q

JOSÉ ALLAMANO BILINGUAL SCHOOL

“Academic excellence and respect for the people and the cultures”

DATE: : February 18th -

April 9nt.
DIDACTIC UNIT
GRADE: 3th

TERM: I
ENGLISH AREA
UNITS: 1, 2 and 3
2021

TEACHER’S NAME: Sharon González, Liliana Varón Gómez.

BEGINNING

● Teacher´s greeting
 ● Checking personal presentation

● Attendance

● Reflection about life project commitment

● Care ethics

METHODOLOGICAL CRITERIA: English Corpus

The language taught in English Language Teaching materials is guaranteed to be natural, relevant and up to date.

Teach the language that learners will encounter in their everyday lives – language that’s useful, current and that helps learners to
sound natural when they speak and write.

GLOBAL COMPETENCE

To demonstrate abilities to use the knowledge of the English language in its four skills at a B2 level ( FCE certification), taking into
account the Common European Framework, through constant practice within diverse contexts, applied in the studies of different
English speaking cultures, so as to be involved in universal communication processes, in the global economy and the cultural
opening.

GRADE COMPETENCE

To understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete
type. Also, the student can introduce him/herself and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has. Besides, he/she can interact in a simple way provided the other
 person talks slowly and clearly and is prepared to help.

Basic User: Breakthrough or beginner

● Has a very basic range of simple expressions about personal details and needs of a concrete type.

● Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.

DESCRIPTION

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete
type.

• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives,
people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
CEFR STANDARDS

LISTENING READING SPOKEN SPOKEN WRITING

INTERACTION PRODUCTION

● I can interact in a ● I can use simple ● I can write a short,

simple way provided phrases and simple postcard, for
● I can recognize ● I can understand
the other person is sentences to example sending
familiar words familiar names, words prepared to repeat describe where I holiday greetings.
and very simple or rephrase things at live and people I
and very basic phrases sentences, for example a slower rate of know. ● I can fill in forms with
concerning myself, my on notices and posters speech and help me personal details, for
family and immediate or in catalogs. formulate what I’m
concrete surroundings
when people speak trying to say. example entering my
slowly and clearly.
Name, nationality
● I can ask and
and address on a
answer simple hotel registration
questions in areas form.
of immediate need
or on very familiar
topics

OUTCOMES BY TERM

LISTENING ORAL PRODUCTION READING COMPREHENSION WRITTEN PRODUCTION

COMPREHENSION

● To listen and ● To talk about the family ● To understand information ● To write sentences
answer from written texts about what people
● To ask and answer about are good at
● To sing a song ● To answer questions
likes
about texts ● To write his profile
● To listen for ● To ask and answer about
● To classify information
specific what people would like ● To write about
after reading a text
information breakfast in his
 country
● To match ● To talk about daily ● Food chain and habits
information and routines ● To write about food
pictures while
listening chain in the rainforest

● To write about his/her

favorite food

CONTENT

STRUCTURE VOCABULARY

OUR SCHOOL OUR SCHOOL

● Present continuous ● School subjects

● Like+ing
THE PICNIC
● Present simple
● Food chain and habits

● I have to
 DAILY TASK

THE PICNIC
● Daily tasks

● Is /are there

● Any and some

● How about...?

DAILY TASK

● The time

● Frequency adverbs (Always, usually, sometimes, never)

 DEVELOPMENT

BOOK UNIT 1: OUR SCHOOL

WARM UP:

Review the name of some school subjects. Ask students What’s this lesson? (English). Ask them what other lessons they have for
today. Elicit any school subjects they know in English. Take the timetable for the day and pre-teach before and after, e.g. English is
after History.

CONCEPTUALIZATION

Grammar Focus

Like + ing, good at + ing (Affirmative and negative forms)

● We use like and don’t like + ing to talk about preferences

(likes and dislikes). And we use good at to talk about
abilities.

I like learning English. I am good at English.

 He doesn’t like studying French. He is not good at French.

● Do the same by using other actions.

● Ask students questions by using the grammar forms Do

you like?, Are you good at? Help students to respond
using the ing form.
Daily tasks vocabulary list
● Practice writing questions and sentences in the
notebook. ● Do your homework, get dressed, clean your shoes, wash
your hands, brush your teeth, go and play, go to school,
get up, have breakfast.

