1.

TITLE Using our cell phones

What do our schoolmates use their cell phone for?

2. CONTEXT Description addressed to students:

How much do we use our cell phones? Can we live without them? Do all students use them for the same purposes? This unit will
help us unveil the mysteries behind the use of this popular device. We will become journalists and we will analyse the use that this
device has in our school. To that purpose, we will design our own survey and as real reporters we will interview our colleagues
from other courses. Finally, we will build our own report and will present our conclusions it in front of the school.

Context:
This unit is addressed to students of 3rd of ESO in a small high school (1 line per course). It’s a high complexity school located in
the outskirts of Barcelona. Some of its most relevant traits are a wide cultural diversity and a low socioeconomic level within the
families. Our class has a variety of English levels (A1-A2-B1).

TIMING LEVEL 3rd ESO TERM 2 NUMBER ¿12?

OF
SESSIONS

COMPETENCES
 COMMUNICATIVE COMMUNICATIVE FIELD
FIELD
COMPETENCES ORAL COMMUNICATION DIMENSION
AND OTHER C2 Planning and producing oral texts.
FIELDS C3 Using oral interaction strategies to initiate, maintain and end a discourse.
COMPETENCES
READING COMPREHENSION DIMENSION
C4 Applying comprehension strategies to interpret written texts from the media / academic world.

WRITTEN EXPRESSION DIMENSION

C7 Planning written texts adapting them to a communicative situation.

DIGITAL FIELD

DEVICES AND APPLICATION DIMENSION

C2 Using text editing, multimedia presentations and spreadsheet applications.
C11 Acting critically and responsibly to the use of ICT.

MATHEMATICAL FIELD

ESTABLISHING CONNECTIONS DIMENSION

C7 Using connections between different parts within mathematical concepts to analyse situations and reason.

COMMUNICATION AND REPRESENTATION DIMENSION

C10 Expressing with clarity and precision some mathematical ideas and being able to understand other people’s ideas.

5.- DIDACTIC OBJECTIVES 6.- ASSESSMENT

COMMUNICATIVE FIELD* ASSESSMENT CRITERIA ASSESSMENT TOOLS

*For the purpose of this task the only objectives that will be detailed here will be Students and carry out an interview to ● Self assessment (through
those within the communicative field. another student. rubrics and checklists)
 - Students can perform an ● Peer assessment
- To read and analyse an English report and piece of news. (C4) interview (initiating, maintaining ● Checklist
- To express an opinion. (C2) and ending) a conversation to ● Self assessment
- To provide positive and negative feedback to other classmates. (C2) other students. (C2) ○ Rubric
- To plan and design a simple survey in a cooperative way. (C7) - Students can express an opinion ● Teacher assessment
- To interact with other students. (C3) and can respectfully provide other ● Notes
- To perform an interview to other students. (C2) classmates with positive and ● Rubric
- To elaborate a report / presentation including statistics and visual aids negative feedback. (C3)
(graphs, etc.) (C7) - Students can identify the key
- To present the conclusions (report) in front of other students / teachers. ideas in a short report / piece of
(C2) news and reflect on it. (C4)
- Students can write questions as
part of a survey. (C7)
- Students can write conclusions as
part of a report / presentation to
other school members. (C7)
- Students can express orally their
conclusions to other students.
(C2)
LEVELS 1-2-3
(COMMUNICATIVE FIELD)

C2 Planning and producing oral texts.

LEVEL 1
Students produce short oral texts after the
appropriate planning. They use simple
vocabulary and expressions. They make
few mistakes.

LEVEL 2
Students produce fluent oral texts of some
level of complexity. They use some
complex expressions and morfosintactic
structures.

LEVEL 3
Students produce long fluent oral text.
They use plenty of complex expressions
and morfosintactic structures.

C3 Using oral interaction strategies to

initiate, maintain and end a discourse.

LEVEL 1
Students use simple strategies to initiate,
maintain and end a conversation. They
use plenty of support to guide their
conversation.

LEVEL 2
Students use strategies to initiate,
maintain and end a conversation. They
use some support to guide their
conversation.

LEVEL 3
Students use complex strategies to
initiate, maintain and end a conversation.
They use little support to guide their
conversation.

C4 Applying comprehension strategies

to interpret written texts from the
media / academic world.

LEVEL 1
Students obtain global information and
identify key ideas from a short authentic
text using plenty of language support.

LEVEL 2
Students obtain literal information and
identify key ideas from a short authentic
text using some language support. They
can reflect on what they read and give a
simple opinion.

