Unit 1: Talking about ourselves

Main outcome: I can introduce myself and learn about others.

Activity for class 1: True or False?

Specific objective: To write about myself.

Content: Simple present, to be verb vocabulary about hobbies.

Competences: Speaking, reading, listening and writing.

Time: 20 to 25 minutes.

Materials: Board, marker, pens, notebooks

Grouping: Whole class, pair work, and individual work.

Role of the teacher: facilitator, monitor.

Instructions:

Pre-stage

- Write down on the board 5 sentences about yourself. Students read the statements.

- Ask them to work in pairs. They need to decide which sentences about you are true and
which sentences are false. Example: I am 30 years old, I love cooking, I am from Santiago, I hate
cats, I have 3 children.

- When they finish give them the correct information so they can check their guesses.

While

- Ask students to write down five sentences with similar information, but this time, about
themselves.

- They have to read the sentences to their partners and the partner will have to decide
whether they are true or false.

Post

- write down on the board some of the sentences that were mentioned by students.

- Pay attention to any language problem they may have. Spelling, capital letters, grammar
Activity for class 2: The most similar partner

Specific objective: To fill in forms

Content: Simple present, to be verb vocabulary about hobbies and personal information.

Competences: reading and writing.

Time: 10 minutes.

Materials: projector, forms to fill in, pens

Grouping: Whole class, pair work, and individual work.

Role of the teacher: facilitator, monitor.

Instructions:

Pre-stage

- Project some forms so the students can get familiar with them. Ask them to identify the
context of each form: for example, the airport, the university, the hospital.
- Tell students that today it will be a fantastic class, but in order to be in, they need to
complete a form.
- Show in a power point presentation an example with your own form and elicit some
vocabulary which appears there.

While

- Students fill in their forms with their own personal information, including name, middle
name, last name, hobbies and pastimes, preferences, nationality, place, age, etc.

Post

- Tell students to mingle around the class and read some of the forms their partners have
competed. They need to find a partner with similar personal information.
Activity for class 3: Writing a paragraph about myself.

Specific objective: To write a paragraph about myself.

Content: Simple present, to be verb vocabulary about hobbies and preferences.

Competences: Speaking, reading, listening and writing.

Time: 25 to 30 minutes.

Materials: Board, projector, marker, pens, notebooks

Grouping: Whole class, pair work, and individual work.

Role of the teacher: facilitator, monitor.

Instructions:

Pre stage

- Students read a paragraph about a person who is describing personal information,

background, hobbies and preferences.
- They answer some comprehension questions. Check WH questions in this part.
- Make students aware of some transition words and punctuation rules.
- Point out some negative sentences too.

While

- Students write down a similar paragraph about themselves.

Post

- Use the projector and show a rubric with some elements that the writing should have in
terms of number of words, grammar and vocabulary, and content.
- Ask students to work in pairs and revise each other’s work by using the rubric.
- Students should have time to receive their partner´s feedback and edit their work if
necessary.
Assessment

Specific objective of the task: To assess the ability to write about myself.

Content: Simple present, to be verb vocabulary about hobbies and preferences.

Competences: Writing, reading

Time: 15 minutes.

Materials: Notebooks, pens, rubric

Grouping: Individual work.

Role of the teacher: Assessor.

Instructions:

At the end of the class, tell students they will write a paragraph about a famous person.

They need to include a photo of the person and the information needs to be written in speech
bubbles because the idea is that they speak in first person.

They need to bring the materials (photo) from home in advance.

Before they start writing, show them the same rubric used in activity 3.

You need to collect their works, provide some feedback and give it back to them so they can edit
their writings. You can do this next class.

They need to give you their final version later.

Unit 2: daily Routines

Main outcome: I can talk about daily routines.

Activity 1: Comic

Specific objective: To write sentences about my daily routine.

Content: Simple present, routines, time expresions.

Competences: Speaking, reading, listening and writing.

Time: 20 minutes.

Materials: Board, projector, marker, pens, comic handout

Grouping: Whole class, pair work, and individual work.

Role of the teacher: facilitator, monitor.

Instructions:

Pre:

Brainstorm on the board some common daily routines.

Show students some pictures about daily routines. They need to match them to the corresponding
routine.

You can also pre-teach the time in English and some expressions such as the morning, afternoon,
next, after that, finally.

While

Students work in pairs, tell them to create a comic about their daily routines. They need to make
drawings and write down sentences.

Post

They present the comic to another pair. Students take turns in reading their comic.
Activity 2: Running dictation

Specific objective: To write sentences about someone else’s daily routine.

