LESSON PLAN UNIT

1. INFORMATIVE DATA

TEACHER AREA/SUBJECT NUMBER OF PERIODS START DATE END DATE

FOREIGN LANGUAGE/
TEC. RHOMMEL CASTILLO ROMAN
ENGLISH 5 15/ 09/ 2015 19/ 09 / 2015
INSTITUTIONAL CROSS – AXLE
EDUCATIONAL OBJECTIVES OF THE MODULE / BLOCK
CROSS-CULTURALITY
LEARNING AXLE / MACROSKILLS
THIS BLOCK WILL GUIDE STUDENTS TO TALK ABOUT HOW TOURISTS CAN GET AROUND THEIR LISTENING, SPEAKING, READING AND WRITING FOR SOCIAL INTERACTION.
TOWN OR CITY.

PERFORMANCE CRITERIA SKILL TO BE

CONTENTS ESSENTIAL INDICATORS OF EVALUTION
DEVELOPED
4. IN TOWN.
4.1 TURN RIGHT.
4.1.1 VOCABULARY ( PLACES IN
SPEAKING
4.1 ASKING FOR AND GIVING DIRECTIONS . LISTENING TO TOWN). GIVE DIRECTIONS.
DIRECTIONS AND FOLLOW A MAP. WRITING DIRECTIONS ON 4.1.2 READING. WRITING
A MAP. 4.1.3 LISTENING. WRITE A SHORT PARAGRAPH.
4.1.4 WRITING. LISTENING
LISTEN TO A CONVERSATION.
.

3. PLANNING
INDICATORS OF TECHNIQUES / INSTRUMENTS OF
METHODOLOGYCAL STRATEGIES RESOURCES
ACHIEVEMENT EVALUATION
 IN SYNC 3 “A” TEACHER'S EDITION. MINIMAL RESPONSE
WEEK ONE: TURN RIGHT EXERCISES PRACTICE
 MOTIVADOR PAIRING CHOOSE RESPONSE
DAY ONE  TEACHER CD-ROM
 AUDIO CDS
ENCOURING THE STUDENTS TO ASK FOR AND TO GIVE DIRECTIONS.  TALKS ABOUT DIRECTIONS. QUESTIONS GUIDE
 CD PLAYER  REVIEWS VOCABULARY. FILL IN GAP
REVIEWING VOCABULARY ABOUT BOOK
 BOARD WORKBOOK
PLACES IN TOWN.
 MARKERS
 SUPPLEMENTAL MATERIAL PULLED FROM TASK-BASED ACTIVITIES
DAY TWO VARIOUS ONLINE SOURCES.
 LISTENS FOR SPECIFIC BRAINSTORMING
INFORMATION. SPECIFIC TEST
LISTENING FOR SPECIFIC INFORMATION.  DICTIONARY. SIMULATIONS
 STUDENT`S BOOK (PAGE 30-31).  READS AND COMPLETES QUESTIONS GUIDE
LOOKING THE PICTURES AND COMPLETING INFORMATION. BOOK
 INFORMATION.
WORKBOOK

DAY THREE
EXERCISES PRACTICE
HOMEWORK
WRITING DIRECTIONS FROM THE SCHOOL TO THE NEAREST BUS STOP,
STORE, OR POST OFFICE. DESCRIPTIVE RULES
TASK ORIENTATION

MINIMAL RESPONSE
EXERCISES PRACTICE

 PRACTICES THE GRAMMAR. QUESTIONS GUIDE

 LISTENS AND READS. WRITE
 ASKS AND ANSWERS PRODUCE IDEAS
QUESTIONS.
ROLE-PLAY
HOMEWORK
 COMPLETES THE WRITTEN
LESSON. BOOK
WORKBOOK

PAIRING CHOOSE RESPONSE

WRITTEN TEST.

4. CURRICULAR ADAPTATIONS
SPECIFICATION OF THE ASSITED EDUCATIVE NEED SPECIFICATION OF THE APPLIED ADAPTATION
ART. 228 DE LA LOEI, SON ESTUDIANTES CON NECESIDADES EDUCATIVAS
ESPECIALES NO ASOCIADAS A LA DISCAPACIDAD LAS SIGUIENTES:
1. DIFICULTADES ESPECIFICAS DE APRENDIZAJE: DISLEXIA, DISCALCULIA,
DISGRAFÍA, DISORTOGRAFÍA, DISFASIA, TRANSTORNOS POR DÉFICIT DE ATENCIÓN
E HIPERACTIVIDAD, TRANSTORNOS DE COMPORTAMIENTO, ENTRE OTRAS
DIFICULTADES.
2. SITUACIONES DE VULNERABILIDAD: ENFERMEDADES CATASTRÓFICAS, MOVILIDAD  REINSURANCE NEEDS AND SUPPORT THE YOUNG INSTEAD OF PUNISHMENT.
HUMANA, MENORES INFRACTORES, VÍCTIMAS DE VIOLENCIA, ADICCIONES Y OTRAS  THE SCHOOL ENVIRONENT REQUIRES TO BE ADAPTED TO REDUCE THE STRESS.
SITUACIONES EXCEPCIONALES PREVISTAS EN EL PRESENTE REGLAMENTO.  REPLACEMENT WITH MORE POSITIVE THOUGHTS.
3. DOTACIÓN SUPERIOR: ALTAS CAPACIDADES INTELECTUALES.
 SETTING GOALS.

DECE GIVES A PHICHOLOGIST EVALUATION WITH A CLINICAL DIAGNOSIS OF THREE TEENAGERS:

 INVOLVEMENT IN PLEASURABLE ACTIVITIES.
 LESS PARTICIPATION IN GROUP WORK TASKS.

1. EARLY ONSET DYSTHYMIC DISORDER AND SOCIAL PHOBIA.

2. SPECIFIC LEARNING DISORDER.
3. SPECIFIC DISORDER EXPRESSIVE LANGUAGE.

FOR THIS REASON, THESE STUDENTS ARE CONSIDERED AS STUDENTS WITH SPECIAL EDUCATIONAL
NEEDS NOT ASSOCIATED WITH DISABILITY.
 ELABORATED BY REVIEWED BY APPROVED BY
TEACHER CHIEF OF AREA VICE - PRINCIPAL
TEC.RHOMMEL CASTILLO ROMAN
SIGNATURE: SIGNATURE: SIGNATURE:

When We teach English we can talk about a lot of things. We need to concentrate in one skill: Reading.

Encourage students to read as often and as much as possible.

When we talk about this principle we talk about to motivate to the student to read in English, but we need to teach in a way that they really love, for example in my lesson
class unit we talk about directions. I can download an example about a touristic guide and point out in a map. The students can research about information of the place that
really love and use the words of direction according to the map.

Students need to be engaged with what they are Reading.

If they really love trips they could be engaged with the text, they can learn a lot of things in this aspect.

If I need to apply an strategy, I will apply a reading technique that convert a boring text in a wonderful text. How? We need to emphazise our voice we need to enter into the
text without a boring voice, we need to talk to our students that they will travel around the book. Searching images about the place or finding 360 grades with a reading travel.

Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction.

When we talk about to encourage students we can talk about the sense of the text, when we ask about information they need to respond all the sentences is important for
students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use
relative clauses. But the meaning, the message of the text, is just as important as this