2. School: Liceo Fiscal de Niñas
Course: first medio
N° of students: 36
N° hours per weeks: 3 hours / (135 minutes)
N° Students with special needs: There aren´t students with special needs.
Unit¨ Teen life ¨
Unit aim: 4 skills - Use of English in the context.
Total n° of hour: (1 module 45 min) Total: 540minutes/ 12 hours.
First week:
Learning Outcome N° of
lessons
Main Activities Teacher’s role Student’s role Materials
Students will be able to:
1) Development of
reading
comprehension.
2) Exchange
personal
information
about personal
interests and
preferences.
2
(90
minutes)
Talk about being a teenager
What activities do teens actually?
What does being a teenager for them?
Language focus – analysis and practice
Before reading:
- Look photographs and answer
questions with partners
- Make a list of aspects and activities
that are typical of teenagers in Chile
and all over the world.
- Find the definitions of the following
words
• Amish/ Newbie/Link/ Soaps
The teacher
will present the
topic, also he/
she will be a
monitor of
groups.
Teacher will
read and
explain the
topics and
instructions to
the students
and also he/she
will correct
doubts,
mistakes and
correct
answers.
Students will
pay attention to
the teacher’s
instructions.
They will talk
about how
being a
teenager and
they will
explain their
answers in
relation with
their
experience.
Moreover,
Students will
read a text and
then they will
complete the
Student’s book,
English
dictionary.
Blackboard
Markers.
3. 3) Develop respect
for an
acceptance of
age, and social,
and cultural
diversity.
Reading:
- Read the text
- Answer questions that are provided
by textbook.
- Read the text again and complete a
chart.
After reading:
- Answer these questions in their
notebooks.
• Have you got similar interests to
Josh and Pink Sunshine?
• Is your life similar or different
why?
Read aloud at least 4 answers.
Write two sentences about themselves
expressing their habitual activities. For
example: I always _______ and _________
My partner never __________ and
__________________
answer.
1) Exchange
information
about personal
interests and
preferences
2) Write a personal
introduction to a
forum chat
1
45
minutes
Language focus – analysis and practice
- Listen and repeat a conversation.
- Read two posts as examples
- Complete a post to introduce
themselves to a Students Forum chat.
They must to invent a username.
Teacher will be
a monitor of
groups
She /he will
speak and
repeat the
instructions and
activities.
Teacher will
help if students
have doubts.
Students will
pay attention to
the activities.
A conversation
must be
repeated by
students.
They will ask if
they have
doubts.
Blackboard
Markers
Student’s book
4. Second week:
Learning outcomes N of
lessons
Main activities Teacher`s role Students’ role material
Students will be able
to:
1. Listen to an
interview.
2. Find general and
specific information.
3.use the present
continuous for
future plans
2
(90 min)
1
(45 min)
-Listening an interview of a teenager.
-Answer some question about the listening;
(alternatives sentences, true or false and
match words to learn about collocation).
-grammar: introduce the subject. Ask the
students to write 5 sentences using present
progressive. Ask the students to check the
activity going to the backboard.
-complete in the class two pages of the
student`s book and then check the homework
all together.
The teacher will
present the topic
and explained
what they have
to do. He (She)
will answered
the Doubs.
The teacher will
be checking the
work and guide
the students to
an correct
answer.
Students use
their cognitive
abilities to
perform
activities with
actively
participating.
The students
will pass to the
backboard and
write their
examples on in
and will check
them all
together.
-Worksheets
- Radio
-Student`s book
-Copybook
-Backboard
-Pencil
-Dictionary
5. Third week:
Learning Outcome N° of
lessons
Main Activities Teacher’s role Students’ role Materials
Students will learn
how to:
1) Writing
- Grammar
Structures in
English.
2) Listening
- Discriminate
between correct and
incorrect
information
3)Reading
- Find general and
specific information
- infer meaning of
words from context.
- Locate and match
information
3
(90min)
• Introduce the lesson 3, make some
questions to the students
Writing:
- Comparison adjectives.
(Long and short adjectives)
- Order of adjectives.
• Estimated time: 45 min
Listening:
- Infer what the text is about
. - Listen a short story from a book and
discuss about it.
- Listen again and describing characters
from a short story.
• Estimated time: 45 min
Reading:
- Read a text in the student’s book
- Answer questions about the text.
- Read short stories and infer meaning
in context.
• Estimated time: 45 min
Teacher will
have to
introduce the
object and
discuss about
the subject, so
he/she is going
to be a medium
between the
students'
knowledge and
Learning
Outcome.
Student is able
to develop their
own ideas about
the new lesson
and also able to
adapt their
mental
processes for an
active cognition.
Student’s book
English
Dictionary.
CD’s audio
Blackboard
Markers.
Books
6. Fourth week:
Learning Outcome N° of
lessons
Main Activities Teacher’s role Students’ role Materials
4) Language
- use comparison
Adjectives.
-use connectors to
increase the natural
language.
-Exchange
information.
3
(90min)
Language:
- “Play with photographs”: describe
some pictures in group (simple
present, present continuous
comparison adjectives / use of English
in preview and actual lessons)
• Estimated time: 45 min
Final test of the Unit
• Estimated time: 45 min
Teacher is going
to be a guide for
the students.
Teacher applies
in practice what
they learned
interacting with
students creating
peer
relationships
through a
natural
approach.
Students are
autonomous and
work in a
personal way
and also with
others, they
sharing
knowledge in a
specific context.
English
Dictionary
Blackboard
Markers.
7. B) Support why your unit lessons proposal allows to develop in a coherent, meaningful and sufficient way the learning outcomes.