Content: Simple present, routines, time expressions, possessive adjectives.

Competences: Speaking, reading, listening and writing.

Time: 20 minutes.

Materials: pieces of paper, masking tape, pens, notebooks.

Grouping: pair work

Role of the teacher: facilitator, monitor.

Instructions:

Pre

Write down a routine. The idea is that this time it describes the routine of a third person.

Cut down the routine in small papers and tape them on the walls of the classroom. The idea is that
the papers are not in order.

Tell the class they will play a running dictation which is a competence.

Ask students to put away their materials so there is a safe space in the classroom to run.

While

Students work in pairs. One student will stand up, run and read one paper, go back to his partner’s
desk and dictate the information.

They do the same process until they have written all the sentences. They can take turns so that
both of them can write.

The first team in finishing writing all the sentences is the winner.

Post

Ask students to rewrite the routine and put it in the correct order.
You can explain some grammar issues related to the rules of simple present in the thirds person,
and how the possessive adjectives are changed from my to his or her.

Activity 3: Creating a survey about weekend routines

Specific objective: To create and answer questions about daily routines during the weekend.

Content: Simple present, routines, time expressions, possessive adjectives question words.

Competences: Speaking, reading, listening and writing.

Time: 20 minutes.

Materials: pen, notebook, whiteboards, markers.

Grouping: pair work

Role of the teacher: facilitator, monitor.

Pre:

Ask students some questions about their routines. For example what do you do in the mornings?
What time do you wake up? What do you eat for breakfast? How often do you do exercise?

You can include questions from unit 1 as well.

Write them and their answers on the board.

While

Ask students to create a survey with questions for a partner about their weekend.

Students work in pairs and answer the questions. They should take notes about the answers.

Post

Ask students to report back some of the information they have collected about partners.

You can write some of their sentences in the third person so they see the differences in writing
when describing a third person.
Activity 4: assessment

Specific objective of the task: To assess the ability to write about my daily routines.

Content: Simple present, routines, time expressions, possessive adjectives.

Competences: Writing, reading

Time: 25 minutes.

Materials: Notebooks, pens, projector, rubric

Grouping: Individual and pair work.

Role of the teacher: monitor.

Instructions:

Students will write an e-mail telling some information about their daily routine.

Pre teach some formal aspects of writing e-mails, such as how to start an e-mail, how to respond,
how to say goodbye.

Show them an e-mail with questions about their daily routines. They need to respond it.

They will do pair assessment by using a rubric.

Students should have time to give feedback and edit their work.

Unit 3: People in my life

General outcome: I can talk about familiar people and places.

Activity 1: Family Tree

Specific objective: To describe some of the members of my family.

Content: To be, possessive adjectives, simple present, vocabulary about family, jobs, hobbies and
personal information.

Competences: Writing, speaking.

Time: 30 minutes.

Materials: projector, marker, pieces of paper, masking tape.

Grouping: whole class, individual and in pairs.

Role of the teacher: facilitator, monitor.

Instructions:

Pre:

-show to students your own family tree.

-Include a description of it. Learners respond some questions about it.

While:

-students create their own family trees on a piece of paper.

-Tell them to write down a description of the family tree. They can follow the example you
provided before.

-You need to monitor students’ work in case they have questions regarding vocabulary.

Post

-Ask students to underline vocabulary related to family and jobs.

-Students can share their family trees with a partner by describing it orally.

-Tape them on the walls, ask them to read the descriptions and write down all the new vocabulary
related to family and jobs they find in the texts.
Activity 2: A secret description

Specific objective: To describe physically a person from the classroom

Content: To be, possessive adjectives, simple present, vocabulary about clothes and physical
descriptions.

Competences: Writing, speaking.

Time: 15 minutes.

Materials: projector, marker, pieces of paper

Grouping: individual, Pairs, whole class.

Role of the teacher: facilitator, monitor.

Instructions:

Pre:

Present a famous person and describe him or her.

Elicit vocabulary about clothes, and physical descriptions. It is convenient to introduce the verb
“wear”. He or she is wearing…

While

Ask the students to choose a partner from the class and write a physical description of him or her.

They can include hair style, length, color, eyes color, clothes.

Tell them they need to be respectful when writing.

They cannot write down the name of the person. They need to write sentences such as: this
person is… This person has… This person is wearing…

Post

When they finish, ask them to work with a partner and read out loud their descriptions.

Their partner needs to guess which person is being described.

When they finish, ask some of them to read their descriptions so that all the class can guess.

Activity 3: Creating a cartoon

Specific objective: To create a character.

