Colegio “Emily Dickinson

DIDACTIC UNIT PLAN 2019

Pedagogical approach: Holistic and constructivist. ENGLISH 9TH GRADE “C”
Methodological approach: by competences. TEACHER: Luis Armando Sánchez Muñoz
Subject approach: Communicative. Text book:

Competencies: Time:
Unit:  Listening: Sts are able to understand learned utterances and statements. Starts on:
 Speaking: Sts are able to produce oral speech about learned topics. Ends on:
 Reading: Sts are able to recognize and interpret written language. Contents:
 Writing: Sts are able to produce written expressions and information.
OBJECTIVES:

General: By the end of this unit, students will be able to acquire knowledge and develop competencies related to expressing leisure time activities,
through a holistic learning process that helps students to improve their communicative English language skills.

Specifics: By the end of this unit, students will be able to:

 Socialize decisively the practice of sound leisure time activities as a means to preserve physical and mental health as well as to boost cultural growth.
 Produce, at sentence and paragraph levels, oral and written discourse about leisure time activities in order to exchange ideas in the target language.
 Interpret oral and written language messages related to leisure time activities in spoken and written discourse in order to fulfill communication needs.

Hours by Concepts contents
contents
Contents:
 Leisure time activities
(music, movies, books,
2h games, sports).
 Outdoor activities
(places and kinds).
1h
CONTENTS
Procedures contents
Listening:
 Identifying names and kinds of
leisure time activities, and
outdoor activities in different
sources.
 Screening out key information
related to leisure time activities
from different sources (for
example: interviews)
 Picking out details related to
recreation preferences.
Attitudes contents
 Consciously valuing the
practice of sound leisure
time activities to preserve
physical and mental health.
Achievement Indicators.
5.1 Successfully identifies names and
kinds of leisure time activities in audio
and oral input.
5.2 Screens out key information on
leisure time activities from audio and
oral sources.
5.3 Picks out details related to leisure
time activities from teacher’s and peers’
oral input.

1h  Recreation preferences
Grammar in context:
1h  Present perfect (review),  Asking for and giving
since/for. information or personal leisure
time activities.
Have you ever read Harry Potter?
She has practiced that sport
since 2009.
We’ve already gone to the movie
theater.
2h  Present perfect vs.
simple past.
In 2007 I played soccer, but since
2014 I’ve gone to the movies, in
my free time.
2h  Modals auxiliaries:
May, might, can, could.
Could I borrow this book.
We might go to the theater.
2h
 Review of frequency
adverbs.
I always listen to music in my
bedroom.
 Identifying and getting the
notions of time, possibility and  Developing interest and
frequency from oral input related fondness for leisure time
to leisure time activities.
Speaking:
 Describing personal and others’
leisure time activities.
 Exchanging information about
recreation and preferences.
 Expressing degrees of possibility.
 Manifesting degrees of frequency.
5.4 Successfully gets the notions of
time, possibility and frequency from
audio and oral input related to leisure
activities that motivate time activities.
growth of general culture.
5.5 Correctly and courteously asks for
and gives information about personal
leisure time activities.
 Participating diligently in 5.6 Describes personal and others’
the organization of valuable leisure time activities with acquired
leisure time activities vocabulary and expressions.
among classmates and
friends.
5.7 Respectfully expresses preferences
on leisure time activities.
 Exchanging ideas with
respect for the others’
opinions. 5.8 Expresses degrees of possibilities
related to leisure time activities with
grammatical accuracy.
5.9 Manifests degrees of frequency
about leisure time activities with
grammatical accuracy.
 Vocabulary: Reading
5.10 Uses pre-reading strategies before
Dancing, music genres,  Using pre-reading strategies.  Consciously planning and reading books, magazines and booklets
singers, actors, writers, distributing time availability about leisure time activities.
board games, movies, video between studies and leisure
4h games, sports, novels, short  Scanning vocabulary related to time activities. 5.11 Scans vocabulary related to leisure
stories, plays, poetry, leisure time activities from texts. time activities from newspapers and
interesting topics.  Developing interest and magazine articles.
fondness for leisure time
 Skimming main ideas about activities that motivate 5.12 Skims main ideas related to leisure
leisure time activities from texts. growth of general culture time activities from paper and online
articles.

