UNIT 01

NICE MEMORIES

ACTIVITY 01
MEMORIES OF CHILDHOOD

I. GENERAL INFORMATION:
SECONDAR
TEACHER ROXANA OLIVA SUBJECT ENGLISH LEVEL
Y

A,B,C,D,E,
CYCLE VII GRADE 5° SECTIONS
FyG

SCHOOL 90
I DATE TIME
PERIOD MINUTES

II. LESSON GOALS:

Understand texts in English of different characters.
III. COMPETENCIES, CAPACITIES, PERFORMANCE, CRITERIA, EVIDENCES AND
ASSESSMENTS TOOLS:
COMPETENCE CAPACITY PERFORMANCE CRITERIA EVIDENC TOOLS
E

Obtains
information Obtains and integrates
Read several
from written relevant information. Understand
types of texts in
text. texts in
English as a Infer information inferring
foreign English about
the central theme,
language. memories of
characteristics, varied Compreh
Infer and childhood
vocabulary in context, from ension Check-list
interpret using a
explicit information in the sheet
information variety of
text.
from written vocabulary
text. Interprets the meaning of learned in
the text by relating relevant class.
and specific information.

Talk in English Obtains Obtains explicit, relevant Formulates Short Check-list

as a foreign information and contrasting information questions dialogue
language. from oral in oral texts in English, with and responds
texts. a varied vocabulary to topics from
recognizing the their
communicative purpose. childhood
Infer and using the
interpret appropriate
information Infers information in English grammatical
from oral by inferring characteristics structure and
text. of people, animals, objects, vocabulary
places, and events, the
meaning of words, phrases
Adapt, and expressions in context.
organize and
develop
ideas in a Talk about their ideas and
coherent and opinions in English to
cohesive way describe personal

Teacher: Roxana Oliva

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 information, favorite pets,
Use places, birthdays,
nonverbal vacations, family, physical
and appearance, personality.
paraverbal
resources
strategically Interacts in various oral
situations with other people
in English asking and
Interact answering questions,
strategically complementing ideas
with different adapting their answers to
interlocutors the points of view.

CROSS-CUTTING COMPETENCIES

Monitors
Manage and adjusts
learning in an performance
Independent learning.
independent during the
way. learning
process.

Operate in
Manage data
virtual
of virtual
environments Use of technological resources for learning.
environment
generated by
.
ICT

CROSS-CUTTING APPROACHES

VALUES ATTITUDES

FOCUS ON THE
Responsibilit Willingness to value and protect the common and shared assets of a
COMMON
y collective.
GOOD

PURSUIT OF Personal Willingness to acquire qualities that will improve one's performance and
EDUCATIONAL growth increase the state of satisfaction with oneself and one's circumstances.
EXCELLENCE

IV. LESSON STRUCTURE

Pre lesson(25 minutes)

- Teacher greets to the students and remember the classroom rules:

Don't use cellphone.

Use dictionary
Raise your hand if you want to speak or ask a question
Keep quiet
Respect the opinions

- Teacher presents the significant situation, unit 01, final product and evidence:
- The teacher gives a list of regular and irregular verbs (Appendix 01 and 02) and says a
brief description of regular and irregular verbs. Students identifies What´s the title of

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 each list? Students during the present class and the next classes have to search the
meaning of each verb.
- Then, shows a list of verbs on the board. Example: play, study, eat, go, visit, travel,
drink, fight, ride and ask students how they are written in the past tense, and classifies
regular and irregular verbs.
- The teacher proposes the dynamics of memory. First, they think in one activity of their
childhood, then, ask students to circle each group. Everybody stands up. The first
student mimes an action that he/she remembers when he/she was a child and says I
remember, when I was a child, I played marbles, played with paper dolls, played
volleyball with my friends at street, the student next to him/her, must repeat the same
sentence and add his own: I remember, when I was a child, I played marbles, I studied
for the final exams, etc.

Lesson development (60 minutes)

- Teacher asks some questions: Did you have a mobile phone when you were a child?
Do you have good memories of your childhood?
- According to this: What´s the topic for today?

Memories of childhood

- Each student receives an application sheet with 2 exercises (Appendix 3) they work
individually.
- Students develop exercise 1, read carefully about milestones in the lives of different
people, match the image and text.
- Students pair up to compare answers.
- The teacher models activity 2 which consists of recreating something similar. Each
student should write about milestones in their life: I am Alexander, I learned to walk
when I was 14 months, I learned to ride the bike when I was…. I learned to swim when
I was…

- Students develop exercise 2 individually. They personalize each important event of

your life. (Appendix 4) The teacher can standardize the verbs to use or give freedom.
6. Students pair up again to discuss their responses.

- The teacher models the interactions:

Student A: I learned to play a musical instrument when I was eight years old. What
about you?
Student B: I learned to swim when I was nine. And you? How old were you when….?
- The teacher asks jointly: How old were you when you learned to walk? The students
voluntarily respond: I was 2, I was 1, etc…
- The students receive an application sheet to work on reading comprehension (Appendix
5)
- The students read carefully and solve the exercises individually. Exercise 1 consists of

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 identifying the words that could fit in the blank spaces to complete the text.
- According to the level of the students, if the teacher deems appropriate, they can help
them with a box and the words to fill in the blanks, including 2 extra words:

Was (x 4) his town my first second classroom played

- Students develop exercise 2. Complete reading comprehension sentences.

- The students come together in pairs to check the answers in exercise 1 and 2.
- The teacher proposes to check the answers globally.

Post lesson (5 minutes)

- The teacher creates a double entry table on the blackboard and asks the students the
verbs they have observed, classifying them into 2 groups: regular and irregular verbs in
the context of the past tense.

- Everybody answers and the teacher reinforces with a brief explanation.

- Teacher asks some questions:

- What have you learned today?

- How did you learn?

- Was it easy or difficult?

- What were the difficulties?

________________________________
TEACHER
ROXANA MILAGROS OLIVA ROJAS

Teacher: Roxana Oliva

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