Content: To be, possessive adjectives, simple present, vocabulary about clothes and physical
descriptions, vocabulary related to hobbies and personal information, daily routines.

Competences: Writing, speaking.

Time: 15 minutes.

Materials: projector, markers, pieces of paper

Grouping: group, whole class.

Role of the teacher: facilitator, monitor.

Instructions:

Pre: ask them about their favorite cartoon or favorite character in movies or series.

Present a cartoon and ask them some questions.

Elicit some grammar aspects related to possessive adjectives and the third person in simple
present.

While

Tell students to work in groups of 3. They will create a poster with a drawing and a description of a
cartoon.

The cartoon needs to be created by themselves.

They need to include a pyisical description, personal information, hobbies and any relavant
information.
Make sure everyone in the group is uncharged of some activity. For instance, one person can
draw, another person can write the physical description, the other person can write about
personal information.

Post

The group will present the cartoon to the rest of the class.

Each person in the team must present.

The rest of the class can ask questions.

Activity 4: assessment

Specific objective of the task: To assess the ability to write about important people in my life.

Content: To be, possessive adjectives, simple present, vocabulary about clothes and physical
descriptions, vocabulary related to hobbies and personal information, daily routines.

Competences: Writing

Time: 15 minutes first class. 10 minutes second class

Materials: Notebooks, pens, rubric

Grouping: Individual and pair work.

Role of the teacher: assessor.

Instructions

Individually students write a paragraph about their favorite relative.

They include a physical description, personal information, hobbies, daily routine and state why this
person is his or her favorite relative.

They will hand the text in. the teacher writes some comments and they can edit and submit their
final version next class.
Unit 4: Events and Invitations

General outcome: I can understand and interact with simple information texts, such as schedules,
notices of public events and invitations.

Activity 1: Writing an invitation

Specific objective: To write and respond to an invitation

Content: functional phrases to write invitations, accept, and refuse, prepositions of time and place,
days of the week.

Competences: Writing, reading.

Time: 15 minutes.

Materials: projector, marker, pieces of paper.

Grouping: individual and in pairs.

Role of the teacher: facilitator, monitor.

Instructions:

Pre:

Show students a real invitation for an event.

Elicit and pre-teach some useful phrases for inviting and for responding to an invitation.

While

Ask students to create an invitation.

They need to include the time, place, contact information and any other relevant information.

Post

They work in pairs and respond to their partner’s invitation.

Activity 2: My favorite celebration

Specific objective: To write about a common celebration.

Content: simple present, vocabulary related to celebrations, dates.

Competences: Writing, reading

Time: 15 minutes.

Materials: projector, marker, pieces of paper.

Grouping: individual and in pairs.

Role of the teacher: facilitator, monitor.

Instructions:

Pre

In pairs, students read some information about different celebrations, and they have to guess
which celebration is being described.

Also, they need to match the dates to the correct celebration.

While

They choose their favorite celebration (Christmas, New Year´s Eve, their birthday, among others)
and they write about what they usually do for that celebration.

They will do pair assessment by using a rubric.

Students should have time to give feedback and edit their work.

Post

Students edit their work.

Activity 3: A fantastic week

Specific objective: To complete an itinerary.

Content: simple present, dates and time.

Competences: Writing, speaking

Time: 15 minutes.

Materials: board, marker, pieces of paper with the itinerary.

Grouping: individual, in pairs and group work.

Role of the teacher: facilitator, monitor.

Pre

Tell students to think about different activities they would love to do.

You can pre-teach some vocabulary and help with the ideas on the board.

They need to come out with 5 activities.

While

With a partner, they complete a week itinerary where they will organize the activities.

They need to include the day and time they will do each activity.

Post

They work in groups of four students and compare their itineraries to check similarities and
differences.

They can also ask questions to their partners.

Activity 4: assessment

Specific objective of the task: To assess the ability to write an invitation to an event.

Content: functional phrases to write invitations, prepositions of time and place, days of the week,
time and dates.

Competences: Writing

Time: 40 minutes

Materials: pieces of paper, markers, rubric.

Grouping: group work

Role of the teacher: assessor.

In groups of three students think about a fun activity to be conducted at the university and they
create a poster to promote it.

You can show them an example.

They need to include the place, time, date, activities to be done, and any other important
information.

When they finish, they tape the posters in the walls and the class votes for the most original idea.

Some ideas could be the following:

- Visit the botanic garden

- Visit the school arboretum
- Visit the university sculpture yard
- Visit the university museum

The teacher will revise and provide feedback later, by using a rubric.