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Unit Component

Title

“My Daily Life”

Learning the Present Simple

My Everyday

Theme: Daily routines and personal habits

Grammar:

-Present simple (affirmative, negative, and question forms)

-Structure: Affirmative (subject + verb + complement)

Negative (subject + do/does + not + verb + complement)

Question (Do/Does +subject + verb + complement)

-Use: Describing routines and habits (example: I get up at 6 am).

Expressing likes and dislikes (example: He likes coffee).

Making statements (example: The apple is red)

Conjugating third person singular (she/he/it) “s”, “es” (example She     sings opera)

Vocabulary:

Daily routines: wake up, brush teeth, go to school, play, eat breakfast, do homework, go to bed.

Time expressions: always, usually, sometimes, never, in the morning, in the evening, every day, on Monday, etc.

Hobbies and interests:  read, watch TV, listen to music, play sports, cook, study, etc.

Reading:

Text: Brief text.

Strategy: predicting and summarizing.

Activities: 1- Reading, students predict what “person” daily routine might be.

2- Fill in a graphic organizing the daily routine

3- Summarize the main idea of “Person” Day.

Follow–up: Comprehension questions about persona

What time does “Person” wake up?

What does “person” do in the afternoon?

Does “Person” like to play sports?

Listening:

Activity: Focused listening on personal introductions and daily routines.

Strategy: Listen and answer questions about what activities the speaker does, comparing the speaker’s routines with their own

Task: Listen to a short recording of two people talking about their daily routines.

Follow-up: Practice listening for specific information (for example: what time does she/he goes to school?). Discuss the similarities and differences between the students’ routines and the speaker’s routines.

Writing:

Task: Write a short paragraph about their own daily routine using the Present simple tense. Using a template to write about their daily actions (example: I wake up at 6:30 am, I eat breakfast at 8:00 am, I go to school at 9:00 am)

Strategy: students first brainstorm their activities.

Follow-up: In pairs, students share their paragraphs

Speaking:

Task: Role-play a conversation about daily routines with a partner.

Students will practice asking and answering questions about their daily routines (example: What time do you go to school? - I go to school at 9:00 am.

Strategy: Encourage students to use time expressions and to ask follow-up questions (for example: Do you play soccer?)

Follow-up: Students practice asking about other’s routines, and then present a summary of their partner’s daily routine to the class.

Time

Total duration: 4 sessions (Each session lasts 60 minutes)

Unit Objectives

Main unit objective: Students will be able to use the present simple tense to describe their daily routines and habits (reading, writing, and speaking)

Lesson objective 1: Students will learn the affirmative form of present simple to describe daily routines and understand the use of expressions (Introduction to Present simple Affirmative)

Lesson objective 2: Students will learn how to form negative sentences and questions in the present simple. They will practice asking and answering questions about their routines (Present simple Negative and questions form)

Lesson objective 3: Students will focus on the third person singular (he, she, it) and how to make affirmative sentences. Using time expressions to describe activities (third person and time expressions)

Lesson objective 4: Students will review all present simple forms and write about their daily routines. Engaging in speaking activities like role-plays and pair discussions (writing and speaking)

Course Learning Outcomes

Main unit learning outcome: Students will be able to understand and use the present simple tense in affirmative, negative, and question forms,

Students will talk about their daily routines and understand others’ routines.

Students will be able to write and speak about their habits, likes, and dislikes in a structured way.

Lesson learning outcome:

Lesson Objective 1:

-Students will reorganize and use an affirmative form of present simple to describe their daily routines.

-Students will correctly use time expressions to indicate the frequency of activities.

Lesson objective 2:

Students will form and use the present simple in negative and questions forms to ask about and describe a daily routine.

Lesson Objective 3:

Students will correctly form and use the third-person singular in Present Simple sentences.

Students will use time expressions with regular activities in the present simple tense.

Lesson Objective 4:

Students will demonstrate comprehension of the present simple tense by writing a paragraph about their daily routines and speaking about their Partner’s routines.

Formative -Assessments

Low stakes Assessments

1.      At the end of each lesson, students complete a short task or question about what they learned (for example: Describe your routine or ask your partner a question about their routine).

