where students will make and

check predictions using illustrations, titles, key words,
cognates, etc)
In order to learn about asking and telling the time, Ss will
identify the overall message, time expressions, and
characters, activities in order to establish the chronological
order of activities and will complete/expand a gapped text
and/or respond to a conversation.
As a product of this knowledge Ss can be able to relate
everyday activities describing in a text their own experience.

Students can recognise and

understand academic texts (academic
articles and encyclopedias) in order to
share with the rest of the class the
information understood.

4.2. Asking for and giving

information about everyday Through an oral text, Teacher will formulate questions where
students asking for and giving information about everyday
activities

activities
T-will ask students
use expressions such as: I
Sample
productions:
I
(usually/never/) get up/have lunch/ at five; We
(usually/never/) get up/have
(always/sometimes/ ) study/exercise/ in the afternoon;
lunch/
at
five;
We After this, in oral form Students will ask questions by themselves
using this expressions: Does he/she play soccer/swim/ (on
(always/sometimes/
Saturday)?; Yes, he/she does; No, he/she doesnt; What
) study/exercise/ in the
time do you start school/take a shower/?; (I start
afternoon; Does he/she play
school/take a shower/...) At seven thirty; How often does
soccer/swim/ (on Saturday)?;
he/she go to the movies/go out for lunch/?; Twice/Three
Yes,
times a week/month/...; What do they (usually) do at the
he/she does; No, he/she doesnt;
weekend/onFriday/...?; They (sometimes) visit their
grandmother/rent videos/; The panda eats bamboo. Its
What time do you start
from China.
school/take a shower/?; (I start

school/take a shower/...) At
seven thirty; How often does

T- will present different written texts where students will obtain

Six
hours

information about DAILY LIFE. Such as: academic articles and

he/she go to the movies/go out
encyclopedias) in order to share with the rest of the class the
for
information understood.
lunch/?; Twice/Three times a
week/month/...; What do they T- will show a written text where students will make and
(usually) do at the weekend/on
check predictions using illustrations, titles, key words,
Friday/...?; They (sometimes)
cognates, etc)
visit their grandmother/rent
videos/; The panda eats In order to learn about present tense, Ss will identify the
overall message, main ideas and details such as People,
bamboo. Its
actions, places, etc., and they will take notes,
from China.

Students can use language

creatively and appropriately by
choosing lexis, phrases and
grammatical resources in order to
produce short, relevant texts
(letter/e-mail,
conversation)

complete/expand a gapped text and/or respond a

conversation;
As well as also, Ss will infer age, sex, feelings and attitudes
of others/location, situations and relations of others/meaning
of unfamiliar words related to the past based on the global
idea of the text as well as on knowledge of the world and/or
L1., And will express, compare and justify personal opinions
of stories, magazine/newspaper articles.
Students notice:
that the present simple tense is used to express general truths
or things that happen with a certain frequency
that the present simple tense has an irregular form for the third
person singular (e.g. He studies English, She gets up at 6
oclock, The polar bear lives in the Arctic, etc.)
that frequency adverbs are placed before main verbs (e.g. He
usually wakes up at 7.00, Does he always take a shower in
the morning?) and after the verb to be (e.g. I am never late, She
is always happy)
the use of do as a main verb (e.g. What time do
you do your homework?) or as an auxiliary verb in
questions (e.g. What time do you do your homework?)
Through a writing text T will present some activities that
people do every day.
Ss can follow a structured model of spoken/written language
to describe everyday activities.
Ss can use knowledge of the world to anticipate type of

Twelve
hours.

information required, expected ways of interaction and

possible language needed when asking and telling the time,
and when talking about everyday activities.

regarding daily life.

Ss can produce some fixed expressions with appropriate

intonation when asking about time and frequency of
activities.
Ss can pronounce intelligibly individual words (numbers)
when telling the time.
Ss can identify the purpose for writing, intended audience
and type of text required (letter/e-mail) when writing a
description of everyday activities; and generates ideas in an
organised fashion, with the help of the teacher, using
background knowledge.
Ss Can produce individual sentences in preparation to write
a letter/e-mail describing everyday activities, and join them
later using some linking devices (later, then, after that) to
make the text coherent.
Ss can concentrate separately on content or form, with the
help of the teacher, peers or a similar text, to make adequate
corrections on a first draft and produce a final version of a
letter/e-mail.
Ss can use capitalisation appropriately
completing/expanding/creating a letter/e-mail

ASSESSMENT INSTRUMENTS: Rubrics, checklist, portfolio, tests, project work, interviews and surveys, observation,
ASSESSMENT CRITERIA

THE PROCESS ABOUT

Participation
Collaborative work
Work by teams.

THE PRODUCT ABOUT

All about research achievements
according the theme of the unit.
Listening

NOTES

when

 Responsibility
Asking
and
giving
information
Share own knowledges
Feedback
Self-Assessment.
Observation
and
participation

Speaking
Writing
Reading
Tests,
Portfolio,
Project work
Diaries.

TUXTLA GUTIRREZ, CHIAPAS., FEBRUARY 21st 2014

PRODUCED BY
ERNESTO DE JESS VZQUEZ MONTERROSSA