People and Animals

PROFESOR: INGLES II FECHA: _________________

Unit 1: People and Animals

Propósito: 1.1. Expressing (in)ability in the present Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the harmonica/speak English/...). 1.2. Describing people and animals

Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her homework/arrives on time/…); What’s your dog like? It’s fat/lazy/…

LESSONS TEAM

Social Practice

PERFORMANCE EVIDENCE REFLECTION ON LANGUAGE STRATEGIC COMPETENCE

UNIT FOCUS

1. Meeting your a new teacher

2. This is your schoolprincipal

3. What time do you have your english class?

4. Roxane gets up at six o’ clock

5. mi uncle is stall and thin

6. What does your teacher look like?

7. Can you drive a car?

8. Elephants have big ears and black eyes

9. Whales are very intelligent.

10. Whats i s your mother like?

11. I sometimes play soccer

12. How often do you go the movies?

13. Do you now seahorses?

14. Learn about koalas

15. Do animals have routines?

16. What can animal do?

17. Have you heard about white lions?

18. Animals that live in your community

19. My favorite athlete is Ana Guevara

20. What animals do you like?

21. Create a gallery of famous people

22. Come to visit our gallery

23. Who is it?

24. Autoevaluación

Giving and obtaining factual information of a personal

and non-personal kind

1.1. Expressing (in)ability in the present

Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design

buildings/…; Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the

harmonica/speak English/...).

1.2. Describing people and animals

Sample productions: Zebras are beautiful. They have black and white stripes. They live in the

jungle. They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is

very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long

ears/black eyes/…?; Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is

tall and plump; What’s Luis/Erika like?; He/She’s tall/responsible/…(. He/She always does her

homework/arrives on time/…); What’s your dog like? It’s fat/lazy/ sudents can recognise and understand quotidian texts (classified advertisements, letters/emails,

magazine/newspaper articles and conversations) in order to use them purposefully (obtain

information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/

routines).

– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.

– Can identify the overall message and some details ((in)abilities, physical characteristics, routines/

habits) and discriminate relevant from irrelevant information, in order to identify a person or his/

her main actions/habits/routines, complete/expand a text and/or respond to a conversation.

• – Can infer age, sex, feelings, attitudes, location and situation of others.

– Can infer the meaning of some adjectives used for describing people from the context within which

they are presented, and/or by recognising synonyms (e.g. thin–slim) and antonyms (e.g. tall–short),

based on content as well as on knowledge of the world and/or L1.

– Can discriminate final consonant sounds used in can (/kæn/ or /k n/) and can’t (/kænt/).

Students can recognise and understand academic texts (articles about the routines of animals or groups

of people) in order to compare with the rest of the class their own interpretation and judgement of such

texts.

– Can relate main ideas to examples, descriptions and explanations about the routine of an animal or

group of people.

– Can use maps, photographs and charts in texts to increase their knowledge about the animal or

group of people described.

Students can recognise and understand short literary texts (tales, fragments of poems and stories) in

order to comment on the feelings generated by them.

– Can identify characters and main events.

Students can use language creatively and appropriately by selecting lexis, phrases and grammatical

resources in order to produce short, relevant texts (classified advertisement, letter/e-mail, article,

conversation)

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