Have to + infinitive

● We use have to for obligation.

I have to go to school everyday.

You have to study for the exams.

● Provide model sentences with have to and ask students

to answer.
 ● Practice writing sentences in the notebook.

ACTIVITIES Activities suggested time Book unit suggested time

(Hours) (weeks - Date)

3 Weeks – 21 Hours

READING PLAN :

READING:

1. “The old book”. Students have to write answer some questions 15 minutes
about the reading Students book page 8.

2. Students read and write names. Students’ book page 11

15 minutes

February 18th – February 23rd

3. Students read and match the pictures with the school subjects.
Students’ book page 12. 10 minutes February 24th – March 2nd
4. Students read and play the rules games. Students’ book page
13.
25 minutes

5.”Getting help” Students read the text and find the secret code.
Students’ book page 15. 40 minutes

WRITING:

1. Students complete some sentences using good at. Student’s 15 minutes

book page 5.

2. The students complete de puzzle about subjects Student’s

book page 12. 15 minutes

3. Students complete a verse using vocabulary seem in class.

Workbook page 12.
15minutes
February 18th – February 23rd

February 24th – March 2nd

4. Students complete the sentences based on the pictures about
general rules at home Workbook page 13.
 45 minutes

5. Students look at the following words and classify Workbook

page 21.

40 minutes

LISTENING:

1.Students listen the vocabulary and answer some questions

from Student’s book page 4
10 minutes

2. Students listen and write the corresponding numbers.

Workbook page 4
15 minutes

3. The students listen to information about family members and

complete sentences. Workbook page 7 February 18th – February 23rd
4. The students listen to the phonics /e/ and write the words.
15 minutes February 24th – March 2nd
Student’s book page 9.

5. Students listen and say the words. Student’s book page 10.

6. Students listen and correct the sentences. Student’s book

page 10.
7. Students listen and check vocabulary. Student’s book page 11. 15 minutes

8. Students listen and tick things about school. Student’s book

page 12.

9. Students listen the conversation colour write and draw.

Workbook page17. 15 minutes

15 minutes

15 minutes

15 minutes

15 minutes

SPEAKING:

1. Students by pairs make some questions and complete the 20 minutes

 chart using good at .Student’s book page 5.

2. Students will have to present a poster about one member of 15 minutes

their families. Students’ book page 7

February 18th – February 23rd

3. Students will have to present a family tree they will have to
show a short explanation to the rest of the class. Students’ 40 minutes February 24th – March 2nd
book page 7.

4. Students will perform the story Getting help. Students’ book

page 14.
20 minutes

5. Students will answer question about the story Getting help.

Students’ book page 15.

15 minutes

ASSESSMENT ACTIVITIES (Suggested in the curriculum):

● Answering simple questions based on narrations heard

● Singing and enjoying a song

● Completing texts with specific information after listening

● Matching pictures and statements while listening

● Talking about his family members and routines

● Asking and answering what other he and other people like

BOOK UNIT 2: THE PICNIC

WARM UP:
Students stand up, clap your hands twice and say food. Point to a student. Everyone claps twice and then the students say a food
word. e.g. apple. Continue around the class, revising food words.

CONCEPTUALIZATION

Grammar Focus

There is / There are (Interrogative, affirmative and negative forms)

● We use there is to talk about one (1) thing that exits in a place.

There is a piece of cheese on the plate.

● We use there are to talk about more than one (+1) thing that exits in a place.

There are three cookies on the plate.

Some / Any

● We use some for affirmative with countable and uncountable nouns.

There are some apples in the fridge.

 There is some cheese in the fridge.

● We use any for negatives or questions with countable and uncountable nouns.

There isn’t any cheese in the fridge.

Are there any apples in the fridge?

Food/ picnic vocabulary list

Rolls, lemonade, cheese, apple juice, water, soup, vegetables, salad, ham.

There is, there are, some, any vocabulary list

Cake, tea, sausages, ham, water, orange juice, onions, carrots, chocolate, ice cream, milk.

ACTIVITIES Activities suggested time Book unit suggested time

(Hours) (weeks - Date)

3 Weeks – 21 Hours
READING PLAN :

READING:

1. Students look and read at the numbered words/phrases and 20 minutes

items in the picture. Student’s book page 22.

