MINISTE

RIO DE
CURSO
TICS. 1

MERCED
ES
GALARZ
A
ARCHIDONA

ACOSTA

NAPO

2015-

ECUADOR

2016

CANTON ARCHIDONA HIGH SCHOOL

UNIT PLAN 1
A. GENERAL INFORMATION
UNIT TITLE:
SUBJECT AREA:
PERIODS:
INITIAL DATE:

People Around Us
English as a Foreign Language
35
September 1th, 2015

CLASSROOM LEVEL: 8th

TEACHERS NAME:
PRESENTATION DATE: September 1th, 2015
FINAL DATE:
October 16th, 2015

B. COMMUNICATIVE COMPETENCE COMPONENTS:

Linguistic component

Have enough language to get by with

sufficient
vocabulary
to
express
themselves with some hesitation and
circumlocutions on topics such as
family, hobbies and interests, work,
travel and current events.

Handle more unfamiliar topics and

situations with lexical limitations that
cause repetition and even difficulties at
times (especially) when formulating more
complex thoughts.

Communicate with reasonable accuracy

in familiar contexts and generally have
good control of routines and patterns
although there may be evident L1
influence.

Sociolinguistic
Pragmatic component
component
Be aware of salient Exploit a wide range of
politeness conventions
simple language flexibly to
of the foreign culture (i.e.
express much of what they
the culture any major
want.
country where the target
language is the L1) and
act appropriately.

C. UNIT RATIONALE:
This unit is so important because the students will able to introduce yourself and others.

D. OVERVIEW GOALS:

Students will learn how to greet formally and informally.

Students will how to ask and answer personal information.
Students will how to introduce someone.

SKILLS
Associating vocabulary
with pictures to get the
meaning of words.
Identifying similar words
in English and Spanish to
learn more vocabulary.
Reading: going back to
the text to look for
specific information.
Listening: focusing on
specific information to
get the right answers.
Speaking:
following
models
to
make
presentations.

CONTENTS
To introduce yourself
and other.
To ask and answer
questions

LEARNING ACTIVITIES
Meeting new people
Friends around the world
Get in touch with a VIP
The world we live in
Share your project

E. LIST OF RESOURCES
Teachers guide, students` book, dictionary, some materials from the internet, etc.
F. LIST OF MATERIALS
Tape recorder, CD, flashcards, textbooks, dictionary, etc.
G. ASSESSMENT:

DAYS

Unit one
September 1/2015
October 16 /
2015

Assessment indicators for every skill are given below:

For listening: Listen some questions to complete information.
For reading: Read about Kathleen Hudson and answer questions.
For writing: Write sentences applying prepositions of location and demonstrative adjectives.
Speaking: Talk about classroom commands and everyday activities.
Objectives for feed back

To motivate students to learn and speak this language

To give students support their knowledge in this language.

H. HOW DOES THIS UNIT ADDRESSES STUDENTS NEEDS AND INTERESTS?

This unit is so important because the students need to have a motivation in to learn this foreign language to get confidence so that they can ask between of
dialogues in class according the environment of the students.

TEACHER

AREA COORDINATOR

SCHOOL DIRECTOR

CANTON ARCHIDONA HIGH SCHOOL

WEEKLY PLAN 1.1
INFORMATION DATA:
SUBJECT:
UNIT TITLE:
SUBJECT AREA:
PERIODS:
INITIAL DATE:

English as a Foreign Language

Lets get started
English as a Foreign Language
10
September 01th, 2015

AREA:
CLASWSROOM LEVEL:
TEACHERS NAME:
WEEKS:
FINAL DATE:

Foreign Language
8th
2
September 12th, 2015
WEEK 1

Lesson Objectives

Consolidation

Teacher and students introduce yourself

Teacher asks some questions and the students answer them.
Teacher and students interchange ideas about their vacation by using the four skills.
Teacher and students remember some verbs, adjectives, fruits, animals, family members and vocabulary
Teacher applies the diagnostic test.

Evaluation

The students complete the diagnostic test.

Teacher and students remember the last vocabulary
The students read the information about personal information.

Teacher explains about the activity in the book.

The students complete the form with your own information.
The students interchange the information
Role plays.

The teacher and students remember the relationships in the family.

The students to read the family words.
The students in pairs write some of the words from exercise.

The students say the relationship about your family.

Dictionary
Teachers books.
Students book
Notebook

New knowledge construction

New knowledge construction

Consolidation
Evaluation

General knowledge activation (Previous)

1 period

General knowledge activation (Previous)

2 periods

Learning Activities

2 periods

General knowledge activation (Previous)

To detect the level of students knowledge.

To establish rulers and compromises for this year.
To know vocabulary about your personal information and relationships.

