GENERAL UNIT INFORMATION

.GENERAL UNIT INFORMATION

Name of student teacher:

School/Institution: Institución educativa santa rosa de lima

Cooperating teacher: orquídea narvaes

University teacher: Ligia Pertuz pertuz

Grade: 111 112

Number of students: 40

Topic: how can I get to ...? giving and asking for direction.
Languages focus :

Stage 1: Desired Results

Standards:
Habilidad de producción – escritura
Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y el profesor (1,2)

habilidad comprensión- lectura

- Identifico palabras claves dentro del texto que me permiten comprender su sentido
general (1,2).

Basic learning rights:

- Exchanges opinions on topics of personal, social or academic interest (5).

- Composes clear and well-structured oral or written messages taking into
consideration the context in which they are produced (4).

Established goals:
 Students will learn how to give and how to ask for directions in English. Also,
they will be familiar with important vocabulary on buildings and places in town.
 To provide accuracy speaking practice in a functional language in the context
of asking and giving directions.

Pre-requisite knowledge: Students should know about basic vocabulary for important
places (such as library, bookstore, cafeteria, etc.)

Students will know:
 Student will know how draw a
picture that match a set of
directions.
 the student will know the
meaning of the signs on the
road.
Stage 2: Assessment/Homework
Assessment/ Evidence of Learning Homework:
 students will read the direction on
the worksheet a draw a picture of
the direction in the box.
 Students will do a worksheet
where they will complete the gaps
with a word from the box.
 students will match and join with
arrows the question about
direction with the correct answers.
GENERAL UNIT INFORMATION
Students will be able to:
 Students will be able to ask for
directions, give the location of a place
using location prepositions, and give
directions to a place.
 Students will be able to successfully
give sequential step-by step directions.
 they must deliver at the end of the
unit a set of road signs that will
then be placed in specific places of
the school.
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UNIT DEVELOPMENT
 Established goal (s): Students will learn how to give and how to ask for directions in English. Also, they will be familiar with important
vocabulary on buildings and places in town.
 To provide accuracy speaking practice in a functional language in the context of asking and giving directions.

Pre-requisite knowledge: Students should know about basic vocabulary for important places (such as library, bookstore, cafeteria, etc.)
Students will know: Students will be able to:
 Student will know how draw a picture that match a set of  Student will be able for and give directions to place on a map.
directions.  Students will be able to ask for directions, give the location of a place
 the student will know the meaning of the signs on the using location prepositions, and give directions to a place.
road.  Students will be able to successfully give sequential step-by step
directions.

Learning plan
Stage of lesson Procedure Type of interaction (T-S/S-S) Resources Time

To activate the vocabulary, language and

Motivation Phase T-S/S
motivation of the students, a game will be Vocabulary 5 min
presented, the game is called Ship in the Fog. For Pictures
this, the teacher will present to the students a key the elements of the
vocabulary to understand the activity. This will be classroom
written on the board

turn right
turn left
go straight ahead
the_ is on your left / right
is between __ and__
After this, the teacher will explain the game.
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Students will overcome a series of obstacles using

the elements in the classroom in order to obtain an
object that will be in a specific place. In pairs, one
student will wear a blindfold while their partner
gives them directions to get through the activity.
The rest of the students must remain in complete
silence while their classmate completes the
activity. If any other classmate disrupts the
activity, talk or do anything else they will lose their
turn.
Input In order to draw students' attention to the target T/S 5 Min
phase language, teacher will use short worksheet in where short worksheet
They will match the words for direction with the
pictures given in the hand-out.
Procedure Phase: Then, the teacher will ask the students a series of
a)Focus/Working T/S 8 Min
activities questions to discover what these images and
b)Transfer/ meanings represent.
Application What do you think are the words of instructions?
activities
What are the instructions for?
c)Assessment
Opportunities How do directions help us?
d) Homework (if Why is it important to follow the instructions?
included in this Do you know how to instruct someone?
phase)
This is done with the purpose that the students take
out knowledge from their own experiences.
To be clearer regarding the topic, the teacher will T/S 10 Min
show to students two videos with the explanation
of how to give and ask for directions. The videos
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will be one in English and one in Spanish.

then, teacher will give each student a copy with a T/S worksheet 15 Min
worksheet, students will read the direction on the
worksheet a draw a picture of the direction in the
box, when the students have completed all drawing
teacher will check the illustration to make sure
they match with the direction.
Then, to clarify the meaning, form and
pronunciation of the target language, students will
listen to a dialogue and try to understand it. They
will listen again and fill in the gaps on the dialogue Audio 30 Min
T T/S worksheep
in the worksheet. Continuously, they will listen a
second time and while they will listen, they will do
a worksheet where they will complete the gaps
with a word from the box.
Once finished in this activity they will answer one
questions and will write any new words that they
learn in this lesson. The question is:
What do you do when you get lost in a town or
city?
Before, the teacher will give to student a
worksheet. They will match and join with arrows T/S worksheet 15 Min
the question about direction with the correct
answers.
continuously, students will read the information S/S guide 30 min
about how asking and giving a direction in their
work guide, in this information the student will
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find key words and phrase that they can use to

write a short dialogue asking for an address. With
the dialogue already created, the students will do S/S dialogue 30 min
a role play asking for and giving an address. One
student asks and the other answers, then the
students will switch roles and do the same.
Continuously, teacher will divide the room into
S/S worksheet (a or b) 35 min
two rows: row A and row B. To each row, teacher
will give the corresponding worksheet (a or b).
Teacher will draw to the students' attention to the
useful language box on the worksheet and review
how to ask for given direction the class. Then
teacher will give to students 5 min to read the
worksheet in order to familiarize with the
vocabulary and the task. Subsequent, teacher will
tell students that they are going to give directions,
starting at the pin located at the bottom of the map.
Next, teacher will choose two student by each
rows. The student A goes first asks student B for
direction to the place shown on their worksheet in
order shown.
When student A has been directed to the place,
he/she will mark the location in the map. Then the
two student will switch the roles. Afterward the
teacher will verify the map to see if they have
marked the location correctly. this activity be
evaluated
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Closing Phase Teacher will give to student an evaluation

Homework (if S evaluation 30 Min
included in this workshop that they will deliver and end of the workshop
phase) class. This activity will be evaluated
The teacher will ask the students to form group of
three people, they must deliver at the end of the
unit a set of road signs that will then be placed in
specific places of the school, this activity will be
evaluated.
Reinforcement
activities for
students with
special needs
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Motivation Phase
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Input
phase
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evaluation workshop