LEVEL 3
Students obtain literal information and
identify key ideas from a short authentic
text using little language support. They
 can reflect on what they read and give an
elaborated opinion.

C7 Planning written texts adapting

them to a communicative situation.

LEVEL 1
Students plan the production of simple
and clearly structured texts using plenty of
language support. They make some
mistakes.

LEVEL 2
Students plan the production of simple
and clearly structured texts using some of
language support. They make few
mistakes.

LEVEL 3
Students plan the production of
elaborated and clearly structured texts
almost authonomulsy. They make very
few mistakes.

- CONTENTS
COMMUNICATIVE FIELD

ORAL COMMUNICATION DIMENSION

C2 Planning and producing oral texts.
● CC3 Oral expression strategies.
● CC21 Phonetics
● CC22 Semantic and lexical elements

C3 Using oral interaction strategies to initiate, maintain and end a discourse.

● CC4 Oral interaction strategies.
● CC20 Pragmatic elements
● CC24 Strategies to overcome misunderstandings.

READING COMPREHENSION DIMENSION

C4 Applying comprehension strategies to interpret written texts from the media / academic world.
● CC7 Reading comprehension. Interpreting and identifying key ideas.
● CC8 Identifying key words, making inferences.
● CC22 Lexical and semantic field.

WRITTEN EXPRESSION DIMENSION

C7 Planning written texts adapting them to a communicative situation.
● CC1 Planning written texts.
● CC20 Conversational texts. Informative texts.

8.- METHODOLOGY
 STRATEGIES MATERIALS AND RESOURCES
- Students are the protagonists of the unit. They become journalists for a - Authentic videos
few weeks and have to find the answer to a question that is relevant to - Authentic news and reports
them. What do our schoolmates use their cell phone for? - Language support (substitution tables, common expressions, etc.)
- Their job will be highly appreciated by other school members as they will - Visual aids (vocabulary & expressions)
present the results of their study in front of other courses and teachers. - Models (interview, report, presentation)
- The unit contains plenty of hands on, digital activities/resources with
other students to enhance motivation.
- Students work in groups to balance their English levels and capacities as
well as to foster their cooperative skills.
- The unit intends to place students in a “real” situation so that
communication is relevant and effective.
- There is a balance within group, peer and individual work and
assessment.

LEARNING ACTIVATING SESSION The video includes Spanish/Catalan subtitles.

ACTIVITIES This session intends to activate students’ motivation and seek their previous The teacher expresses instructions clearly through gestures
knowledge on the subject. and translates the most challenging instructions only if
necessary.
Activity 1: VIDEO + GRAPH + UNIT PRESENTATION
A) VIDEO: Students watch a video addressed to a young audience regarding
the use of cell phone. Frequent apps and uses among teenagers.
Students give their opinion on what they saw, and decide if they agree or not
with some of the statements. “I agree with... “ I don’t agree with…” “I also use
this app…” I would never use an app like that…”

2) GRAPH: Teacher asks students to bring their cell phones to their tables and
make a list of the apps they have installed in them. A list is created using
Google’s spreadsheet. A graph is elaborated showing the most used apps in
the class. If the teacher or any other student is unfamiliar with any of the apps
the student presents it to the rest of the class using some language support “I
use this app to…” “I like it because…”
3) UNIT PRESENTATION: The teacher takes the opportunity to present the
question of the unit: Does anybody know what do other students do with their
cell phones in our high school? The headmaster has asked us to elaborate a
report on this. She needs our help!
The teacher presents goals of the unit and rubric.

INPUT SESSION A list of common expressions and vocabulary is created

This session intends to familiarise the student with some of the core language throughout the unit. The teacher will bring a glossary (icon +
(vocabulary and expressions) of the unit. word) and will add the new expressions that appear every day.

Activity 2: TRUE OR FALSE
Students work in pairs. They have an envelope with a puzzle to solve. They
have to assign some cards with statements with some TRUE and FALSE
cards. E.g. I never use my cell phone more than an hour every day.
Students share their results with the rest of the class.
Students work in pairs so students with a lower level or any
difficulty can work with a partner that can help him/her.
The teacher expresses instructions clearly through gestures
and translates the most challenging instructions only if
necessary.

INPUT SESSION A list of common expressions and vocabulary is created

This session intends to familiarise the student with some of the core language throughout the unit. The teacher will bring a glossary (icon +
(vocabulary and expressions) of the unit. word) and will add the new expressions that appear every day.