New knowledge construction

Consolidation
Evaluation

Materials

TEACHER

AREA COORDINATOR

SCHOOL DIRECTOR

PROCESOS DE APRENDIZAJE INCORPORANDO RECURSOS APOYADOS EN TIC

MOMENTOS DEL APRENDIZAJE
Ambientacin y activacin
informacin previa.

de

la

FASES DEL CICLO DE

APRENDIZAJE
Activacin de los conocimientos.

Enlace de la informacin previa con la

nueva informacin y orientacin de los
nuevos aprendizajes.

Observacin y reflexin.
Conceptualizacin abstracta

Afianzamiento y mantenimiento de la
nueva informacin.

Aplicacin

ACTIVIDADES
Dinmica. Presentacin en ingls
Pronombres personales. To be verb.

Observacin de un video acerca de los

colores y nmeros. Escucha y repite los
nmeros del 1 al 10 y colores bsicos.
Escribe y pronuncia relacionando los
nmeros, colores con cosas de la clase.
Escribe frases en ingls aplicando el uso
de los colores como adjetivos. Formar
oraciones en ingls. Trabajo en grupo.
Practicas simuladas de speaking en
parejas en dilogos aplicando colores,
nmeros y cosas del aula.

RECURSOS Y/O MEDIOS

Tcnica lluvia de ideas
Enunciacin del tema
Objetivo
Contenidos
Listening, Reading, Speaking, Writing
Wiki:
http://www.inglessencillo.com/guia-deconversacion#presentaciones
Videos editados (descargados del Internet)
Papelotes
Prcticas de nmeros y colores: Blog
http://www.inglespractico.com/vocabulario/colores-ingles.html
http://www.inglespractico.com/vocabulario/numeros-ingles.html
Proyector
Trabajo en grupo
Grabadora digital
Links de videos
https://www.youtube.com/watch?
v=gQwDxAxyr2U
https://www.youtube.com/watch?
v=_PAXRlwfE8w

3.

Recuerde el contenido de la lectura El uso del Internet y otras tecnologas en los

procesos de aula y lo estudiado en las unidades 2 y 3, y plantee las alternativas que
tiene para incorporar estas herramientas en el proceso de enseanza-aprendizaje; as
como las limitaciones que pudieran presentarse en su institucin educativa para poder
hacerlo.
Las alternativas que se me presentan son para incorporar en el proceso de enseanzaaprendizaje de mi asignatura son: blogs, wikis, pginas web, videos descargados desde el
internet, imgenes, ya que estas herramientas a ms que estn ya elaboradas, nos
proporcionan fortalecimiento de las percepciones de los estudiantes, en un 100% la visual y
auditiva, as mismo dentro de la enseanza de Ingls es muy importante el speaking, writing
y Reading, el material es interactivo y permite incluso el autoaprendizaje, as tambin se
puede utilizar las redes sociales y correo electrnico para el apoyo pedaggico a los
estudiantes y actividades de recuperacin pedaggica. En mi institucin existen
limitaciones en la seal del Internet, sin embargo se puede descargar el video y la
informacin de los blog copiarla a documentos o en presentaciones y proyectarlas a los
chicos, as mismo los audios o MP3 si no existe seal de Internet lo descargamos y los
guardamos en un flash para reproducirlo en la computadora o en un parlante.

4. Recupere los materiales elaborados en la unidad 2 y reflexione acerca de si realizara

cambios en los mismos luego de lo estudiado en esta unidad. En caso afirmativo,
indique cules.
Las tarjetas creadas en Words
fcilmente
pueden
ser
reemplazadas por el video: en el
cual se muestran no slo las
imgenes, sino tambin la
pronunciacin, escritura con el fin
de practicar todas las destrezas.
http://www.inglessencillo.com/guiade-conversacion#presentaciones

La hoja electrnica elaborada para la identificacin de la escritura de nmeros y colores,

limita al estudiante a la prctica de una sola destreza, mientras que si ingresamos a un blog
encontramos las informacin, lista con la pronunciacin, de tal manera que el estudiante
puede practicas todas sus destrezas y repetirlas las veces que el desee hacerlo hasta que
adquiera eficiencia en las mismas.
http://www.ingles-practico.com/vocabulario/colores-ingles.html

http://www.ingles-practico.com/vocabulario/numeros-ingles.html

Las presentaciones fueron incluyen la escritura y la pronunciacin de colores y nmeros, sin

embargo el tiempo invertido en su elaboracin no compensa la utilidad del mismo, por lo
que es ms sencillo, econmico, con menor esfuerzo la utilizacin de videos para ello.
https://www.youtube.com/watch?v=gQwDxAxyr2U
https://www.youtube.com/watch?v=_PAXRlwfE8w
CONCLUSIN:
La carga de responsabilidad que el docente posee es un limitante al momento de crear material
didctico, utilizando programas como el Word, Excel o Power Point, y el Internet viene a facilitar el
trabajo del docente con el fin de invertirlo en capacitacin o en actividades recreativas que mejoren
su salud mental y su rendimiento profesional.