Unit 12.

THIS IS OUR WORLD

26 students 1st Term Number of sessions: 10
AIMS
My aim in this unit is to consolidate, revise and recycle the contents studied during the
previous year. Besides, I want my students to learn how to talk about the environment
using past simple of regular and irregular verbs while introducing students to a better
understanding of the weather in Britain.

Block and
DIDACTIC OBJECTIVES evaluation
criteria
To know and apply how to understand and produce oral text using past
simple regular and irregular verbs and vocabulary related to the 1a, 2a
environment.
To know and apply how to understand and produce written text using past
simple regular and irregular verbs and vocabulary related to the 3a, 4a
environment.
To apply graphic patterns and basic spelling using past simple regular
4b
and irregular verbs and vocabulary related to the environment.
To manage basic syntactic structures such as past simple regular and
3d, 4d
irregular verbs and vocabulary related to the environment.
To recognize a limited repertoire of frequently used vocabulary related to
3e, 1g
the environment.
To be understood in short and simple interventions using vocabulary
2e
related to the environment.
To recognize meaning associated with syntactic structures and apply
basic writing using past simple regular and irregular verbs and vocabulary 3d, 4a
related to the environment.
To identify sociocultural aspects about the weather in the Britain. 3b, 1b
To distinguish the main communicative function of written text about the
3g
environment and cultural aspects related to the weather in Britain.
To participate in simple and understandable conversations making use of
syntactic structures such as past simple regular and irregular verbs and 2c
vocabulary related to the environment.

METHODOLOGY ORIENTATIONS
Method CLT 4. Classroom layout:
1. Materials and resources a. Horse shoe
2. Space: Classroom. Computer room. Student b. Suitable posters for the
distribution: unit
3. Individual. Pairs. Groups. Whole class.

SPECIFIC USE OF COMPETENCES AND EQUALITY IN EDUCATION

1. Linguistic Competence.
2. Learning to Learn Competence through the acquisition and strategies.
3. Social and civic competence through the participation and interaction among
students.
4. Sense of initiative and entrepreneurship competence.
5. Cultural awareness and expression.

Specific contents
Block 1 Comprehension of oral texts Block 2 Production of Oral Texts: Expression
and Interaction Block 3 Comprehension of written texts Block 4 Production of written
texts: expression and interaction
Comprehension and Communicative Syntactic Highly used
production strategies functions structures vocabulary
- Sociocultural aspects - Understand - Time expressions - Vocabulary
related to the weather in simple past simple past simple regular related to the
Britain. regular and and irregular environment
(B1,2,3) irregular oral and verbs. (B1,2,3,4) and weather
- Identify and use written narratives. - High frequency conditions.
appropriate language and (B1,3) lexicon on present (B1,2,3,4)
thematic resources. (B3,4) - Produce simple past simple regular
- Express a message past simple regular and irregular.
clearly containing simple and irregular oral (B1,3,4)
sentences. (B2) and written
narratives. (B2,4)

CLASS DEVELOPMENT
Session 1 Session 2
Previous knowledge and general setting: Language focus:
•Communication onset (5’) (S) • Communication onset (5´) (S)
• Game activity: “Pictionary game” (20´) (S) (L)
(group work) • Vocabulary input: The environment
•Previous knowledge check and setting the (25´) (L) (S)
theme(10’) (S): - Showing flashcards
- Dialogue time: What can you see in our - Matching activity (Each paragraph
world? Show pictures (Animals, people, cities, with its picture)
forests…) (group work)
• Listen to a song and sing (10´) (L) • Listen and sing (15´) (L) (S)
Session 3 Session 4
Check and feedback: Grammar input:
• Classroom language (5´) (S) • Communication onset (5´) (S)

•Photostory “This is our world” (35´) (R) (S) • Grammar input (Past simple of
(W) regular verbs) (30´) (L) (S)
-Pre-reading: What can you see in the story? , - Listen and chant
-While-reading: skimming & scanning activities - Point and repeat
for comprehension,
- After reading: Discussion: What is • Motivational activity: Act out the
happening? – Listen and check activity. story (10´) (S)

Session 5 Session 6
Check and feedback: Grammar input:
• TPR game (5´) (S)
• Check and feedback (25´) (L) (S):
- Checking pronunciation: “Accurate endings”
activity (brainstorming s list of regular past
simple verbs)
- Flashcards games (using past simple
regular)
• Motivational activity: “Charade series” (first
mime and then use past simple regular)
(groupwork) (15´) (S)
Session 7
Check and feedback:
• TPR game (10´) (S)
• Check and feedback (35´) (L) (S) (W):
- Flashcards games (using past simple
irregular verbs)
- Make statements and change to past simple
(groupwork)
- Fill in the gaps activity (in pairs)
Session 9
Consolidation and production skills:
• Communication onset (10´)
• Consolidation and production (20´) (S) (W):
- Look at pictures and make sentences using
past simple irregular verbs (in pairs)
- Complete a worksheet
• Storytelling composition (15´) (W): Buddy
The Dog along the world. (group work)
• Communication onset (5´) (S)
• Grammar input (Past simple
irregular verbs) (30´) (L) (S)
- Listen and chant
- Point and repeat
• Motivational activity: Act out the
story (10´) (S)
Session 8
Cultural input:
• Communication onset (5´)
• Dialogue and PKC of weather
conditions: “What´s the weather like in
Britain?” (showing pictures)
(groupwork) (sitting in circle) (10´) (S)
• New cultural input: “The weather in
Britain” (40´) (R) (L)
- Read and listen to a text
- Matching activity: Each paragraph
with its picture
Session 10
Final assessment:
•Grammar test (30’).
•Skills check (25’).

EVALUATION
1. Diagnosis stage; 2.Continuous Assessment; 3.Summative evaluation, 4.Self-
evaluation:
EVALUATION INSTRUMENTS
1. Observation sheets. Exam. Portfolio (which contains the student’s self-assessment).
Teacher’s self-assessment.
Blocks &
Assessable Learning Standards
evaluation criteria
1. Addresses hypothesis for the understanding of simple oral
1 a,b,c,e
texts.
2. Addresses hypothesis for the understanding of simple written
3 a,d
texts
3. Write words reasonably or everyday expressions 4b
4. Write short and simple personal correspondence. 4cdg
5. Write simple texts using a dictionary to find new words. 4a
6. Distinguish instructions, questions and exclamation marks in
3gf
a written text.
7. Participate cooperatively in simple interviews. 2cd
8. Participate in conversations in face to face situations. 2cde