UNIT PLAN

STUDENT TEACHERS’ NAMES:

INSTITUTION:

COURSE:

PERIODS PLANNED: e.g. Mondays and Fridays

TIMETABLE: e.g. 9 to 10

SUBMISSION DATE: e.g. Monday 23^rd April

PRESENTATION DATE: e.g. Monday  11^th May

DESCRIPTION OF THE GROUP (In separate sheet) Indicate  group size, level, attitude towards the language and any other relevant information)

……………………………………………………………………………………………………….

THEME: e.g.  Food

LINGUISTIC EXPONENT/S:  action verbs ( prepare, cook, pour...)  Tense: Simple present regular verbs.........etc-

PREVIOUS KNOWLEDGE:  Grammar Structures and vocabulary Students know

GENERAL OBJECTIVES: Since they are general, you will include what your aims are.Use the following format.

 e.g.

By the end of the unit, Sts  will :

·        Develop their oral skills through  students’ interaccion

·        Gain  new  vocabulary related to food

·        Etc

 GENERAL DESCRIPTION OF ACTIVITIES TO BE USED:e.g.  Name activity, and explain the purpose of its use

FINAL TASK: It should be a concrete, real-to-life task that will look back to  the work of the whole unit. Eg. Designing  a shop, writing a magazine, creating a leaflet, about food, or restaurants, tasks that will require the use of all the language used in the

CROSS-CURRICULAR RELATIONS: e.g.

·        Mathematics ( work out expenditure: payment of salaries, taxes,etc.                                                          

·        Nutrition: Healthy and  unhealthy food

MATERIALS AND RESOURCES: e.g. flashcards, posters...

BIBLIOGRAPHY: Reading material that contains the principles you have based  your  classes on

DAILY PLAN

CLASS PLAN # (INDICATE)

STUDENT TEACHER’S  NAME (On practice)

STUDENT TEACHER’S  NAME (Observer)

:

INSTITUTION:                                                                    COOPERATING TEACHER:

COURSE:  

PERIODS PLANNED:                                                                                   

SUBMISSION DATE:

CLASS DATE:

……………………………………………………………………………………………………………

LINGUISTIC EXPONENTS(Grammar  and Vocabulary)

A. Items to be taught                  B: Re-cycled items

SPECIFIC OBJECTIVES: When announcing objectives you should  bear in mind an action to be performed by students. These objectives will contribute to the realization of your aims. E.g How will you go about developing Sts’ oral skills?  Probably through  class discussion, role plays, interviews, etc

Each objective is to be consistent with the  L. Exponent,the theme, the function, the activities and the evaluation criteria

NOTION: e.g. Our Restaurant

FUNCTION: It refers to the communicative side of the notion and it is expressed by means of  a present participle. E.g. preparing the menu

MACROSKILLS:  (skills students will develop: reading, listening, speaking, writing.  Each skill will appear twice in the whole plan) Each will  imply  the use of  a task with a specific purpose and objective

COHERENCE: Explain how this plan is connected to the previous and following plan, as well as to  the final task

EVALUATION CRITERIA

1.Criteria for evaluating the learning process: How you are going to evaluate students’ learning to make sure the objectives have been carried out?

(After the class)

2. Self-evaluation: Reflection upon the process of teaching

 Lic. Gabriela Domínguez