2. Students read a poem and check understanding of new words.

Student’s book page 22. 20 minutes March 3rd – March 9th

March 10th – March 16th

3. Students read the story and answer the questions using true or
false. Student’s book page 26 and 27.
30 minutes

4. Students read a dialogue and perform it. Workbook page 25.

5. Text: “food chain and habitats” Students read the story and 20 minutes
complete the information. Student’s book pages 30 and 31.

40 minutes

WRITING:

1. Students look at the words and complete a dialogue. 10 minutes

Workbook page 22 and 23.

2. Students write a shopping list using the new vocabulary and

make a song rhyme. Workbook page 24. 15 minutes

March 3rd – March 9th

3. Students write a series of suggestions using shall in their March 10th – March 16th
notebooks. Then, they compare. Student’s book page 25.
25 minutes

4. Students look at the sentences and complete using there is or

there are in affirmative or negative form. Workbook page 24
and 25. 15 minutes

5. Students look at the pictures and write the corresponding

words. Workbook page 28
 10 minutes

LISTENING:

1. Students listen to each word/phrase from the vocabulary and 5 minutes

repeat in chorus. Student’s book page 22.

2. Students listen a conversation and answer some questions.

Student’s book page 22.
15 minutes March 3rd – March 9th

3. Students listen to the conversation again and circle the March 10th – March 16th
corresponding word. Students’ book page 22 and 23

4. Song: Picnic lots of fun. Students listen the song and complete
10 minutes
with the corresponding food. Students’ book page 24.

5. Students look a set of pictures. Then, they listen the song

again and write numbers in the spaces. Students’ book page
24.
5 minutes
6. Students listen to the karaoke version of the song and practice
with the whole class. Students’ book page 24.

7. Students listen a talk about suggestions and tick some

pictures. Students’ book page 25.
10 minutes
8. Students listen to answer some questions about the story the
golden apple. Students’ book page 26-27.
9. Students listen and write the missing words. Workbook page
27 and 29.
15 minutes

5 minutes

20 minutes

5 minutes

SPEAKING:

1. Students talk about if they go on picnics and what they like to 15 minutes
eat.

2. Students make dialogues in pairs, using the model in workbook

activity 3 and new or known food words page 22.

3. Students take turns to practice sentences in pair about some 15 minutes March 3rd – March 9th
and any. March 10th – March 16th
4. Students by pairs make a role play about a restaurant taking
the role about waiter and customer. Students’ book page 32.
5. Students make a presentation describing their favourite food
using their scrapbook’s information. Student’s book page 33.
20 minutes

20 minutes

20 minutes

ASSESSMENT ACTIVITIES (Suggested in the curriculum):

● Describing what people are good at in written exercises

● Creating his profile to post it in a scrapbook

 ● Explaining his/her likes and dislikes in a short text

● Writing a text to describe food chain in the rainforest

● Understanding information from written texts

BOOK UNIT 3: DAILY TASK

WARM UP:

Students will talk about heir hobbies and favourite outdoor activities. After, they will observe a poster about daily routines and they will have
to say the differences between daily tasks and free time activities.
CONCEPTUALIZATION:

Grammar Focus

The time

Frequency adverbs (Always, usually, sometimes, never)

● We use the adverbs always, usually, sometimes, never to say how frequently something is done.

I always brush my teeth. (Everyday)

Daisy usually brushes her teeth. (4-6 days a week)

Charlie sometimes brushes his teeth. (1-3 days a week)

Fred never brushes his teeth. (not at all)

Daily tasks vocabulary list

Tidy up, do the shopping, take the dog for a walk, wash up, sweep, cook, dry the dishes, feed the dog.

The time vocabulary list

Go to school, do my homework, have breakfast, go to bed, get up, have dinner, brush my teeth.

Adverbs of frequency vocabulary list

 ACTIVITIES Activities suggested time Book unit suggested time
(Hours) (weeks – Date)
3 Weeks – 21 Hours
READING PLAN:

READING:

1. Students read and cover the list of the new words/phrases and March 17th –March 24th
items and practise them in pairs. Student’s book page 34. 15 minutes March 25th – April 7th

2. Students read some sentences aloud with in class to practice

with vocabulary. Student’s book page 34. 15 minutes

3. Students look at some clocks. Then, they read some

sentences silently and match each one with the right picture. 20 minutes
Student’s book page 35.

