1. Universidad Católica de la Santísima Concepción
English Pedagogy Programme
Professional Practicum
UNIT PLAN
Topic: Class: School (name & type): Student-Teacher:
“We used to have horses and 1st grade Liceo La Asunción. Talcahuano. Pamela Sanhueza Castillo
carts” highschool. Subsidized school.
Main aim(s) : By the end of the unit, students will be able Learning Outcomes:
to: Students are able to use “”used to/didn’t use to” to identify past habits and past
Discriminate between “simple past” and “used to situations (written)
past/didn’t use to past” Students are able to identify Simple past (written)
To identify vocabulary about farming and
produce and use it in its appropriate context.
Identify specific ideas of a text (reading)
Attitudinal Aim(s):
Students will be able to accept and respect
different life situations.
Date: Class Language Content: Main Skill(s): Main activities: Text Type: Assessment: Resources
length:
April 25th, 90’ Lesson 1: Reading & Lead in: Checking Pictures
2012  Used to/didn’t used to Listening  Pictures that show Computer
past. things in different Datashow
 Vocabulary related to Sub Skills: stages (e.g seed-tree) Ss’ book
farm (eggs/lamb/wool/ Grammar &  Elicitation of previous Board
etc). Vocabulary knowledge. Markers
Objective: Presentation:
At the end of the lesson  Story “the secret life
students will be able to write of a butterfly”
about past habits and past  Presentation of the
situations. new language
Categorize vocabulary related (Subject + used to /
to farming life. didn’t use to + verb +
complement)
 Examples on the

2. board (using previous
pictures)
 CCQ’s
Practice: Conversation
 Pre-reading: (from the (dialogue)
book)
_Predict content from
the title “We used to
have horses and carts”
 While-reading:
_Controlled activity
underline new words
(vocabulary) and new
structure.
 Post-reading:
_Controlled activity
(write yes/no)
_Less controlled
activity (answer the
questions)
_Less controlled
activity (complete the
sentences using new
structure)
_Less controlled
activity (complete the
chart)
Production:
 Write five sentences
about themselves
using used to/didn’t
use to.
 Checking.

3. May 2nd, 90’ Lesson 2: Listening & Lead in: Checking Board
2012  Simple past Reading  Story (simple past) Markers
(affirmative, negative,  Elicitation of previous
yes/no questions, Sub Skills: knowledge.
information questions) Vocabulary & Presentation:
as a review. Grammar  Review of simple
 Vocabulary related to past.
animals (mammoths,  Examples on the
etc) board.
Practice:
Objective:  Pre-reading: (from the Article
At the end of the lesson book) (adapted)
students will be able to _Infer from the
remember and use the simple picture (brainstorming
past tense to refer to past activity)
experiences (written)  While-reading:
Get the specific information of _Skimming text for
a text. overall theme.
 Post-reading:
_Controlled activity
Complete the text in
simple past (fill in the
gaps)
_Less controlled
activity
Organize sentences.
Read the text and
answer previous
organized sentences.
 Pre-reading from the Informative
book (adapted)
_Deduce from title
_Controlled activity
Label the photos.
_Less controlled
activity
Answer the questions
(from the text)

4. Production:
 Writing
A short paragraph
(food in your country)
using the last text as a
model.
 Checking.
May 7th, 90’ Lesson 3: Writing & Preparation: None Rubric (Ss’ Board
2012 Review / Extra practice Speaking  Showing a teacher’s work in class) Markers
own ppt (using the Computers
Objective: Sub Skills: mentioned structures)
At the end of the review Grammar as an example.
students will be able to employ Ex:
used to/didn’t use to and I used to go to Liceo
simple past to refer to actions A-21 of Talcahuano.
in past and/or past habits by I didn’t use to play
creating a ppt based on their video games.
own lives. I went to Viña del
Mar in 2010.
Task Development:
 Explanation
What Ss have to do
(power point
presentation)
 Explanation
How to do the task
(create at least five slights
using photographs and
sentences describing what
Ss used to and didn’t use
to do and what they did in
the past)
 Explanation
Time to do the task
(45’)
 Monitoring of the
activity (teacher)
 Correction of
mistakes (teacher)

5. Post Task Development:
 Report (students)
 Feedback