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Topic: Food and Drink Vocabulary Acquisition
Level: A2 (Pre-Intermediate)
1. Learning Objectives
• Objective: Identify and use 15 new words related to food and drink in
sentences.
• Outcome: At the end of the class, students will be able to create correct
sentences using at least 10 of the 15 words learned in a conversational
context.
2. Warm-up: Activity:
• Begin with a brief discussion about students' favorite foods.
• Ask: What is your favorite food or drink and why?
• Encourage students to share in pairs for 3 minutes and then share with
the group.
3. Activities and Materials: - Activity 1: Introducing Vocabulary
• Materials: Cards with pictures and words for food and drinks.
• Description: Introduce the new vocabulary using flashcards. Show each
card, say the word and ask students to repeat it. Then, do a matching
exercise where students match words with pictures.
Activity 2: Group Conversation
• Material: List of questions about food and drink preferences.
• Description: Divide students into small groups. Provide them with questions such as
"What do you prefer, pizza or hamburger?" and have them share their answers using
the new vocabulary.
Activity 3: Role Play
• Material: Fictional menus with the new vocabulary.
• Description: Organize the students into pairs. One student will be the waiter and the
other the customer. Using the menu, they will practice placing an order in a
restaurant.
4. Alignment
• Target Students: A2 level students interested in improving their
vocabulary about food and drink.
• Activities and Materials: Activities are designed to be accessible and
relevant to their level, using appropriate vocabulary and familiar
contexts.
5. Integration and Progression
• Integration: Activities build on one another, starting with vocabulary
introduction, followed by group practice and culminating in a role-play
activity that integrates all that has been learned.
• Progression: Starts with individual tasks, moves to partner discussions
and finally to group interactions, allowing students to build confidence.
6. Assessment Methods
• Observation: Observe how students use the vocabulary and their level of
participation.
• Exit Exercise: At the end ask students to write three sentences using the
new words.
7. Closing
• Activity: Review the lesson objectives. Ask students what words they
learned and how they used them in the activities. Evaluate whether the
learning objectives have been achieved through a brief socialization

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Developing Communication Skills in English
Educational Context: This unit is aimed at intermediate level (B1) students in a secondary
education environment. Students have a basic understanding of English and are able to
communicate in simple situations, but they need to strengthen their skills to express themselves
more fluently and better understand the language in different contexts.
Time: The teaching unit will last 4 sessions, each lasting 1 hour.
Learning Objective and Learning Outcomes:
Main Objective:
To develop students' ability to communicate effectively in English in both everyday and academic
situations, improving their listening, reading, writing and speaking skills.
Learning Outcomes:
At the end of the unit, students will be able to:
✓ Understand and respond to conversations and questions in English in a social and academic
context.
✓ Express their ideas and opinions clearly in English.
✓ Use appropriate vocabulary and grammatical structures for everyday situations.
✓ Self-assess their progress and recognize areas for improvement in their communication skills.
Content to be Covered:
Main Topic: Communication in everyday and academic contexts.
Grammar Points: Use of the present simple and continuous, indirect questions and descriptive
adjectives.
Vocabulary: Common words and expressions to describe experiences, interests and skills.
Language Functions: Describing situations, expressing opinions and asking appropriate questions.
Learning Activities:
1. Listen and Respond: Students will listen to an audio about an everyday topic and answer
comprehension questions to identify key information.
2. Reading and Analysis: Students will be given a short text in English about everyday situations.
They will then analyze the structure of the text and answer questions to strengthen their reading
comprehension.
3. Guided Writing: Students will write a brief description of a recent experience, using the
vocabulary and grammatical structures studied.
4. Simulated Dialogue: Students will participate in a game in which they must ask and answer
questions about everyday topics to practice speaking in a communicative environment.
Assessment Activities:
• Formative Assessment: During each activity, students will receive feedback on their
performance to improve in real time.
• Summative Assessment: At the end of the unit, students will perform a production activity in
which they will integrate the four skills (listening, reading, writing, and speaking) to complete a
specific communicative task.
Self-Assessment Exercise:Students will complete a brief reflection in which they will identify their
strengths and areas for improvement in their use of English. They will answer questions such as:
• Which part of this unit was easiest for me? Why?
• What skills do I need to continue practicing?
• What steps will I take to improve my understanding and communication in English?

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Learning Objectives and Learning Outcomes.
a. What is a learning objective and why is it important in teaching?
A learning objective is a clear statement that defines what students are expected to
achieve by the end of an educational process. It is important because it guides
planning and teaching, provides clarity to both teachers and students about
expectations, and facilitates assessment of progress.
b. What are the characteristics of a well-written learning objective?
The characteristics of a learning objective are:
• Specific: Clearly describes what is expected to be achieved.
• Measurable: Allows assessment of whether the objective has been achieved.
• Attainable: Realistic and feasible within the educational context.
• Relevant: Aligned with course goals and student interests.
• Time-bound: Indicates a time frame for achieving the objective.
c. Describe the difference between a learning objective and a learning outcome.
Provide an example of each.
• Learning objective: Focuses on the educational intent. For example:
Students will be able to identify and describe the parts of a plant.
• Learning outcome: Observable evidence that the objective has been met.
For example: Students will complete a labeled diagram of a plant that
correctly shows the parts (root, stem, leaves, flowers).
Lesson Planning:
a) What is the purpose of lesson planning?
The purpose of lesson planning is to provide an organized structure for the teaching
and learning process in which educational objectives are effectively addressed.
b) Describe the components of a well-structured lesson plan.
A well-structured lesson plan includes:
• Learning objectives.
• Content.
• Activities.
• Assessment.
• Sequencing.
c) How does lesson planning help teachers deliver effective instruction?
Lesson planning helps teachers become more organized, anticipate student needs,
and adapt their teaching methods, resulting in more effective and meaningful
learning.
d) d. How can you ensure that your lesson activities are logically sequenced and
connected to the learning objective?
By making sure that each activity is clearly related to the objectives and follows an
order that goes from simple to complex, facilitating smooth transitions between
activities.
Communicative Approach:
a. What is the main goal of the communicative approach to language teaching?
The main goal of the communicative approach to teaching is to develop
students' communicative competence, enabling them to use the language in
real and meaningful contexts.
b. How is the communicative approach different from traditional language
teaching methods?
It differs in that it prioritizes interaction and practical use of the language,
while traditional methods often focus on grammar and memorization.
c. Identify three key features of activities that align with the communicative
approach.
1. Interaction: Encourages communication between students.
2. Contextualization: They are based on real-life situations.
3. Diversity of tasks: They include activities such as role-plays and
debates.