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UNIT 2

KNOWING MY CITY
I. GENERAL INFORMATION
1.1. Region : TUMBES
1.2. School : COAR Tumbes
1.3. Level : Secondary
1.4. Grade : Third
1.5. Sections : A, B, C y D
1.6. Bimester : 1
1.7. Area / Level : English A1
1.8. Weekly Hours : 10
1.9. Teacher : Verónica Giselle Bautista Pastor
José Miguel Salazar Sosa

II. PLANIFICACIÓN DE LA UNIDAD BASADA EN EL DISEÑO


2.1. STAGE 1: DESIRED RESULTS
Established goal(s):
1. Use prepositions of place to give simple directions using vocabulary about places in town.
2. Describe people’s abilities using the modal can.
3. Talk about likes and dislikes using vocabulary about food and personal interests.
4. Use appropriate form of verb have got to talk about property.
5. Give opinion using adjectives and make suggestions about personal interests.
6. Use the appropriate vocabulary to talk about technology.
7. Use the question word to ask about prices.
8. Use the demonstrative adjectives to describe positions of things.
9. Uses gestures, actions, body language and/or words to communicate their needs in the classroom.
Understanding(s) Essential Questions(s)
Students will understand that English is spoken  How much is the taxi fare from here to
worldwide and open doors to many opportunities to the city center?
improve their life and meet new people.  Can you speak English well?
 Do you have any brother?
 Dou you like pizza?
 How does English influence in meeting a
foreigner?
Students will know … Students will be able to …
 Grammar: can, can`t, have, has, like, likes.  Understand the importance of the English
 Vocabulary: money / shopping / technology nowadays.
/food/ sports  Give answers about prices
 Pronunciation: difference between can and  Express an opinion about personal
can’t, word stress interests.
 Talk about abilities.
 Interview a partner using vocabulary and
grammar related to the unit.

2.2. STAGE 2: ASSESSMENT EVIDENCE


Assessment Evidence
Performance Task(s) Other evidence
 Interview a foreigner via skype giving  Check list
personal information  Speaking Rubric
 Create a report about how English is related  Writing Rubric
to interests and plans in their class group.  Peer feedback
 Act out some dialogues from Books

2.3. STAGE 3: LEARNING PLAN


Week Learning Activities
 Students talk about places in town.
 Students introduce their partners using third person.
 Students practice pronunciation and spelling in an information gap activity using the
1  Reflection activities during class.
 IB profile in action.
 Reading Plan: Birds
 Reading subskills: skimming, scanning and collaborative work.
 Outcome: understanding the gist.
 Students acquire classroom language vocabulary through a TPR activity.
 Students make short dialogues and flashcards using classroom language.
 Students identify continents, countries and nationalities in a game.
 Students interview their classmates to fill an ID badge with their personal
information.
 Students interview COAR workers and design an ID badge with their information.
2  Students make dialogues using personal information vocabulary.
 IB profile in action.
 Reading subskills: skimming, scanning and collaborative work.
 Outcome: role play, reading
 Students use the verbs in present simple to talk about likes and dislikes
 Students watch a video about the topic.
 Students write sentences about their personal information.
 Reading Plan: Students will be assessed on the understanding of the readers.
 Students will perform different situations of the readers.
3  Reading subskills: skimming scanning and collaborative work.
 Outcome: role play.
 Students use can to talk about abilities
 Students talk about property using have got and possessive ‘
4  Listening audios about food and talk about their preferences.
 Students watch a video about the topic.

______________________________ _____________________________
Verónica Giselle Bautista Pastor José Miguel Salazar Sosa
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