2.      Students will pair up and review each other’s writing, using a checklist (to practice speaking and grammar while they receive feedback).

3.      Students will practice asking and answering questions about routines in activities like role-play to use the language in context.

4.      After listening to the audio about daily routines, students answer different questions about the specific information in the present simple.

5.      Students participate in discussions about reading text or listening activities. It will be to assess their understanding and usage of present simple in context.

Practice for Summative Assessment

1.      During the Unit, students write drafts of their daily routines, which are then revised with feedback.

2.      In the role-plays and pair work, students practice speaking about routines, providing opportunities to clarify their language before the final oral presentation.

Teaching Method

a.      Communicative Language Teaching: this approach focuses on communication and real-life contexts (dialogues, role-plays, interactive activities).

b.      Task-Based Learning: Working on meaningful tasks promotes language use in context. (Describing routines, listening to specific information).

Scaffolding:

a.      Step-by-step instructions (start with simple affirmative sentences and build more complex structures with a third singular person, negative sentences, and questions).

b.      Visual aids (useful charts, graphics, diagrams to understand grammar and routines)

c.      Practice and Repeat (Review of grammar through different activities to reinforce learning)

Key Resources

-          Audio clips (listening practice)

-          Flashcards (vocabulary)

-          Worksheets (writing activities and information)

-          Text (reading)

-          Graphics

-          Interactive board

Students’ Context

Level (MCE): A1

Age: 9 – 11 years old

Grade: 5°

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Writing by Danilo Guerrero.

https://www.canva.com/design/DAGVwPk4IWg/SK8nRjljLc6PFNh_83B0rg/edit?utm_content=DAGVwPk4IWg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Speaking by Delsy Diaz

https://www.canva.com/design/DAGVuNfuDj0/YbJOg-PhkgcrCkt2JyZMug/edit?utm_content=DAGVuNfuDj0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Reading by Elvis Palacios.

https://www.canva.com/design/DAGVw1YrQh4/5BtN_6Csfx8N_rZWwdufew/edit?utm_content=DAGVw1YrQh4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Listening by Lady Bonilla.

https://www.canva.com/design/DAGU-ufV9Co/WHFDbL9_NcEInVsUcxg0Zw/edit?utm_content=DAGU-ufV9Co&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Enhance your speaking skills and grammar by conversing with Langua Talk

Learning Objective

Students will be able to strengthen their speaking skills and grammar accuracy by practicing in regular conversations with the AI Langua Talk, focusing on real-time feedback and corrections

Activity Structure

Introduction:

Speaking skills are essential for clear and effective communication. Regular practice can enhance fluency, vocabulary, and ability to express ideas and confidence. IA LanguaTalk provides the opportunity to practice speaking in a low-pressure environment. It will help to refine grammar, pronunciation, and overall skills' communication.

Instructions:

To develop the activity, follow the steps below.

1-         Go to the website Langua Talk and click on the menu - Try Langua -explore Free version.

2-         Create a free account following the instructions on the website.

Important!

a)  Choose the English language

b)  Level: A2 or B1

c)   Dialect: British Language

d)  AI conversation

e)   Choose Five days per week.

3-         See the video “How it works”

4-         In “choose an option” select “chat about anything.”

5-         Then choose the option “My life /interests”

6-         LET’S GET STAR TO PRACTICE!!

7-         Check your feedback, focusing on the Feedback and corrections. (download combined report & transcript)

8-         Write a short text using the correction made.

9-         Send a document as a PDF File with your combined report & transcript and the text you wrote.

Practice:

-     Listen actively to the question during the conversation with the AI languaTalk

-     Record your answer and click to send it.

-     Check your LanguaTalk feedback and corrections.

-     Identify and analyze the areas that need improvement.

-     Write a short text to base the correction made, applying the accurate grammar form.

Feedback:

Automatic: Langua talk provides overall feedback and detailed corrections of your conversation.

Instructor: The tutor will review your PDF file to look over your process and provide extra recommendations

Develop Content

Let’s go to talk!

-

1-  Food and cooking

2-  Movies, music and books

3-  Plans for the future

4-  Technology and Social Media.

