Matriz Metas de Aprendizaje

School: Instituto de Humanidades Alfredo Silva Santiago

Grade: First year highschool

1. Unidad Temtica A balancing act

2. Objetivo de la Unidad Talk about daily routines and
priorities.
Understand and article about the
importance of sleep.
Understand a radio interview
Understand an article about
special schools
Offer and accept help.

3. Metas de Aprendizaje y Desglose de Contenidos

Metas de Desglose de Contenidos Sesin
Aprendizaje Conceptuales Procedimentales Actitudinales
Aim: At the Vocabulary about Use vocabulary Respect the Class
end of the priorities: about priorities rules 1, April
lesson Do sports by answering established the 6th
by the
SWBAT Shop for questions orally
teacher
discuss about clothes and written
their priorities Hang out with
Show interest
in real-life friends Comprehend for the class
situations Do something specific and the
(orally) creative information from activities
Get enough a listening suggested by
sleep the teacher
Have time for
yourself Respect
Help around classmates
contributions
the house
Chat with
friends online
At the end of Verb+ collocations Comprehend Respect the Class
the lesson specific rules 2, April
SWBAT information from established the 7th
design an a text by the
teacher
advertisement
(orally) telling Relate the Show interest
how to sleep content with for the class
well previous and the
knowledge activities
suggested by
the teacher
Recognize the
correct use of Respect
verb+collocation classmates
s contributions

At the end of Modal verbs Recognize the Respect the Class

the lesson Should correct use of rules 3, April
SWBAT Shouldnt modal verbs established the 11th
by the
determine the Must
teacher
rules for the Mustnt Differentiate
guests and between
Show interest
staff of an negative and for the class
hotel positive forms and the
activities
suggested by
the teacher

Respect
classmates
contributions

At the end of Respect the Class

the lesson Apply the rules 4, April
SWBAT vocabulary learnt established the
create and in previous by the 18th
teacher
present a classes
role-play
Show interest
about a movie Comprehend for the class
in which specific and the
children are information from activities
the main a video suggested by
characters. the teacher

Respect
classmates
contributions
At the end of Mustnt Comprehend the Class
the lesson Dont have to differences 5, April
SWBAT between mustnt the
contrast and dont have to 20th
compulsory
situations and
preferences
At the end of Vocabulary about Apply the Respect the Class
the lesson performing: vocabulary rules 6, April
SWBAT Act taught in classes established the 25th
by the
design a flyer Dancing
teacher
about a Instruments Relate the
musical event Microphone content with
Show interest
On stage previous for the class
Orchestra knowledge and the
Play (the activities
piano) suggested by
Voice the teacher

Respect
classmates
contributions

At the end of Respect the Class

the lesson rules 7, April
SWBAT established the 27th
create a script by the
teacher
for a podcast
about a
Show interest
musical event for the class
and the
activities
suggested by
the teacher

Respect
classmates
contributions

At the end of Respect the Class

the lesson rules 8, April
SWBAT established the
present a by the 28th
podcast about teacher
a musical
event. Show interest
for the class
and the
activities
suggested by
the teacher

Respect
classmates
contributions

4. Red de Contenidos Conceptuales

Unit: A Balancing Act

Modal Verbs Vocabulary

Should Must Performin Priorities

g
Shouldn Mustnt Dont have

Task 2

This unit was based on the students coursebook called Eyes open 3 which is
designed by Cambridge. This unit is not part of the Planes y Programas
suggested by MINEDUC. Therefore, students have to buy this book. Additionally I
made my decisions about this unit based on the data collected in the first MDD,
because this information allowed me to design the activities that this unit should
include.

It is important to mention that I had to consider my guide teachers previous

plannings, the level of English of my students and also their previous knowledge. I
try to be creative with the activities that I proposed in order to make my students
participate. I included role plays, worksheets and team and pair work. In contrast I
did not include the use of TICS, but in my opinion this unit needs to have activities
in which students have to work collaboratively instead of individually. According to
the Oxford Dictionary (2016) motivation is defined as A reason or reasons for
acting or behaving in a particular way. Based on this idea, the fact of having
interesting activities may affect directly in students attitude towards the class.

To sum up with, I planned 9 classes of 90 minutes, in each lessons students use

the language by doing speaking activities, written activities, listening
comprehension activities, among others. I tried to design activities in which
students have to talk, because as my guide teacher told me and as I can observe
during the first month at school, students in this grade were very passive and it was
necessary to encourage them to participate and change the perception that
students have towards English classes. According to Ward, Grinstein & Kein (2015,
p.74) perception is the process by which we interpret the world around us, forming
a mental representation of the environment.

Task 3: Reflection

As I mentioned before, I had to adapt my classes to the course book, because the
curricular plan of the school was based on it. Therefore all the content that I teach
in my classes was taken from the book.

Even though I have to use the course book in almost all my classes, I am allow to
proposed different activities, so I tried to be creative at the moment of planning.

This course is very passive. Consequently, one of the difficulties that I had was that
the participation was not as much as I expected, but not because the classes were
not interesting enough.

References

Oxford Dictionary. (2016). Motivation. Oxford University Press. Extracted on 16th of

September 2016, from
https://en.oxforddictionaries.com/definition/motivation

Ward M., Grinstein, G. & Keim, D. (2015). Chapter 3: Human Perception and
Information Processing. Interactive Data Visualization: Foundations,
Techniques, and Applications. CRC Press Taylor and Francis Group:
Florida, US.