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TEENS ISSUES! - 4tESO - CB2
TEENS ISSUES! - 4tESO - CB2
UNIT PLAN 1
▪ 1ST TERM
▪ SCHOOL
INTRODUCTION
OF LIFE
People and problems seem to go together. Teenagers often have problems like lovesickness, bullying, anorexia, drugs,
▪ PATRÍCIA,
fake news… That’s why in this unit students will talk about teenage problems and they will have the opportunity to
practice offering advice to other teenagers. MARIBEL,
GRACIELA
DIGITAL/PERSONAL
DIMENSION/MAIN COMPETENCY FINAL PRODUCT
COMPETENCIES
1. Plan a draft about teen issues 1. Aplicar progressivament les estratègies necessàries per produir
un diàleg, coherent i cohesionat a partir d’una adequada
KC11 planificació, posterior revisió. Mind map
Students checklist
Planificar la Planificar la Planificar
producció d’un producció d’un autònomament la
ACTIVITIES
S1. Warm up: Brainstorming about feelings and emotions. Class Group Work
S2. Elaborate a digital mind map in groups matching each issue Cooperative Work Mind map - Initial /
with several emotions or feelings. Teacher assessment
S3. Watch videos about teenagers talking and identify the type of
problem they talk about.
S4/S5. Deduce and explain the grammar rule about the second Philips 5 One point rubric -
conditional and specific structures for giving advice (should, Formative / teacher
recommend…) with the Philips 5 technique. assessment
S7. Make them choose three specific problems from a list and show
them the items of the rubric.
S12 Present the final products in class. PBL Dart Board - Final /
Peer assessment
Rubric - Final / Teacher
assessment
S12 Questionnaire to assess the mates work and participation in the Peer assessment
group.
DIVERSITY
We consider the diversity in the classroom taking into account our students previous knowledge and using PBL.
With project work both low and high standards students can work at their own rhythm and level.
It provides flexibility and allows the programme to be adapted or modified if necessary.
METHODOLOGY
In this unit we follow constructivism because we’re taking into account our students previous knowledge. We also use cooperative
learning, which is a form of active learning where students work together to perform specific tasks in a small group.
To be aware of the grammar rules we use the method Philips 5. This method was originated by Donald Philips for the purpose of getting
more involvement from a group. It is divided into small groups of X people and after some discussion, they present their results during X
minutes.
Finally, there is PBL. We use this methodology because there is a final task and all the activities carried out in the unit are useful for the
final task.