 Recognizing in readings the 5.13 Successfully recognizes the notions

notions of time, possibility and of time, possibility and frequency in
frequency. authentic written texts.
Useful Expressions: Writing

What do you do in your  Listing down leisure time 5.14 Lists down leisure time activities
free time? activities by categories (outdoors, by categories.
What’s your favorite board games, sports, etc)  Appreciating the influence
sport/book/ music? of physical activities during
What are your plans for the leisure time on physical 5.15 Writes sentences expressing
weekend?  Writing sentences expressing appearance. possibility related to leisure time
5h I’m staying home. possibility about leisure time activities with correct grammar and
activities.  Developing interest and syntax.
I have things to do.
fondness for leisure time
We’re going out.
activities that motivate 5.16 Writes sentences expressing
What’s that book/movie
about?  Writing sentences expressing growth of general culture frequency of leisure time activities with
That’s interesting. frequency of leisure time correct grammar and syntax.
activities in their life.  Developing teamwork
That sounds funny/
skills. 5.17 Writes 6 to 7- line paragraphs
boring/ interesting.
 Writing short descriptive describing leisure time activities with
paragraphs. coherence and correct syntax.

 Writing personal reports about 5.18 Writes original/own dialogues

leisure time activities. related to leisure time activities using
the learned vocabulary and grammar.
 Writing dialogues about leisure
time activities and preferences.
 METHODOLOGY

 This unit will be developed through a holistic methodology that offers to students the opportunity to develop and improve their skills by
practicing all the necessary competences in the English language learning process. In order to achieve the students’ participation and learning, the
main setting of contents and materials will take in account the students’ preferences, as well as needs, learning styles, skills, and background
knowledge.
 The practice will be focused in the students’ attention, by using activities based on “task based approaches” (constructivism), where the student is
the main character about his/her own learning process, and the teacher is a guider that offers the appropriate tasks.
 Also in the development of this unit there are going to be other approaches based on: human rights, values, and respect for human dignity.
All the techniques that will be used in the development of this unit, will be guided under all the previously mentioned approaches and strategies; some of
them are: Teamwork activities, Games, warm-ups, free writing, pairs’ activities, role-plays, conversations, usage of digital resources, setting of the
classroom (in circle or U form) and much others.

RESOURCES
For this unit, the different kind resources are really useful, and we’re going to use a variety of them, in order to achieve the objectives and methodological
approaches.

Technological Online Printed Visual Kinesthetic Auditory

Computer Webpage 2.0 Photocopies, Pictures, Games, Songs,
Projector You tube, Infographics, Drawings, Warmers, Videos,
Speakers Worksheets, Videos, Dynamics, Conversations,
Book. Comics. Hot potato.

EVALUATION
Kind of evaluation Description Score Activities
Will help to adequate the teaching-learning process according to the  Oral questions in general to all the class,
students’ needs. at the beginning of the unit (in groups).
Diagnostic The activities are going to be at the beginning of the unit and every No  At the beginning of every class:
class, in order to take in account and reinforce weak points. “Recalling previous learning” as first
activity.
 Creation of conversations in pairs.
Formative These activities will motivate students’ participation and development  Role-plays.
of skills during the classes, also this kind of evaluation will allow the No  Exercises and exchange of answers.
teacher to check the students’ learning progress.  Games for teaching.
 Analysis of videos and songs.
 Anecdotic register.
  Written report about leisure time activities
in their personal life (individual) – 5 %

 Role-play about a situation using

These activities will help to register the students’ progress in terms of
Summative scores and grades with numbers, accompanied with qualitative values
to describing the progress.
vocabulary of leisure time activities and
related grammar topics (In pairs) – 10%
Yes
 Half of the Integrating activity
( Not confirmed yet)
Entertainment fair, students present in groups,
topics related to entertainment in a creative
and inclusive way, (groups of 5 presenting at
the same time while some students from 7th
grade visit the fair) – 50% of the integrating
activity.

BIBLIOGRAPHICAL REFERENCES

MINED. (2008). English Syllabus Third Cycle of Basic Eduation. San Salvador: Quebecor World.

Molinsky, S. (2002). Side by Side third edition. New York: Pearson education.

Richards, J. (2015). Interchange Fifth edition. New York: Cambridge University Press.

WEB SITES:

http://elllo.org/

https://www.esl-lab.com/