4. Students read the story tidying up and answer the questions. 20 minutes
Student’s book page 38 and 39

5. Students read the story Arnold and the robot and put
sentences in order according to the story. Student’s book 20 minutes
page 40

WRITING:

1. Students write in their notebooks the new words/phrases and 15 minutes March 17th –March 24th
items and practise them in pairs. Student’s book page 34. March 25th – April 7th

2. Students make word snakes using the model in workbook 15 minutes

 activity 1 page 34.

3. Students look at the following pictures and write the sentences 20 minutes
based on the vocabulary seem in class. Workbook page 35.

4. Students find eight actions in a puzzle and sentences about 20 minutes

routines information using frequency adverbs. Workbook page
37.

5. Students write sentences about routines information using 20 minutes

frequency adverbs. Workbook page 37.
LISTENING:

1. Students listen to and repeat the vocabulary. Students’ book

page 34. 15 minutes

2. Students listen to the following conversation and correct the March 17th –March 24th
sentences. Student’s book page 34. 15 minutes March 25th – April 7th

3. Students listen to some sentences. They repeat them in

chorus and identify the grammar structures. Student’s book 20 minutes
page 35.

4. Students listen to and tick the corresponding the time. 20 minutes

Workbook page 35.

5. Students listen to a song pausing it after each verse in order 20 minutes

to repeat. Students’ book page 36.

6. Students listen to the karaoke version of the song and 15 minutes

practice with the whole class. Students’ book page 36.

7. Students listen to a conversation and they have to draw the 15 minutes

times. Workbook page 36.
8. Students listen to some sentences and complete the correct
adverb of frequency according to the times. Student’s book 20 minutes
page 37.
9. Listen and tick or cross out Amy’s routine. Student’s book
page 37.
20 minutes

SPEAKING:

1. Students mime one of the task.

15 minutes
2. Students ask questions to guess.
15 minutes March 17th –March 24th
3. The student who guess correctly comes to mime the next March 25th – April 7th
action. 20 minutes

4. One student says eight different times. Then students draw 20 minutes
eight clocks showing the times.

5. Look at the following pictures and tell a story. Workbook page 20 minutes
41.

ASSESSMENT ACTIVITIES (Suggested in the curriculum):

● Talking about daily routines in different oral activities

● Singing and interpreting a song

● Completing texts with specific information after listening

● Matching pictures and statements while listening

 ● Creating his profile to post it in a scrapbook.

● Describe and telling the time

LEARNERS´ OUTCOMES

LISTENING ORAL PRODUCTION READING COMPREHENSION WRITTEN PRODUCTION

COMPREHENSION

● Listens to narrations ● Talks about his family ● Gets specific information ● Describes what
and answers simple members and routines from texts read people are good at by
questions writing sentences
● Asks and answers about ● Answers wh questions about
● Enjoys a song while what he and other people a text ● Creates his profile for
singing like a scrapbook
● Classifies information after
● Asks people what they reading
● Completes specific ● Writes facts about
would like to have
tasks while listening food chain and
● Comprehends facts about
rainforest
● Talks about daily routines Food chain and habits
● Matches statements
with pictures ● Writes a text to
● Asks and answers about
describe his/her
 quantifies favourite food.

● Tells a story based on

pictures given

● Presents a poster about his

vacations

EXTRA ACTIVITIES
ACTIVITIES CLASS UNIT 1: OUR SCHOOL UNIT 2: THE PICNIC UNIT: 3 DAILY TASK

UNIT

1st Look at the picture and write the words. Write the words under the Things I do. Draw lines.
ST Teacher’s resource book. Page 8. Activity 1. (Annex 1) Fun for movers. Page 98.
1 ACTIVITY pictures and shade them in
the word search. Activity A. (Annex 11)
Teacher’s resource book. Page 16.
Activity 1. (Annex 6)

2nd Solve the crossword and complete the Match the words and the
Read, write and complete.
information. (Annex 1) (Annex 6) pictures. (Annex 11)

1st Think and colour in the chart for you. . Match, and then write the Listen and tick the box.
ND Teacher’s resource book. Page 8. Activity 2. (Annex 2) Fun for starters. Page 52.
2 ACTIVITY names.
Teacher’s resource book. Page 17. Activity B. (Annex 12)
Activity 1. (Annex 7)

Look at the pictures. Read and Look at the pictures.

