PLANNING OF AN UNIT FOLLOWING LOGSE

AGE: 10-12 YEARS OLD

OBJECTIVES:
-Learn how to introduce oneself and the others.
-Learn how to describe oneself and the others.
-Talk about your family, your job & daily activities.
CONCEPTS:
-Topic: Me and the orld!
-Notions & functions:
"reetin#s.
$ntroducin# and describin# oneself & the others.
Talk about your family.
%skin# the others in order to #et information about them.
-Vocabulary: family, nationalities, jobs, &arts of the body 'revision( & #reetin#s.
-Structures:
$ntroductions: )ello!* "oodbye!* My name+s...!* $ live in...!* $+m ',
nationality(!.

%skin# the others about them: hat+s your name-!* hat do you do-!*
hat nationality are you-!.
.escribin# the others 'feelin#s and &hysical characteristics(: /ubject,verb to
be,adjective e.#.: )e+s tall!* )e+s ha&&y!
/im&le &resent: declarative, ne#ative & interro#ative. /hort answers to the
0uestions. 1.#.: $s she tall-! 23es, she is!.
)ave #ot 'revision( used with &arts of the body. 1.#.: $+ve #ot blue eyes!
4evision of the use of a5an
ATTITUDES:
6artici&ate actively in class.
)ave interest for the other 'friends, family, forei#ners(
4eco#nise and a&&reciate cultural differences.
PROCEDURES (PPP):
"uessin# what+s #oin# on from the conte7t of the te7t.
8ein# motivated to introduce to the others and ask them in return for
information.
8ein# able to fill #a&s in a sentence & at the same time findin# out the
#rammatical rule by themselves.
.escribin# family &hotos & bein# able to draw one+s family tree.
4ole &lay with data &rovided by cards.
ACTIVITIES:
READING COMPREHENSION:
-The teacher asks the &u&ils to read the te7t.
-The teacher asks the students about the te7t: here are these &eo&le now-!*
ho are they-!* hat are they doin#-!.
-The teacher asks the students to find in the te7t someone that is introducin#
himself, or askin# other+s name or says hello or tells he+s leavin#.
TEACHERS CROSS (SPEAING)
-$ntroduction of the teacher. )e draws a cross like this one on the blackboard
and with the data there he introduces himself to the class by makin# coherent
sentences. This will serve as a model for the &u&ils.
9: 6aloma
%lcal; Teacher
-The teacher asks the &u&ils to make a cross like that and write down their data
on their notebooks 'individual work(. '<ote: the data don+t have to be real ones(
-$n &airs one &u&il introduces himself 'imitatin# the teacher( to the &artner. The
other has to draw this cross with the data obtained by listenin# to his &artner.
-8oth now com&are their crosses and check they understood #ood what the
other just said.
-The teacher asks the students to write about the data of the &artner. 1.#.
$nstead of sayin# $+m =>. $ live in Madrid! like before, now they have to say
)e+s =>. )e lives in Madrid!.
-/ome student #oes to the blackboard and writes the sentence about his5her
&artner. ?bviously there will be a mistake on the conju#ation of the third &erson
in the verb in sim&le &resent: )e live in...@!
-The teacher corrects the student. )e writes down on the blackboard the two
forms: $ !"#$ in...! A/ )e !"#$% in...! <ow he e7&lains that in the third &erson
they must add in the declarative mood an -s! or -es! or chan#e of vowel -y >
-ies!. %t this &oint the teacher, therefore, e7&lains the affirmative in /im&le
6resent.
(WRITING) FILL THE GAP IN THE SENTENCE WITH THE APPROPRIATE
PRONOUN:
1.#. .oes BBBBBBBB like cinema- '/usie(
.o BBBBBBBBBBread a news&a&er in the mornin#- '3our &arents(
BBBBBBBB does not #o to the beach every summer. 'Cohn(
BBBBBBBB do not #o to the &ark. '3our friends(
-The teacher asks the &u&ils to &ay attention to what they have just filled in. )e
asks them why sometimes does! or do! is used. )e finally e7&lains the
ne#ative and interro#ative of the /im&le 6resent.
(LISTENING & READING COMPREHENSION) GUESS WHOS HE AND
SHE'
-6u&ils listen to the ta&e.
-Dour volunteers read them out loud.
-The teacher asks to the class if they know the meanin# of the adjectives. )e
asks them to look at the ima#es and infer the meanin#. $f they don+t do it, the
teacher finally tells them.
(LISTENING) TRUE OR FALSE(
(WRITING) LOO AT THESE' MAE SENTENCES'
(SPEAING) AS & ANSWER IN PAIRS'
(WRITING) DESCRIBE YOURSELF'
- The &u&il reads the drawin#s with adjectives and makes sentences about
himself.
-The teacher asks some students to read out lout their sentences, checkin#
they did well and they &ronounce #ood too.
WHAT DO YOU DO(
)) COMPLETE THE SENTENCES' FILL THE GAP' (WRITING)
*) AS & ANSWER' (SPEAING)
-The &u&ils work in #rou&s of E or : &eo&le. 1ach &u&il has to choose one
&erson of the &ictures above. They ask about each other+s jobs.
+) TELL ABOUT YOUR PARTNER' (SPEAING)
- <ow they know what+s each one+s occu&ation, they stand u& and mi7 randomly
in the class. They #o askin# about the occu&ation of the &erson ne7t to him5her.
2The teacher observes from the distance and before the activity finishes he
chooses some students and asks about them.

,) LISTEN & PRACTICE' (LISTENING & SPEAING)
-6u&ils listen to the ta&e and re&eat in loud voice. This activity finishes the to&ic
of the occu&ations.
NATIONALITIES' WRITE THE CORRECT NATIONALITY' (WRITING &
SPEAING)
-The &u&ils fill the #a& &ayin# attention to the drawin#s.
-The teacher asks them randomly to read their answers out loud and corrects
them in the &ronunciation if needed.
11 READ AND IDENTIFY THE PICTURE' (READING COMPREHENSION)
-The &u&ils need to match the descri&tions with the ima#es in the drawin#. They
infer the meanin# of the vocabulary of the family.
-?nce they have done it, the teacher writes down on the blackboard a list with
the com&lete ran#e of terms related to the family 'more com&lete than the one
that a&&eared on the drawin#(.
12 DRAW & WRITE ABOUT YOUR FAMILY' (WRITING)
-The &u&ils draw their families and describe them by usin# the new ac0uired
vocabulary.
1- FIND OUT YOUR FAMILY. (SPEAING)
-The teacher &rovides each &u&il with a flash card, which contains the followin#
data: name, a#e, nationality, job & family name.
-The &u&ils have to stand u& and ask the data of the others, walkin# throu#h the
class. )e needs to find > more members of his family 'with the same surname(.
-?nce he has found them, they make the corres&ondin# #rou& of E 'they make
Fthe family+( and draw the family tree.
-Dinally each #rou& has to introduce to the others.

EVALUATION
/ C012"1303% $#)!3)2"01.
/ S$!4-)%%$%%5$12 'at the end of the unit, by &uttin# a thick on the different
thin#s the &u&il reco#nises has achieved(.
/T$%2'