Linguistic

Objetives

Evaluation Estrategies

Mediation Activites

Listening (Likes and The teacher presents the Likes and dislikes about the duties
dislikes about the in my family (Sweep the floor, do the dishes, make the bed,
duties in my family). study, feed the dog, store the toys, water the grass,Clean the
windows. Expressions: Who takes care of (looks after) the
children? Who takes care of (looks after) the children? Dont
be shy, aggressive, noisy. Who washes the dishes, makes
dinner, does the laundry? I like my bedroom very much.) and
the function ( Expressing likes and dislikes.), by associating
visual material with aural one and performing actions (T.P.R.).
The students imitate the teacher's performance. (Through the
activities the teacher promotes: Respect for others customs.)

Schedule

The
teacher
checks June 9, 2016
the students comprehension and pronunciation of the language.

Through the language of the topic, the students practice the The teacher checks
listening comprehension by selecting visual material (or perthe students underforming actions) according to the instructions they listen to.
standing and performance.
By listening aural material related to the topic the students The students demon Identifying the perform different tasks such as: selecting visual material, play- strate
understanding
main points of short ing listening games and performing actions.
by selecting visual
conversa- tions or
material or performing
pas- sages.
actions according to
the instructions
listen to.
Speaking (Likes By using visual material, the teacher models conversations
and
dislikes
(asking and answering questions) about the topic. The stuabout the duties dents repeat each line orally. (Through the activities the
teacher promotes: Equal treatment with all people.)
in my family).
By using visual material, the students practice the oral production by modeling conversations related to the topic. First, the

they

The teacher checks June 11, 2016

the students' understanding

about

the

Based on visual material, the students an-

teacher divides the class in two groups. Each group says a swer questions related
line of the conversation. Then, The students, in pairs, practice to the topic.
the conversation.

 Sharing and The students exchange information about the topic (Answerrequesting
in- ing questions based on visual material) by performing different
formation.
tasks such as: role-plays, information gap activities and playing speaking games.

The students give informat+D4ion

about
the topic by answering
questions according to

Reading (Likes The teacher introduces the written part of the language about The teacher observes June 15, 2016
and
dislikes the topic by associating written material (words or sentences) the students participaabout the duties with visual one. The students read the written material after tion.
in my family).

the teacher. Then, the students write the written material in

their English notebook. (Through the activities the teacher
The students practice the vocabulary and the expressions The students select
about the topic by associating the written material (words or visual material accordsentences) with the visual one (the students select visual ma- ing to the words or

Identifying the
main ideas of a

terial by reading words or sentences).

sentences they read.

Based on the vocabulary, the expressions and the functions of

the topic, the teacher writes a short paragraph and questions
about the paragraph on the board. While reading, the teacher
associates visual material with the paragraph and the questions to clarify the meaning. The students read the paragraph
and the questions with the teacher. Then, the students copy
the paragraph and the questions in their notebook.
The students practice reading comprehension by reading the The students answer
paragraph and answering the questions individually. Then, the questions related to

students check their answers with the teacher.

the paragraph.
Writing (Likes By using the vocabulary, the expressions and the function of
and
dislikes the topic, the teacher writes a short paragraph. This paraabout the duties graph is a model so that the students can use it to write senin my family).
tences. The teacher associates each sentence of the model
with images that represent the meaning of each of them.

June 17, 2016

Speaking (Likes By using visual material, the teacher models conversations

and
dislikes
(asking and answering questions) about the topic. The stuabout the duties dents repeat each line orally. (Through the activities the
teacher promotes: Equal treatment with all people.)
in my family).
By using visual material, the students practice the oral production by modeling conversations related to the topic. First, the

The teacher checks June 11, 2016

the students' under-

Sharing and teacher divides the class in two groups. Each group says a
line of the conversation. Then, The students, in pairs, practice
requesting
in- the conversation.
formation.
The students exchange information about the topic (Answering questions based on visual material) by performing different

swer questions related

to the topic.

standing

about

the

Based on visual material, the students an-

The students give informat+D4ion

about

tasks such as: role-plays, information gap activities and play- the topic by answering
ing speaking games.
questions according to
Reading (Likes The teacher introduces the written part of the language about The teacher observes June 15, 2016
and
dislikes the topic by associating written material (words or sentences) the students participaabout the duties with visual one. The students read the written material after tion.
in my family).

the teacher. Then, the students write the written material in

their English notebook. (Through the activities the teacher
The students practice the vocabulary and the expressions The students select
about the topic by associating the written material (words or visual material accordsentences) with the visual one (the students select visual ma- ing to the words or

Identifying the
main ideas of a

terial by reading words or sentences).

sentences they read.

Based on the vocabulary, the expressions and the functions of

the topic, the teacher writes a short paragraph and questions
about the paragraph on the board. While reading, the teacher
associates visual material with the paragraph and the questions to clarify the meaning. The students read the paragraph
and the questions with the teacher. Then, the students copy
the paragraph and the questions in their notebook.
The students practice reading comprehension by reading the The students answer
paragraph and answering the questions individually. Then, the questions related to
students check their answers with the teacher.
the paragraph.
Writing (Likes By using the vocabulary, the expressions and the function of
and
dislikes the topic, the teacher writes a short paragraph. This paraabout the duties graph is a model so that the students can use it to write senin my family).
tences. The teacher associates each sentence of the model
with images that represent the meaning of each of them.

June 17, 2016