UD 1.

Home, sweet home Number of sessions: 10 From To

Justification: This unit will serve as an introduction for the conductive thread, as it will
happen in the first location, Brighton. There, we will see a house where we’ll stay and we’ll
learn about the different locations and elements within a house.

Didactic Objectives:

1. Understand the vocabulary about the house. Listening obj.

2. To be able to understand a short-written story about a boy and a genie. Reading obj.
3. To be able to read aloud a short text about a house correctly. Reading obj.
4. To take part in a conversation having a written script. Speaking obj.
5. To reproduce the sound /a:/ and /ʌ/. Speaking obj.
6. To tell the routine he follows in a day using the vocabulary of the house. Speaking obj.
7. To write short and simple text describing their house. Writing obj.
8. To write a short letter to a friend asking to spend the weekend in their house. Writing obj.
9. Use simple structures to communicate using the vocabulary of the house. Transversal obj.
10. Appreciate English culture through the activities done. Transversal obj.
Key Competences:
- CLC: Development of the four skills through different activities
- CAE: cooperative tasks in which pupils acquire the values of tolerance
- DC: use of ICTs to give students situations in which real language is produced
- SCL: cooperative tasks in which pupils acquire the values of tolerance
- L2L: developing their own strategies to carry out tasks
Contents:
Common contents: vocabulary related to the house, structures of “there is” and “there are”,
the phonetics /a:/ and /ʌ/ and respect to English culture

1st Block: 2nd Block:

- Mobilization of previous information
about the kind of topic and task.
- Sociocultural and sociolinguistic aspects:
Customs and living conditions
rd
3 Block:
- Syntactic-discursive structures
- Knowledge of graphic patterns and
orthographic conventions
- Use of high-frequency oral lexicon
- Production strategies
- Sociocultural and sociolinguistic aspects
4th Block:
- High-frequency written lexicon
- Syntactic-discursive structures
- Production strategies

Methodology:
Inclusive methodology which promotes participation and motivation. Part 10 of the Syllabus.

Resources:
Materials: printed materials, a computer and a projector, a notebook or folders where
students can keep their work and materials and books from the English corner available in
the classroom.
Personal: The English teacher
Time: Flexible and traditional timetables in different sessions
- Locations and groupings: The classroom. Lockstep, Pair work, Group work and
Individual Study.
Activities:

- Introduction-Motivation: Short and motivating story introducing the conductive

thread
- Previous knowledge: Vocabulary-related activities to activate previous knowledge
- Preparatory tasks: providing students with models and examples for each of the
tasks we do.
- Final task: a small project where students craft a 2D map of their house in a
cardboard.
- Role play: describing their own houses and imagining themselves in a house in
Brighton
- Reinforcement tasks: Matching pictures and filling the gap exercises to cement new
knowledge
- Extension tasks: Creating their ideal house, how would everything would be
distributed, how many rooms would they have.
- Assessment tasks: the final project and the activities done throughout the UD.

Attention to diversity:
- Reinforcement and extension activities
- Individualized attention
- Variety of groupings, promoting cooperation between them.
- Dynamic groupings with specific roles within the groups
- Follow routines
- Provide with different ways to participate in the classroom

Evaluation:
Standards -> Est. ING.1.2.1, Est. ING. 1.3.2, Est. ING.2.1.1, Est. ING.2.1.2, Est.ING.2.3.1, Est.ING.2.3.2,
Est.ING.2.3.3, Est.ING.3.1.1, Est.ING.3.1.2, Est.ING.3.2.1, Est. ING.4.4.1, Est. ING.4.4.2.
Instruments -> Rubrics and formularies in the annex.
Grading criteria -> Listening 30%, speaking 30%, reading 20% and writing 20%
Teacher and process evaluation -> Rubrics and formularies in the annex.

Cross-curricular elements:
Indicated in the chart in headland 15.
Publishing and support to non-presential education:
The cardboards with the schema of the rooms in the students’ houses will be hung in the
English corner of the class, and later on students will be able to take it home with them.
All of the materials used will be posted on the school’s blog.