2nd Put the words in order. (Annex 2) Read and complete.
complete. (Annex 7)
(Annex 12)
 1st Write about the things you are good and not Write the words and draw the Listen and colour and
RD
3 ACTIVITY good at. food in the baskets. write.
Teacher’s resource book. Page 8. Activity 3. (Annex 3) Teacher’s resource book. Page 17. Home fun booklet. Page 21.
Activity 2. (Annex 8) (Annex 13)

2nd Look at the chart and complete the Read and complete the Listen and colour and
sentences. sentences. write.
(Annex 3) (Annex 8) Home fun booklet. Page 21.
(Annex 13)

1st Write the words. Then complete the trail. Look and match. Look at the pictures and
TH Teacher’s resource book. Page 11. Activity 1. (Annex Teacher’s resource book. Page 18.
4 ACTIVITY talk about what the
4) Activities 1 and 2. (Annex 9) people are doing.
Teacher’s resource book.
Page 21. Activity 1. (Annex
14)

2nd Write the words for countable

Read the information. Write the numbers. and uncountable nouns. Drag the time.(Annex 14)
(Annex 4) (Annex 9)

5TH ACTIVITY 1st Look at pat’s timetable and complete the e- Write the food and drink words Cut out the cards. Play
mail. in the correct box. dominoes and match the
Teacher’s resource book. Page 11. Activity 2. (Annex Fun for movers. Page 26. Activity A. times.
5) (Annex 10) Teacher’s resource book.
Page 22. (Annex 15)

2nd Write the food and drink words Cut out the cards. Play
Read, number and find the words. in the correct box. dominoes and match the
(Annex 5) Fun for movers. Page 26. Activity A. times.
(Annex 10) Teacher’s resource book.
Page 22. (Annex 15)
 METHODOLOGICAL CRITERIA FOR THE STUDENTS WHO EVALUATIVE CRITERIA
HAVEN`T REACHED THE REQUIERED LEVEL IN THE
ACADEMIC TERM
● ● To use the vocabulary taken from the book as a tool to
reinforce themes seem in class. ● Students identify basic
information in text about
● To practice readings read in class in order to identify key
food
words and learn how to answer questions
● Students describe family
● To show key words that they can use in a conversation
members in an oral and
● To write a paragraph about their favorite subject. written way.
● Students complete
information during listening
activities
● Students express in an oral
way their routine.

RESOURCES – MATERIALS

Student’s book Super minds Level 3 with DVD-ROM

Workbook Super minds Level 3

Teacher’s book Super minds Level 3

 Teacher’s resource book Super minds Level 3 with audio CD

Cambridge Movers books

Fun for Movers

OBSERVACIONES:
1. El docente debe demostrar que en el cuaderno del estudiante queden las evidencias del desarrollo de la Unidad Didáctica.
2. El docente debe evidenciar que en el cuaderno quede registrado el uso del libro del Bibliobanco: título de la actividad, página
y fecha.
3. Una Unidad Didáctica en el periodo académico debe ser desarrollada con el apoyo del tablero digital.
4. El tipo de letra que se debe utilizar en la Unidad Didáctica es ARIAL 11.
5. Cada archivo debe contener una Unidad Didáctica marcada de la siguiente manera: grado, raya al piso, periodo académico,
raya al piso, iniciales de la asignatura, raya al piso, Unidad Didáctica, raya al piso, número de la unidad didáctica.
- Áreas Lengua Inglesa: 1º_ITerm_Eng_LessonPlan_1
- Áreas Lengua Castellana: 1º _IPeriodo_Eng_UnidadDidactica_1
UNIT 1
Annex 1
Annex 2
Annex 3
Annex 4
Annex 5
UNIT 2
Annex 6
Annex 7
Annex 8
Annex 9
Annex 10
 UNIT 3
Annex 11
 Annex
12
Annex 13
Annex 14
Annex 15