Refer to the consideration of theoretical and contextual framework, learning activities, teacher’s role and materials/resources.
The learning of a foreign language as is English language aims to foster growth and personal development of students. This
point is reflected in the fundamental objectives that aimed at discovering other cultures and value cultural diversity and we appreciate
our culture. The argument is that today we live in a world increasingly globalized and interdependent. According to our unit, the
context of the topics is related to youth culture and the student world. The most visited source for them is the internet, where they can
exchange opinions with people from different cultures.
Firstly when we mention reading comprehension'''' development, we understand that Reading activity must be constant, and must be
structured with a pre Reading in which introduce the topic, then the reading of the text, and finally with the conclusions and reflections
about the text read. Therefore reading comprehension is performed by reading, class by class from various texts. In these specific cases
we refer to the email messages.
The learning outcomes are carried out because the language is adapted to a simple form, in which the teacher interacts with the
student if they have doubts also include morphosyntactic elements used in the previous year; hence, it is not difficult vocabulary for
them. Besides these learning are achieved because the teacher is focused on the activity in a way that everyone can understand. On the
other side is given a period of time for students to ask questions, doubts etc. The materials used such as the book, dictionary,
worksheet, also facilitates the learning of students. Furthermore, we believe that the learning outcomes were achieved because in our
classes we will create interaction environments. These communicative situations will be short and simple, so that the student can
understand what is expressed in words. In addition, the writing teacher should relate to oral expression so that the students can use the
correct pronunciation. Students will develop writing, if we plan in our classrooms, the production of texts. In this case we will teach
the production of emails. This skill must be accomplished class to class. In our plan, we ask students to write short sentences, and the
teacher will monitor the students' work to correct for better or for worse the work and resolve doubts. Students will achieve listening
comprehension through the interaction with the teacher and classmates. Also this will take place by the activities of listening of oral
texts. To learn new words, students have the resource of the dictionary in addition to having a teacher to guide them. Meanwhile, the
listening is adapted and has an authentic use of language, so they have direct contact with native speakers.
8. C) Reflect on how the development of this task has been meaningful and what you have learnt from it. Refer to:
1. - The easiest and the most difficult aspects you had to face during the development of the task.
The development of this plan has been significant in terms of features and abilities that we as future teachers want to develop. We
being immersed in education, taking a role as students, as a teacher, we find accounts of the different views we must do to achieve our
objectives according to the specific situation in which we are situated. So we are able to teach a foreign language to a learning
situation.
The most difficult aspects of this planning were to establish the learning expected in relation to the plans and programs of study,
the estimated time and the situational context, because we didn’t know how to use plans and programs in the real educational context.
Also set the time we found it difficult, because we estimate a time to develop the activities, but we don’t know how long the students
will need.
Furthermore, the classrooms had no projector or visual technologies, so we had to decide what activities to do according to the
context and what is available. Also another difficulty was established coherence between “Learning Outcome” and activities to be
performed. That’s why the representativeness, validity and reliability were complex criteria, but we consider it when planning.
The easiest was that into the course, had no students with special needs, so we hadn’t to do parallel activities. In addition, it was
easier to plan in terms of the materials, because Chilean State is responsible to distributing educational resources such as dictionaries,
English books and audios.
9. 2. - thinking on your students, what are the possible facilitating conditions or difficulties that could be considers in order to
implement the unit plan you have designed? How could you face these?
The class is formed by 35 students more or less, there are all woman, they are in primary grade, so they are 14 years old (most of
them). The students don’t like so much the subject (English), because this, they don’t speak in English and don’t pay attention. In this
context we decided to make the students participate and interact each other whit the subject. We choose the unit 1 from their student’s
book, the idea is to start to the beginning, the activities we plan are all in to practice the knowledge they are acquiring, and developing
the skill of the foreign language (listening, writing, reading and speaking). The activities are agreement with their social context and
the contents, for example the listening in the lesson 2 is about a Chilean teenager of their age, where the students could feel reflected,
but at the same time they are learning about interviews and contents as present progressive to talk about the future. In the lesson 1, the
students must write a e-mail, in this case is very useful to know how to do this because the students are immersed in the age of the
computer and they like to chat and talk with people, we incentive them to interact with people of all over the world. In these cases the
students will be more comfortable with the subject, they will feel a connection and this is very important to make a collaborative work,
because the students need to be constantly working to not have time to do other things, and distract themselves. The idea of this unit is
to approach the language to the students in a friendly way.
10. 2. - thinking on your students, what are the possible facilitating conditions or difficulties that could be considers in order to
implement the unit plan you have designed? How could you face these?
The class is formed by 35 students more or less, there are all woman, they are in primary grade, so they are 14 years old (most of
them). The students don’t like so much the subject (English), because this, they don’t speak in English and don’t pay attention. In this
context we decided to make the students participate and interact each other whit the subject. We choose the unit 1 from their student’s
book, the idea is to start to the beginning, the activities we plan are all in to practice the knowledge they are acquiring, and developing
the skill of the foreign language (listening, writing, reading and speaking). The activities are agreement with their social context and
the contents, for example the listening in the lesson 2 is about a Chilean teenager of their age, where the students could feel reflected,
but at the same time they are learning about interviews and contents as present progressive to talk about the future. In the lesson 1, the
students must write a e-mail, in this case is very useful to know how to do this because the students are immersed in the age of the
computer and they like to chat and talk with people, we incentive them to interact with people of all over the world. In these cases the
students will be more comfortable with the subject, they will feel a connection and this is very important to make a collaborative work,
because the students need to be constantly working to not have time to do other things, and distract themselves. The idea of this unit is
to approach the language to the students in a friendly way.
