Planeacionde Ingles 1Er Grado De Secundaria Unidad 1

Unit 1. Personal Identification
Unit Purpose
The purpose of this unit is to enable students to
introduce themselves and others, and to exchange
personal details.
Social Practice Establishing and maintaining social contacts
1.1. Introducing oneself and other people
Sample productions: I’m Daniel; He/This is Tony; She/That is Paula; My/Her name is Johanna;
He’s an accountant/a taxidriver/…; She’s a doctor/an athlete/…; He/She’s 20/13… (years old);
I’m from Mexico/ England/...; He/She is Canadian/Chinese/…
Social Practice Giving and obtaining factual information of a personal
and non-personal kind
1.2. Asking for and giving personal details
Sample productions: What’s your/his name?; (My/His name is) Ana/Samuel; What’s your last
name?; (My last name/It is) García; How old areyou?; (I’m) 12/14/… (years old); Where are they from?; (They’re from) Brazil/The United States/…; They’re Brazilian/American/…; What’s your telephone number/e-mail address/ …?; (My telephone number/It is) 11128904; (My e-mail address is) secondary_kid@redescolar.org.mx; What’s your occupation?; What do you do?; I’m a student/an engineer/...
Performance Evidence
Students can recognise and understandquotidian texts (forms, letters/e-mails, personal introductions and conversations) in order to use them purposefully (follow instructions to complete the forms, extract personal details from introductions, provide personal details).
Can use knowledge of the world about specific situations and clues (layout) to make predictions about the texts.
Can identify some details (telephone number,occupation) in order to complete a gapped text and/or respond to a conversation.
Can recognise cognates with particular reference to personal details.
Students can use language creatively and appropriately by choosing lexis, phrases and grammatical resources in order to produce short, relevant texts (form, letter/e-mail, conversation) regarding factual information of a personal kind.
Can follow astructured model of spoken/written language to provide personal information.
Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when meeting people for the first time, and when exchanging personal information.
Can produce some fixed expressions with appropriate intonation when introducing oneself and other people,and when asking about personal details.
Can identify the purpose for writing, intended audience and type of text required (letter/e-mail) when writing a personal introduction.
Can produce individual sentences in preparation to write a personal introduction, and join them later using some linking devices (“,”) to make the text coherent.
Can seek help from the teacher or printed material(dictionary/textbook) to check the spelling of new or unfamiliar vocabulary related to personal details, and/or make adequate corrections to the text.
Can use punctuation and capitalisation appropriately when completing a form where personal information is required, and when expanding/creating a letter/e-mail.
Reflection on Language Strategic Competence
Students notice:
* the implication of physicalproximity or distance
* when using demonstrative pronouns (this – that)
* the relation between indefinite articles (a, an)
and nouns beginning with consonant and vowel sounds (e.g. a doctor, an accountant, etc.)
* the use of the apostrophe to indicate contraction (e.g. I am Martha I’m Martha, etc.)
that some linking devices indicate addition (and, “,”)
*the difference in stress in some numbers(e.g. thirty / 3:’rti/ - thirteen / 3:r’ti:n /), and use such language features appropriately.

Students can use some verbal and/or non-verbal information to ease and enrich communication.
Can rely on gestures, facial expressions and visual context.
Can make pauses appropriately when speaking.
Students can recognise when confused and cope with not being able to understand parts of...