5-  Hobbies and free time activities

6-  Travel and places

7-  Daily routine

8-  Family and friends

Start a conversation with the AI LanguaTalk about your life or interests, such as:

*Download the combined report & transcript of your conversation.

1-Check the LanguaTalk feedback.

2-Analyze the mistakes and corrections.

3-Apply corrections to build a short text.

- Write a short text applying the accurate grammar form.

*Save the text and the report & transcript of your conversation in a PDF file.

Guiding Questions to the conversation and the text write.

1-   What do you like to do in your free time?

2-  What is your dream vacation destination? Why?

3-  Can you describe a typical day in your life?

4-  What do you and your friend/ family do together?

5-  What kind of music do you like?

6-  What is your favorite food?

7-  What are your goals for the next year?

8-  How often do you use social media? Which platforms do you use the most?

Examples:

Conversation

Feedback

Text

The Sunday roast is a British traditional meal. It is very important to the British families because ……..

Do it now, sometimes “later” becomes “never”. Don’t give up!

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IA Activity by Delsy Diaz Muñoz

For the development of my activity proposal, I decided to work with the Grammarly tool, which is an AI tool that allows us to teach a language skill related to writing in English. It focuses on correcting grammatical errors and improving writing style.

Learning Objective:

To strengthen the students' grammatical structure.

Topic: Correction of grammatical errors, punctuation usage, and writing style.

Specific Objective: Students will be able to identify and correct grammatical errors in a text, improve punctuation, and adapt their writing style to make it clearer and more coherent.

Activity Structure:

Introduction:

In this activity, we will be using the Grammarly tool to improve English writing. Through automatic corrections, we will identify grammatical errors, punctuation issues, and suggestions to improve the writing style. In this way, students will learn how to correct errors and improve the fluency of their writing.

Instructions:

1. Step 1: Read the following paragraph, which contains several grammatical, punctuation, and style errors. This text is filled with common mistakes that we make when writing in English. Copy this text and paste it into Grammarly to start correcting it.

Example of a text with errors:

1. "i don't know if I should of gone to the party but I was thinking I might do it, but I'm not sure, cause I feel tired. the party was fun tho."

2. Step 2: Grammarly will suggest corrections in the text. These suggestions will include:

Grammatical errors (e.g., incorrect use of "should of" instead of "should have").

Punctuation errors (e.g., missing commas or periods).

Style improvements (e.g., using more formal or clearer language).

Review the suggested corrections and accept those you think are necessary to improve your writing.

3. Step 3: After correcting the text with Grammarly's suggestions, write an improved version of the paragraph. Try to use the suggestions not only to correct errors but also to improve the style and make your writing more fluid.

4. Step 4: If you're not sure why a correction was made, you can check the explanation Grammarly provides for each suggestion. This will help you understand the grammatical and stylistic rules you should follow.

5. Step 5: Once you have corrected and improved the text, submit it to your instructor or share it with your classmates for further feedback.

Practice:

Exercise 1: Use Grammarly to correct the following paragraphs that contain errors. After making the corrections, rewrite the improved text.

1. "He dont like going to the gym becuase its too far. Also he prefers to stay home and do nothing, even though he knows he should exercise."

2. "I was thinking to go to the store yesterday but I did not have enough time, so I just stayed home and watched tv."

3. "She is good at playing piano, she play it everyday. she doesnt forget practicing."

Exercise 2: After correcting the previous texts, write your own paragraph about something you did last week. Use Grammarly to improve your text, making sure to correct any grammatical errors.

·         Grammarly's Automatic Feedback:

·         The tool will offer instant suggestions for grammatical, punctuation, and style corrections to improve the clarity of the texts.

·         Instructor Feedback:

·         The instructor can review the texts corrected by Grammarly and provide additional feedback on the style, coherence, and clarity of the text.

Develop Content:

1.       Students will be provided with several paragraphs containing grammatical, punctuation, and style errors for them to correct.

2.       Clear instructions will be included to guide students in using Grammarly, including how to accept or reject suggestions, how to check explanations for corrections, and how to apply these suggestions to improve the style.

3.       Additionally, more practice exercises will be added, where students can create their own paragraphs and use Grammarly to improve them, based on the knowledge acquired during the activity.

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Poster, phase 4

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TASK 5 INDIVIDUAL