Activity 3: REPORT ANALYSIS Students work in groups. A role (secretary, sheriff,

Students work in groups. Each group has a piece of news or a report on the spokesperson, etc) is assigned to each member of the group
use of cell phones by teenagers. Students read the news and select from a list so that diversity is appropriately tackled.
the core ideas of the text. They write these ideas on a piece of paper. Later
they pass on their sheet to another group and read other people’s summaries.
The class shares views on the news they have read by using some language
support.
INPUT + OUTPUT SESSION Students are encouraged to write their ideas in English.
This session intends to familiarise the student with some of the core language However, they can express it in Spanish, Catalan or through a
of the unit but it also intends to enhance students’ writing skills. drawing. Later the teacher will rephrase each of the
contributions.
Activity 4: POST IT
A list of common expressions and vocabulary is created
Teacher shows a slide full of icons related to cell phone use (whatsapp, sleep, throughout the unit. The teacher will bring a glossary (icon +
bullying, etc.). Students spend a few minutes looking at them. Then the teacher word) and will add the new expressions that appear every day.
removes the slide and students individually write ideas that they think should
be taken into account when designing the survey. Each idea is written into a
post it. The objective is to write as many interesting ideas as possible in a short
amount of time. Later, the teacher and the students classify the ideas into
“common topics”

Students work in groups. A role (secretary, sheriff,

INPUT + OUTPUT SESSION spokesperson, etc) is assigned to each member of the group
This session intends to enhance students’ writing and interaction skills. so that diversity is appropriately tackled.

Activity 5: SURVEY A list of common expressions and vocabulary is created

throughout the unit. The teacher will bring a glossary (icon +
In groups, students are assigned with 1-2 categories that arose during the word) and will add the new expressions that appear every day.
brainstorming. They are responsible for creating 1-3 questions of the survey.
After finishing the questions each group presents their work to the other
groups. Students have to provide feedback on one of the other groups. They
give a positive and a negative feedback. E.g. I appreciate your ideas. I think it’s
outstanding that…. However, I suggest that you… The final survey will be a
result of the work and feedback of all of the groups.
OUTPUT SESSION Students work in groups. A role (secretary, sheriff,
This session intends to enhance students’ interaction and oral skills. spokesperson, etc) is assigned to each member of the group
so that diversity is appropriately tackled.
Activity 6: BINGO DRAW + REHEARSAL
A bingo draw is carried out to assign each group to one of the school’s Students that need so can use the Voicethread app to practice
courses. E.g. group 1 will be in charge of interviewing 2nd ESO. pronunciation.
Later, in groups, students rehearse their role as school journalists. They
practice the pronunciation through teacher’s feedback and “Voicethread”.
Teacher assesses the students’ implication and performance during the class.
Teacher presents the rubric to assess students performance (nº of interviews
+2 +5 +10, quality of the presentation, etc.)

OUTPUT SESSION
This session intends to enhance students’ interaction and oral skills.

Activity 7:
Students have to carry out the interviews within their own spare time and in
some classes that will have previously agreed with other teachers. Students
record their interviews to show evidence of the work.

INPUT + OUTPUT SESSION

This session intends to enhance students’ mathematical skills.

Activity 8:
Students analyse the results and create appropriate graphs and conclusions
during 2 maths’ sessions.

OUTPUT SESSION Students are provided with a model and additional language
This session intends to enhance students’ writing and artistic skills. support so that students can elaborate their report.

Activity 9: PRESENTATION DESIGN

After having processed the results, students elaborate a multimedia
presentation with their most relevant conclusions. Teacher provides students
 with a model and some varied language support. At the end they must give
their personal opinion on the subject (a positive and a negative thing).
Students decide on the items that will be assessed during the final
presentation. A checklist is created to that purpose.
Students rehearse their presentation in class. Teacher provides feedback on
grammar accuracy and pronunciation.

OUTPUT SESSION Students work in groups. A role (secretary, sheriff,

This session intends to enhance students’ presentation skills. spokesperson, etc) is assigned to each member of the group
so that diversity is appropriately tackled.
Activity 10: FINAL PRESENTATION
Students present their results to other courses and teachers in the school.
Each performance is evaluated by some peers who will use the checklist
created previously to assess the quality of the presentation.
Presentations are recorded.

CLOSING SESSION

Activity 11: THE END

Teacher shows a video with the best moments of all of the presentations.
Students self assess their performance through the unit by using the rubric that
was presented earlier in the unit..

9.- REFLEXIÓ SOBRE LA UNITAT